The Impact of Alternative Assessment Knowledge, Teaching Experience, Gender, and Academic Degree on EAP Teachers’ Assessment Literacy (Research Paper)
Hassan
Soodmand Afshar
Department of English Language, Faculty of Humanities, Bu-Ali Sina University, Hamedan
author
Somaye
Tofighi
Department of English Language, Bu-Ali Sina University, Hamedan
author
Maryam
Asoodeh
Department of English Language, Bu-Ali Sina University, Hamedan
author
Naser
Ranjbar
Department of English Language, Bu-Ali Sina University, Hamedan
author
text
article
2018
eng
This study investigated the impact of Iranian EAP teachers’ familiarity with or knowledge of alternative assessment (AA), teaching experience, academic degree and gender on their assessment literacy. To this end, 106 EAP teachers (74 males and 32 females) holding PhD degree (N=77) or MA/MSc degree (N=29) in different fields of study selected based on convenience sampling, participated in the study. The participants completed Classroom Assessment Literacy Inventory (CALI) developed by Mertler and Campbell (2005). The results of descriptive statistics indicated that observation, as one form of AA, was used most frequently by EAP teachers. The results of Independent Samples t-test showed that EAP teachers’ knowledge of AA significantly differentiated them in terms of assessment literacy. The results of Independent Samples t-test further showed that there was no significant difference between male and female EAP teachers regarding their assessment literacy, while EAP teachers who held Ph.D. degree possessed significantly higher levels of assessment literacy compared to their MA/MSc-holding counterparts. Moreover, the results of one-way ANOVA indicated that EAP teachers’ years of teaching experience had no significant effect on their assessment literacy. The interview results also indicated that half of the participants were either unfamiliar (33%), or had low familiarity (17%) with AA. It was also revealed that lack of knowledge of AA and overcrowded classes were two main reasons for the EAP teachers’ lack of use of AA. Furthermore, the majority of the participants who did not use AA, reported they mainly used summative assessment instead.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
1
15
https://journalscmu.sinaweb.net/article_87251_6db56806df6d4edfd9b874f13cbc8511.pdf
The Effects of Rote and Contextualized Memorization on Iranian Intermediate EFL Learners’ Vocabulary Development (Research Paper)
Mohammad
Zohrabi
Assistant Professor
English Department
Faculty of Farsi Literature
University of Tabriz
Tabriz
Iran
author
Parya
Tadayyon
English Department
Faculty of Farsi Literature
University of Tabriz
Tabriz
Iran
author
Leila
Dobahkti
Tabriz Islamic Art University
author
text
article
2018
eng
It is obvious that vocabulary lies in the center of language learning and communication. This issue shows that vocabulary has a vital role in mastering all the skills of a language. Vocabulary Learning Strategies (VLS) facilitate the process of learning lexical items. The present study investigated the role of two specific strategies in vocabulary learning, including rote memorization and contextualized among Iranian intermediate EFL learners. The design of the study was quasi-experimental, which consisted of two experimental groups and one control group. Some sixty Iranian intermediate female students were selected (twenty per group) based on random sampling. They were selected according to the results of the Quick Placement Test (QPT). Before the treatment, a pretest was administered. Then, the participants were taught thirty vocabulary items in three sessions from the book named “Barron’s 1100 essential words” in two different methods. The control group didn’t receive any of these strategies. Afterwards, two posttests (immediate and delayed) were administered. The data were analyzed by SPSS software. It was revealed that the contextualized strategy group (Mean=37.35) outperformed the rote (Mean=35.90) and control (Mean=25.75) groups. Moreover the results of the t-test showed the superiority of the contextualized over rote memorization group. The results of this study can be helpful for both teachers and learners to apply this strategy in the process of teaching and learning vocabulary items. Therefore, teachers can use and practice this strategy as one of the many ways of acquiring new vocabulary items. Additionally, this strategy can help in the process of long-term retention on the part of the learners.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
16
31
https://journalscmu.sinaweb.net/article_86041_0663a10f94296f496301558c85ff810e.pdf
The Effect of Authentic and Simplified Literary Texts on the Reading Comprehension of Iranian Advanced EFL Learners (Research Paper)
