Research Article
1. Applied Linguistics (Language Teaching and Learning)
Ehsan Namaziandost; Tahereh Heydarnejad; Afsheen Rezai
Abstract
The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ...
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The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ER, RT, and MT with TS in EFL teachers in Iran. The Teaching Style Inventory (TSI), the Teacher Sense of Efficacy Scale (TSES), the Language Teacher Emotion Regulation Inventory (LTERI), the English Language Teacher Reflective Inventory (ELTRI), and the Mindfulness in Teaching Scale (MTS) were used to measure S-E, ER, RT, MT, and TS. The results showed that S-E, ER, RT, and MT were positively correlated with TS. The findings indicated that EFL teachers who had high S-E, high ER skills, high RT practices, and high MT awareness were able to use more effective TS strategies to facilitate students' learning. The study suggests that enhancing S-E, ER skills, RT practices, and MT awareness among EFL teachers can improve their TS preferences and outcomes. The study also provides some pedagogical implications for relevant stakeholders and opens up new avenues for further research.
Research Article
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.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Parviz Ajideh; Mohammad Zohrabi; Roqayeh Mohammad Pour
Abstract
Misuse of technology and lack of enough skill and knowledge about using technological devices may lead to several complications; thus, it could appear mandatory to offer citizenship education and digital knowledge. Hence, individuals are expected to gain the knowledge about their position in the world ...
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Misuse of technology and lack of enough skill and knowledge about using technological devices may lead to several complications; thus, it could appear mandatory to offer citizenship education and digital knowledge. Hence, individuals are expected to gain the knowledge about their position in the world as global citizens and be able to understand intercultural issues. The aim of the current study is to inspect the effect of global digital citizenship on EFL learner’s intercultural communicative competence and examine their perceptions toward the applicability of global digital citizenship. The participants of the quantitative phase comprised 60 female EFL learners classified randomly into one experimental group and one control group. For the qualitative phase, 20 learners were interviewed. The instruments included the Oxford Quick Placement Test to ensure the homogeneity, Intercultural Communicative Competence questionnaire, and a researcher-made questionnaire to provide qualitative data. Cronbach’s alpha was used ensure the reliability. The validity of the questionnaires was ensured through content validity. The quantitative data was analyzed through MANCOVA test. The results revealed that global digital citizenship has significant effect on EFL learner’s intercultural communicative competence. The results of semi-structured interview revealed five main themes including the most important qualities of global digital citizenship, the general advantages and disadvantages of global digital citizenship, the benefits and shortcomings of digital literacy, strategies to stay safe in social media environments, and the popular applications used for learning English. The findings have significant theoretical and practical significance for teachers, teacher educators, curriculum designers and researchers.
Research Article
2. Applied Linguistics (Inspirations from neighbor disciplines)
Ali Alizadeh; Davud Kuhi; Yaser Hadidi
Abstract
Lexical bundles, recurrent word combinations serving essential discourse functions, have gained prominence in the realm of academic writing. A novel perspective that bridges their functional significance and formulaic nature is promising for uncovering intricate features within these recurring language ...
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Lexical bundles, recurrent word combinations serving essential discourse functions, have gained prominence in the realm of academic writing. A novel perspective that bridges their functional significance and formulaic nature is promising for uncovering intricate features within these recurring language patterns. Drawing from the structural and functional taxonomy introduced by Biber et al. (1999) and Hyland (2008), this comprehensive study aims to find the existence of any significant difference in the frequency and use of lexical bundles from both structural and functional perspectives between research articles authored by individuals in soft and hard science disciplines. The corpus, rich in academic content, encompasses a total of 954,615 words, featuring 90 research articles in each sub-corpus. The investigation extends beyond mere structural classification to encompass functional analysis, unveiling insightful findings. The findings indicate while structural distinctions between authors in hard and soft sciences appear negligible, substantial variations emerge in the pragmatic deployment of lexical bundles. Authors in soft sciences exhibit a predilection for noun phrases combined with of-phrase fragments. In stark contrast, authors in hard sciences predominantly employ passive verb + prepositional phrase fragments. Additionally, the divergence in the functional classification of lexical bundles is noteworthy. In the realm of soft sciences, authors heavily emphasize the use of framing signals, underscoring the discursive significance of these elements. In contrast, hard science authors gravitate towards transition signals as the most frequently employed function of lexical bundles. These findings carry substantial implications for researchers, highlighting the importance of embracing lexical bundles as a fundamental aspect of scholarly writing within their specific domains.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Shahab Moradkhani; Maryam Salari
Abstract
It is utterly proclaimed that the effectiveness of teachers in their professional roles is deeply intertwined with psycho-emotional constructs such as reflective practice and immunity. Given the notable significance and scarcity of research on the correlation between reflective practices and immunity ...
