1. Applied Linguistics (Language Teaching and Learning)
Mehri Mokhtarzadeh; Hadi Farjami; Monireh Mokhtarzadeh
Abstract
The present study investigates the potential impact of inspirational quotes on improving English abstract vocabulary recall. To achieve this, a multiple-choice Oxford Quick Placement Test (OQPT) of 60 items including vocabulary and grammar component was administered as the proficiency test to a sample ...
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The present study investigates the potential impact of inspirational quotes on improving English abstract vocabulary recall. To achieve this, a multiple-choice Oxford Quick Placement Test (OQPT) of 60 items including vocabulary and grammar component was administered as the proficiency test to a sample of 63 second-semester male and female students aged 18 to 22, studying English Translation in Semnan University, Iran. The 40 upper-level language students were selected and randomly assigned into two groups of 20 as an experimental group and a control group. The experimental group was exposed to inspirational quotes for one month and the control group was instructed abstract vocabularies through plain sentences. At the end of the treatment, a cued recall achievement test was used to measure the participants’ immediate recall of the target words. Two weeks after the treatment, the same test was administered to explore the delayed recall of participants and to estimate the effect of inspirational quotes on long term recall of abstract vocabulary by the experimental group compared with that of the control group. Analysis of immediate and delayed cued recall achievement tests confirmed the hypotheses that inspirational quotes had a significant effect on both immediate and delayed recall of abstract vocabulary. Based on these findings it is concluded that inspirational quotes can be utilized not only as a supportive context for teaching and learning of abstract vocabulary but also as motivational, emotional, and meaningful pedagogical sources.
1. Applied Linguistics (Language Teaching and Learning)
Hadi Farjami
Abstract
The purpose of this study was to elicit lived images about English learning from male and female Iranian English language learners. Ninety male and 210 female language learners from Iranian universities and language institutes chose from an inventory of images and provided own images. The 781 valid responses ...
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The purpose of this study was to elicit lived images about English learning from male and female Iranian English language learners. Ninety male and 210 female language learners from Iranian universities and language institutes chose from an inventory of images and provided own images. The 781 valid responses by males and 1903 valid responses by females were listed as images. The researcher examined the images and slightly summarized them under more generic labels. The number and percentages of males and females who offered each image were tabulated. The images by each gender were also arranged in descending order and their rank differences were calculated. The examination of the types of images and the frequencies of participants who chose or provided them offer patterns which reveal their conceptual models and lessons which can be of value to language teaching practitioners. Some of these patterns and insights are briefly discussed but many are left to the judgment, deliberation, and reflection and practical wisdom of the readers.
Hadi Farjami; Esmaeel Noroozi
Abstract
The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. ...
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The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. Questionnaire data provided by 311 EFL students and 70 EFL teachers was used to investigate the relation between (a) teacher-student attachment and EFL learners’ engagement, (b) teacher-student secure attachment and EFL learners’ engagement, (c) teacher-student insecure attachment and EFL learners’ engagement, (d) teacher-student secure attachment and EFL learners’ behavioral engagement, (e) teacher-student insecure attachment and EFL learners’ behavioral engagement, (f) teacher-student secure attachment and EFL learners’ emotional engagement, and (g) teacher-student insecure attachment and EFL learners’ emotional engagement. The analysis of teachers and students’ questionnaire data showed that teacher-student attachment was correlated with learners’ engagement. The student participants reported that secure attachment positively affected behavioral and emotional engagement while insecure attachment had a negative effect. The teacher participants reported that attachment with students had weak and non-significant relationship with their students’ behavioral and emotional engagement. These findings and their major pedagogical implications are discussed.