Yousef
Bakhshizadeh Gashti
English Department, Chabahar Maritime University, Iran
author
text
article
2018
eng
The present quasi-experimental study mainly investigates the role of literature as input for reading comprehension in Iranian EFL classrooms. To be more exact, it investigates the effects of authentic and simplified literary texts on the reading comprehension of Iranian advanced EFL learners. The participants were 35 male and female Iranian EFL learners who were at advanced level, studying in a private language institute in Tehran, Iran. They were randomly divided into three groups, each group receiving a particular type of text: general academic texts in control group, authentic literary texts in one of the experimental groups, and simplified literary texts in the other experimental group. After the administration of CAE reading comprehension pre-test, holding 15 sessions of treatment, and another CAE reading comprehension as post-test, the collected data were analyzed using one-way ANOVA by SPSS software. The results showed that using both simplified literary texts and authentic literary texts, as replacements for general academic text, had a positive effect on the reading comprehension of advanced Iranian EFL learners. In addition, there was not any significant difference between the effectiveness of simplified literary texts and authentic literary texts.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
32
44
https://journalscmu.sinaweb.net/article_87254_aa83c07a274e1ed09753c43e8704979c.pdf
Syntactic Development of Right-Brain and Left-Brain Dominant Iranian EFL Learners: Processability Theory in Perspective (Research Paper)
Sedigheh
Vahdat
English department, Faculty of Literature and Humanities, Shahid Chamran university of Ahvaz
author
Zohre
Shooshtari
English department, Faculty of Literature and Humanities, Shahid Chamran university of Ahvaz
author
Anahita
Bordbar
English department, Faculty of Literature and Humanities, Shahid Chamran University of Ahvaz
author
text
article
2018
eng
Processability Theory, a component of the cognitive approach to second language acquisition tries to enhance understanding of how the interlanguage knowledge systems can be restructured by second language learners. The present study intended to run an investigation into the syntactic development of Right-Brain and Left-Brain Dominant Iranian EFL learners based on Processability Theory. Iranian university students took part in this study. They received a Demographic Questionnaire, the Hemisphere Dominance Inventory (DHI), a validated researcher-made grammar test designed based on the stages of Processability Theory. To analyze the data classical item analysis was used. Results pertained to the research questions revealed that the stages predicted by Processability Theory did not account for the Iranian Left and Right-Brain Dominant EFL learners in learning syntax. Results of this study indeed showed that the difficulty level of different grammatical structures presented by Pienemann in PT did not match the difficulty order obtained in this study by Left and Right-Brain Dominant EFL respondents.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
45
61
https://journalscmu.sinaweb.net/article_87598_221fe4f0f2dc972a611a86630af78879.pdf
The Effect of Explicit Consciousness-Raising of Autonomous Learning Activities on Iranian EFL Students’ Achievement Test Scores (Research Paper)
Majid
Maghami
Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University, Shiraz, Iran
author
Saeed
Mehrpour
Department of Foreign Languages and Linguistics, College of Literature and Humanities, Shiraz University, Shiraz, Iran
author
Alireza
Ahmadi
Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University, Shiraz, Iran
author
text
article
2018
eng
This study set out to examine the effect of explicit consciousness-raising of autonomous learning activities on a group of students’ General English achievement test scores following a mixed methods design. At the beginning of the study, four intact classes were selected based on their availability, of which one class was assigned to the experimental group and the others to the control groups, through random assignment. The treatment groups received a 10 session treatment on a number of autonomous learning activities to be done outside the classroom after the midterm exam which functioned as the pretest. At the end of the semester and after the treatment, all the four groups took the final exam (the posttest). An independent-samples t-test was conducted to compare the posttest scores for treatment and no-treatment groups, and one-way ANOVA was run followed by Tukey HSD as a follow-up measure to find out the probable differences between the groups. To check the probable significant differences between students’ pretest and posttest scores, a set of paired-samples t-tests was run separately for the experimental group and control group 1. Then, the researchers conducted descriptive analysis related to the questionnaire items and checked the correlation of all the data taken from the tests and the questionnaire items. The results indicated that the treatment significantly led to better test scores in this context, where the eta squared statistic indicated a large effect size. In addition, the semi-structured interview data confirmed the results.