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It is utterly proclaimed that the effectiveness of teachers in their professional roles is deeply intertwined with psycho-emotional constructs such as reflective practice and immunity. Given the notable significance and scarcity of research on the correlation between reflective practices and immunity among English as a Foreign Language (EFL) teachers, this study investigated whether Iranian EFL teachers' reflective practice exhibited a significant association with their immunity. To accomplish this objective, the convenience sampling method was employed to select a group of 204 EFL teachers (78 males and 126 females) from private language institutions across various provinces in Iran. Data were collected through surveys and subsequent interviews conducted with the participating teachers. The correlational analysis revealed significant positive relationships between teachers' immunity and all reflection subscales, except for critical reflection. The multiple regression analysis further confirmed that metacognitive and cognitive reflection strongly predict EFL teachers' immunity. Interviews emphasized the contribution of specific subcomponents of reflective practice to teachers' immunity. These findings emphasized the significance of merging reflective approaches and bolstering immunity within teacher growth schedules. Furthermore, they provided new opportunities to implement positive psychology criteria in foreign language teacher education.
Review Article
1. Applied Linguistics (Language Teaching and Learning)
Farzane Deliery Moghadam; Javad Gholami
Abstract
Publishing research in English poses linguistic challenges for non-native English speaker scholars (NNSS). To prepare their manuscripts for submission, peer review, and post-acceptance stages, they may receive linguistic assistance and editing from different individuals, such as field specialists or ...
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Publishing research in English poses linguistic challenges for non-native English speaker scholars (NNSS). To prepare their manuscripts for submission, peer review, and post-acceptance stages, they may receive linguistic assistance and editing from different individuals, such as field specialists or EFL / ESL teachers, collectively called text-shapers. To the best of our knowledge, there is no recent comprehensive portrayal of text-shaping practices in the literature on English for research publication purposes (ERPP). This overview introduces the text-shaping community’s practices by reviewing the most significant and relevant studies on this realm in the leading journals on ESP / EAP and ERPP. We used the Web of Science database to make the review as inclusive as possible. Several search terms were used to compile the mainstream literature on the topic, including text shaper, literacy broker, language editor, author’s editor, convenience editor, editor, and copy editor. In this thematic review, we describe text-shapers' editing practices and strategies, outline their characteristics and techniques in providing linguistic services to NNES authors, and highlight the benefits and challenges text-shapers experience in the scholarly publishing industry. Moreover, text-shaping services in Asia, with mounting demand for publication in English, were examined explicitly along with other contexts to comprehensively depict its status quo geographically. As EFL teachers are one of the most active agents in delivering text-shaping services to the NNES authors, especially in contexts like Iran, this review could help the EFL community in Iran and similar contexts to get familiar with the bigger picture of text shaping and its dimensions.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Sasan Baleghizadeh; Arman Jula
Abstract
The present study sought to explore the predicting power of sense of self-efficacy (SE) and emotional intelligence (EI) on the Iranian EFL teachers’ job satisfaction (JS). To this end, 125 EFL teachers were selected from private language institutes. The participants were asked to complete three ...
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The present study sought to explore the predicting power of sense of self-efficacy (SE) and emotional intelligence (EI) on the Iranian EFL teachers’ job satisfaction (JS). To this end, 125 EFL teachers were selected from private language institutes. The participants were asked to complete three questionnaires: Minnesota Satisfaction Questionnaire (MSQ), Teacher Self-Efficacy Scale (TSES), and Emotional Quotient inventory (EQ-i). Significant positive relationships between EI and JS and between SE and JS were observed and independent variables significantly predicted JS. More experienced teachers had a significantly higher mean than novice teachers on JS. Finally, it was revealed that there was not any significant difference between less and more experienced teachers with regard to the correlation between EI and JS and between sense of SE and JS. It is concluded that providing teachers with some interventions such as coaching and mentoring seems necessary.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Abbas Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi
Abstract
Pedagogical Content Knowledge (PCK) is both decisive—as it helps to formulate and present subject matters—and glocally relative as it is prone to the specificity of curricula of varying socio-cultural contexts. This study developed and validated a PCK questionnaire by focusing on data obtained ...
