1. Applied Linguistics (Language Teaching and Learning)
Sepideh Rafiei Sakhaei; Biook Behnam; Zohreh Seifoori
Abstract
It is commonly agreed that grammar is so important that it should not be ignored. The English passive voice can be a challenging aspect of grammar learning for Iranian EFL learners. The aim of this study was to comparatively and empirically investigate the effect of the Input Enhancement Technique (IET), ...
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It is commonly agreed that grammar is so important that it should not be ignored. The English passive voice can be a challenging aspect of grammar learning for Iranian EFL learners. The aim of this study was to comparatively and empirically investigate the effect of the Input Enhancement Technique (IET), Guided Discovery Approach (GDA), and Explicit Instruction Method (EIM) on Iranian EFL learners’ passive voice production. It sought to determine the individual effectiveness of these methods and identify the most efficient one. To this end, 70 Iranian EFL learners from the Payam Nour University of Tabriz were chosen and divided into three groups, including GDA (N = 22), IET (N = 25), and EIM (N = 23). The research data were obtained based on three validated, researcher-designed computerized activities. Pretest and posttest were used to elicit information on the learners’ production of passive voice. The results of the data analysis revealed that both IET and GDA had significant effects on the production of passive voice. However, EIM did not significantly influence the production of passive voice. Meanwhile, GDA was found to be the most efficient teaching technique compared with the other methods. This study has some important implications for teachers, students, and syllabus designers.
1. Applied Linguistics (Language Teaching and Learning)
Sanaz Sabermoghaddam Roudsari; Behrooz Azabdaftari; Zohreh Seifoori
Abstract
A controversial issue in language teaching is the extent to which engaging learners in the learning process may enhance various aspects of learners’ writing. The current study set out to examine the impact of employing evaluation rubrics as self-assessment devices on advanced EFL learners’ ...
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A controversial issue in language teaching is the extent to which engaging learners in the learning process may enhance various aspects of learners’ writing. The current study set out to examine the impact of employing evaluation rubrics as self-assessment devices on advanced EFL learners’ writing features. The current study probed the interactive effect of criteria-referenced self-assessment and task type on the accuracy, lexical resources, and coherence. The participants included 60 advanced EFL learners distributed into two experimental groups (30 male and female learners each). The instruments were two writing tasks as pre-test and post-test, assessed based on IDP rubrics evaluating lexical resources, task response, grammatical range and accuracy, and cohesion and coherence. Two-way ANCOVA was administered to analyze the data. The findings revealed significantly more accurate and coherent writing of the criteria-referenced self-assessment group compared to the teacher-assessment group with no significant difference in lexical resources. Moreover, the findings indicated that the participants performed significantly better on shared tasks compared to independent tasks. However, task and assessment types were found to have no significant interactive effect on the writing features in question. The findings emphasize the practical benefits of criteria-referenced self-assessment and shared tasks in promoting Iranian advanced EFL learners’ writing accuracy and coherence. The implications will be discussed.
1. Applied Linguistics (Language Teaching and Learning)
Sara Salehpour; Biook Behnam; Zohreh Seifoori
Abstract
To surmount the obstacles a deficient productive vocabulary retrieval places in the way of EFL teachers, the current study sought to ascertain whether or not involving trainee teachers in interactive input-output activities enhance their vocabulary retention. To this end, a convenience sample including ...
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To surmount the obstacles a deficient productive vocabulary retrieval places in the way of EFL teachers, the current study sought to ascertain whether or not involving trainee teachers in interactive input-output activities enhance their vocabulary retention. To this end, a convenience sample including 49 Iranian EFL trainee teachers were recruited to take part in a quasi-experimental pretest-posttest-delayed posttest study. Having been grouped into three comparison groups, the participants were exposed to the same literary texts; however, the differential treatment of the study entailed three different interaction modes (individual, collaborative, and collaborative-cooperative) and two types of input / output processing (non-reciprocal and reciprocal). A repeated measure analysis of covariance (RM ANCOVA) was performed on the participants’ achievements in the pre- post- and delayed posttest measures and the results revealed that the two groups involved in literature-based interactive (collaborative and collaborative-cooperative) reciprocal input-output activities showed significantly higher levels of vocabulary retention compared to the group exposed to literature-based individual non-reciprocal input-output tasks. Additionally, contributing to significantly higher levels of long-term retention, the collaborative-cooperative mode of interaction was found to be more effective than the collaborative one. The findings corroborated the need for including literature-based interactive input-output tasks in EFL teacher training curriculum.
4. Dynamics between Applied Studies on Language and Literature
Saber Khooei-Oskooei; Saeideh Ahangari; Zohreh Seifoori
Abstract
Many individuals fail to perform the responsibilities devolved to them within the expected time or at least do them near the deadline. The so-called procrastination in accomplishment of academic tasks has often been considered a frustrating phenomenon which commonly results in undesirable outcomes. However, ...
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Many individuals fail to perform the responsibilities devolved to them within the expected time or at least do them near the deadline. The so-called procrastination in accomplishment of academic tasks has often been considered a frustrating phenomenon which commonly results in undesirable outcomes. However, some students believe that near-deadline performance leads to better results. Focusing on EFL learners, the researchers in this study followed the classical Grounded Theory Approach and investigated whether procrastination always has destructive effects on their performance and behavior or it can be applied as a strategy to gain better outcomes. To do so, they interviewed 43 EFL learners at intermediate and advanced levels of proficiency with prior experience of procrastination and, taking a constant comparative method, analyzed the collected data through three stages of coding (i.e., open, selective, and theoretical). The results indicated that although most respondents did not reject the destructive consequences of procrastination on their language learning, several EFL learners pointed to constructive consequences of procrastination in their learning. Moreover, some strategies for adjusting the destructive effects of procrastination and even for transforming them to constructive consequences emerged from the data. In this way, the present study led to the development of the grounded theory of language learning procrastination. This theory covered two themes of Consequences, including Constructive Language Learning Procrastination and Destructive Language Learning Procrastination, and Overcoming Strategies, including Internal and External Strategies. The resultant theory can open a new horizon to deal with EFL learners’ dilatory behaviors.
Zohreh Seifoori
Abstract
A fundamental necessity at postgraduate level is a developed strategic reading skill that permits digesting tremendous amounts of technical academic content. The need is more paramount for EFL contexts and postgraduate students majoring in English Language Teaching (ELT) and English Literature (EL) most ...
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A fundamental necessity at postgraduate level is a developed strategic reading skill that permits digesting tremendous amounts of technical academic content. The need is more paramount for EFL contexts and postgraduate students majoring in English Language Teaching (ELT) and English Literature (EL) most of whom will ultimately search a career in teaching. The aim of the present ex-post facto study was to compare reading comprehension, overall metacognitive awareness of reading strategies (RSs) and awareness of Global, Problem-solving, and Support reading strategies of these prospective English teachers. To this end, a convenient sample of 60 ELT and 40 EL postgraduates were recruited from a pool of 130 students. The research data were collected using a reading comprehension test and the Metacognitive Awareness of Reading Strategy Inventory (MARSI) (Mokhtari & Reichard, 2002). The Independent Samples t-test analyses of the research data revealed that both groups were average in their reading comprehension and metacognitive awareness of reading strategies. MANOVA analysis of the MARSI components also indicated that although ELT postgraduates were significantly more aware of Global, Problem-solving, and Support RSs, both groups were at medium level. The findings highlight the need for strategic-based instruction in reading courses and offer a number of implications.