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Pedagogical Content Knowledge (PCK) is both decisive—as it helps to formulate and present subject matters—and glocally relative as it is prone to the specificity of curricula of varying socio-cultural contexts. This study developed and validated a PCK questionnaire by focusing on data obtained from Iranian English as a Foreign Language (EFL) teacher-education programs. PCK questionnaire items were extracted out of an in-depth literature review (globally) and interviews with 80 student-teachers (locally) and 120 student-teachers attending the pilot phase. Then, 180 other student-teachers completed a glocalized Likert-scale PCK questionnaire. Next, the final questionnaire, which was supposed to accommodate glocal aspects and subjected to both expert judgments as well psychometric measures like reliability estimation and factor analyses, enjoyed acceptable reliability index and validity measures including those of content and construct validity. The valid measure characterized as a 39-item is ultimately represented by nine factors including: Teaching Language Skills, Language Teaching Strategies, Classroom Management, Curriculum Designing and Materials Development, Assessment Literacy and Abilities, Course book Evaluation, Language Teachers' Technological Knowledge, Language Teachers' Professional Development, and Internship effect on Practical Teaching. The results underscore the significance of PCK in shaping effective teaching practices and provides the scholars with both instruments and context-sensitive practical model of EFL program evaluation.
Research Article
3. Applied Literature
Hossein Davari; Samira Sasani
Abstract
Exposing the concealed truth beneath the ideological appearance lies at the heart of the anti-capitalist plays written in the 20th century. Hare (1978) aspired to fulfil this social function by writing one of his masterpieces, Plenty. In this play, Hare creates a milieu of the clash between the main ...
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Exposing the concealed truth beneath the ideological appearance lies at the heart of the anti-capitalist plays written in the 20th century. Hare (1978) aspired to fulfil this social function by writing one of his masterpieces, Plenty. In this play, Hare creates a milieu of the clash between the main rebellious female characters and the overwhelming stains of a patriarchal context. He shows the interaction of the characters and the repressive context which changes the characters’ consciousness and identity. The present article offers a dialectical analysis to delineate the changes that occur both in the characters and the context in three successive decades (1943-1962). It is argued that such developments are viewed both as positive and negative because the rebellious characters of this play exhibit progression and degradation simultaneously. This paper aims to demonstrate how, as a social critique and committed writer, Hare reveals the true state of post-war England. The writer’s goal is to change the audience’s consciousness. He dispels the illusion of post-war peace and abundance which was believed by conservative, idealistic, and reactionary men. To do so, Hare contrasts male figures with rebellious and progressive women who act as history makers and represent the future of England.
Research Article
3. Applied Literature
Alireza Soleimani; Maghsoud Esmaili Kordlar; Bahloul Salmani
Abstract
Guin’s (1972) The Word for the World Is Forest was written when the social awareness against all forms of dystopian values such as rational dualistic values, patriarchal hierarchy, anthropocentric instrumentality, and all forms of oppression and exploitation was promoted by modern ecological ...
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Guin’s (1972) The Word for the World Is Forest was written when the social awareness against all forms of dystopian values such as rational dualistic values, patriarchal hierarchy, anthropocentric instrumentality, and all forms of oppression and exploitation was promoted by modern ecological movements and the new wave of feminism in the 1960s and 1970s. Guin’s speculative novella challenges the above-mentioned dystopian values and suggests an ecological ethics which include principles such as respect, care, love, mutuality, friendship, interdependency, equality, freedom, solidarity , responsibility, and the interrelationship between man and nature; it recognizes the differences and diversity of all the living and nonliving members of nature. To reach these ethical principles human beings need undergo a fundamental change and transformation in their way of thinking and their belief system all in all, which will result in a healthy society and ecosystem and a better place for life for the members of nature. This paper is a study of such a strategy in Guin’s (1972) The Word for the World Is Forest by benefiting from the theories set forth by ecofeminist philosophers Warren (2000), Plumwood (1993), and Merchant (1990) to show how the writer manifests the patterns of domination and oppression of nature and what kind of ecological ethics are emphasized in order to help man save life on Earth.
Research Article
4. Dynamics between Applied Studies on Language and Literature
Mohammad Hossein Mahdavi Nejhad; Reza Bagheri Nevisi; Arezoo Bahadori Moghaddam
Abstract
Many critics have read David Mamet’s (1993) Oleanna as a locale for issues of gender, misogyny, and sexual harassment. Another group, however, believe that it is the potentials of language and its manipulation which are central to the play, which need to be delved into. In line with the latter ...
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Many critics have read David Mamet’s (1993) Oleanna as a locale for issues of gender, misogyny, and sexual harassment. Another group, however, believe that it is the potentials of language and its manipulation which are central to the play, which need to be delved into. In line with the latter view, the present article assumes that the interactions of both John and Carol in this two-character play exemplify an interview in which they constantly attempt to preserve their faces through adopting a number of linguistic avoidance strategies. Therefore, by drawing upon linguistic avoidance frameworks suggested by Janney (1999) and Anchimbe (2009), the present article links up linguistic avoidance to Spencer-Oatey’s (2000) notion of rapport management and shows to what extent John and Carol adopt these strategies to attend to their personal and professional face needs at the cost of further alienation and frustration. The findings of this paper are also an affirmation of Žegarac and Spencer-Oatey (2013) who argue that participants’ self-oriented perspective due to face concerns may cause difficulties within joint projects, which is a barricade to spirit of cooperation and reciprocity.
Research Article
3. Applied Literature
Mohammad Ghaffary; Sara Karimi
Abstract
In the wake of WWII, how far science and technology may advance and the ethical responsibilities they bring became prominent problematics in philosophy and literature, including Kurt Vonnegut’s novels, particularly Cat’s Cradle (1963), a work of post-apocalyptic science fiction that intriguingly ...
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In the wake of WWII, how far science and technology may advance and the ethical responsibilities they bring became prominent problematics in philosophy and literature, including Kurt Vonnegut’s novels, particularly Cat’s Cradle (1963), a work of post-apocalyptic science fiction that intriguingly displays the dual nature of science as both creative and destructive. Since the novel deals with the catastrophic potentials of scientific inventions, it provides fertile ground for an ethical analysis based on Gilles Deleuze and Félix Guattari’s Poststructuralist thought, which has not previously been employed to analyze the concept of science in this novel. Considering this and using a descriptive-critical method, this qualitative, library-based study explores how in Cat’s Cradle science actualizes virtual possibilities, comparing it with artistic creation. Based on Deleuzeoguattarian theory, the analysis delves into the ethical implications of scientific knowledge as truth and the (im)morality of science. The results suggest that in Vonnegut’s narrative science is essentially neither moral nor immoral, but rather virtually amoral, since Dr. Hoenikker is depicted as a scientist who, unaffected by morality, recognizes the virtual power of creation in science and represents what Deleuze terms active science. The findings of the study, thus, elucidate the virtual potentials underlying science in the novel, the way it affects the characters’ deterritorialization, its relation to ethics, and its capacity not only to extract functions but also create presubjective concepts and affects. The findings of the study carry significant implications for investigating the nature of science in (post-)apocalyptic science fiction, not least Vonnegut’s other novels.
Book Review
Yunes Azizian
Abstract
Intercultural Competence and Pragmatics, divided into nine illuminating chapters, examines the critical link between intercultural competence (IC) and pragmatics through the lens of modern foreign language teachers in higher education. The author surveyed instructors teaching a diverse array of languages, ...
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Intercultural Competence and Pragmatics, divided into nine illuminating chapters, examines the critical link between intercultural competence (IC) and pragmatics through the lens of modern foreign language teachers in higher education. The author surveyed instructors teaching a diverse array of languages, from Dutch and English to French, German, Italian, Spanish, and Swedish, to understand how they conceptualize intercultural competence and which skills, competences, and knowledge they deem essential within their teaching contexts. This is a timely and important inquiry, as international organizations like UNESCO and the Council of Europe have emphasized the pivotal role of intercultural competence in education, yet the specifics of what IC entails can remain unclear in particular subject areas and classroom settings. Certainly, this timely and thought-provoking volume will be of great interest and relevance to a wide range of stakeholders, including language teachers and teacher trainers, curriculum developers, and applied linguists specializing in the areas of pragmatics, intercultural communication, and language education policy.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Mahmoud Nabilou; Abbas Ali Zarei
Abstract
Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped ...
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Flipped instruction has been shown to be effective in improving learning. However, this improvement might come at a cost. Since the responsibility for preparing is shifted to students, there is also a risk of augmenting learners’ anxiety. This study was an attempt to check the effects of flipped instruction through shad application on foreign language classroom anxiety among Iranian English learners. 120 male pre-intermediate English language learners constituted the main participants of this study. The participants were randomly assigned to one control and three experimental groups based on their performance on an Oxford Placement Test (OPT). The instruction provided for the control group was conventional instruction while the first experimental group received traditional flipping, the second group received demonstration-based instruction, and the third experimental group received double-flipped instruction for eight sessions, each lasting for 45 minutes. Data collection was done using pretests and posttests of foreign language classroom anxiety (FLCA); the results of ANCOVA revealed that all the three types of flipped learning had more positive effects than conventional instruction on reducing the learners’ anxiety level; however, there were no meaningful differences among the three types of flipping. The results of this study might be valuable for English learners and teachers, materials writers, and curriculum developers. The choice of the right kind of teaching materials and instructional techniques can help reduce learners’ anxiety.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Parisa Rajabi; Farhad Mazlum; Mahdi Dasta
Abstract
Given the key role communication plays in L2 learning, studies addressing students’ (un)willingness to communicate (WTC) and factors contributing to it are of pedagogical and theoretical relevance. Although studies on Iranian students’ WTC and its relationship with different variables are ...
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Given the key role communication plays in L2 learning, studies addressing students’ (un)willingness to communicate (WTC) and factors contributing to it are of pedagogical and theoretical relevance. Although studies on Iranian students’ WTC and its relationship with different variables are available, no research has been conducted on how Kuhl’s (1994) Action Control (AC) theory—proposed to carry explanatory potential regarding WTC—relates to it or its pertinent variables. The current study aims at investigating the predictive power of three variables (preoccupation, hesitation, and volatility) underpinning Kuhl’s AC theory and two high-evidence key factors (perceived competence and communication apprehension) vis-à-vis Iranian English students’ WTC in class. To collect data, Willingness to Communicate in L2 Questionnaire, Perceived Competence Questionnaire, Communication Apprehension Scale, Preoccupation, Hesitation, and Volatility Scales were given to four hundred and fourteen English students. Structural Equation Modeling was utilized to analyze the data and test the hypothesized model. Findings indicated that volatility, an AC variable, coupled with perceived competence and communication apprehension are significant predictors of students’ WTC. Results also suggested that hesitation and preoccupation predict WTC indirectly. Findings are used to maintain that Kuhl’s AC theory can help with explaining WTC with reference to a new argument, i.e. state and action orientation. The paper ends with pedagogical suggestions.
Research Article
1. Applied Linguistics (Language Teaching and Learning)
Farahman Farrokhi; Yaser Hadidi; Parya Tadayyon
Abstract
Considering the overwhelming nature of Pre-Task Planning (PTP) in writing for English as a Foreign Language (EFL) learners, the present study aimed to investigate the effect of a factor of PTP called Strategic Planning (SP) on lexical complexity of Iranian EFL learners. The data collection procedure ...
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Considering the overwhelming nature of Pre-Task Planning (PTP) in writing for English as a Foreign Language (EFL) learners, the present study aimed to investigate the effect of a factor of PTP called Strategic Planning (SP) on lexical complexity of Iranian EFL learners. The data collection procedure in this mixed-method research, which took 5 weeks, utilized the Oxford Quick Placement test (OQPT) to separate the sample of upper-intermediate learners. Following OQPT, the participants with a high working memory capacity (WMC), measured by the Operation Span Test (OST), were selected as the members of the final sample. They were categorized into three SP groups: form-focused (FF), content-focused (CF), and no planning (NP). After administrating the pre-tests of descriptive and argumentative tasks, each group received a different form of SP guidance, either FF or CF, in two different writing tasks for 4 sessions, whereas the NP group acted as the control group without any intervention. Then the post-tests were run in all three groups. The lexical sophistication of the post-tests was analyzed using the CELEX data center on the Coh-Metrix website. Based on ANOVA tests, FF instruction led to better and highly sophisticated writings in terms of lexis in both descriptive and argumentative tasks. The results can be helpful for syllabus designers, educators, and EFL learners to consider the type of SP in the PTP stage according to the WMC, in the case of different task types.