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
62
77
https://journalscmu.sinaweb.net/article_88239_b012b6cf9a286d80db3e6af57e2a7faa.pdf
Employing Partnership Approach in Streamed Language Classrooms to Improve Speaking Skill of Iranian Undergraduate EFL Learners (Research Paper)
Sousan
Sattar Boroujeni
English Department, Isfahan Branch, Islamic Azad University, Isfahan, Iran
author
Azizeh
Chalak
English Department, Isfahan Branch, Islamic Azad University, Isfahan, Iran
author
Hossein
Heidari Tabrizi
English Department, Isfahan Branch, Islamic Azad University, Isfahan, Iran
author
text
article
2018
eng
Introducing effective approaches and providing equal opportunities for all language learners at any level of language knowledge to learn successfully seems to be an asset. In this study, the role of employing Partnership Approach (PA) to teach speaking to undergraduate EFL students through Streaming/Homogeneous-Grouping of the learners in Mixed-Ability classrooms was examined. A quasi-experimental research method was employed and 72 Iranian male and female undergraduate students majoring in TEFL whose ages ranged from 19-24 participated in the study. The study comprised three experimental and three control groups in high, low, and mixed language-ability levels based on the results of an Oxford Quick Placement Test (OQPT) so that there were 12 students in each group. The findings indicated that among the streamed experimental groups, low-ability students did not significantly develop their speaking ability. On the contrary, low-ability students benefited from the mixed-ability teaching more than the other students both in the control and the experimental groups. Mixed-ability and high-ability students in the experimental group significantly outperformed their counterparts in the control group. Low-ability students in the control group outperformed their counterparts in the experimental group. This study has the potential to develop new insights and ideas which can be adapted by both EFL teachers and students in different educational settings. The processes and outcomes of the study can be adapted for use in other disciplines to examine the effect of ability grouping and partnership on the individuals’ overall success.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
78
92
https://journalscmu.sinaweb.net/article_88335_3c4dc870006ffe8d86f498684c719dd3.pdf
EFL Teachers’ Perceptions of Intermediate Learners’ Demotivation and the Strategies Used to Reduce Demotivation in an Iranian Context (Research Paper)
Fahimeh
Farjami
Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar , Iran
author
Nader
Asadi Aidinlu
Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
author
Haniyeh
Davatgari Asl
Department of English Language Teaching, Ahar Branch, Islamic Azad University, Ahar, Iran
author
text
article
2018
eng
Demotivating factors can negatively influence the learners’ attitudes in learning English language. In the present study, demotivating factors and the strategies used to reduce demotivation among Iranian EFL learners were explored through both qualitative and quantitative research methods. İn the qualitative part of the study, semi-structured interviews including two main open-ended questions were done to construct two Sources of Demotivation and Demotivation Reduction Strategies Questionnaires. Then, in the quantitative part of the study, the correlations between EFL learners’, novice and experienced teachers’ perceptions of demotivating factors and strategies learners use to reduce demotivation were explored. Forty Intermediate level EFL learners including 22 female and 18 male learners who attended the classes at Iran Language Institute (ILI) in Tehran, Iran and 200 teachers including 137 experienced teachers and 63 novice teachers who worked at different branches of Iran Language Institute (ILI) in Tehran, Iran were participated in the research project. The qualitative data were analyzed through coding and factor analysis. İn addition to 40 strategies to reduce demotivation in EFL classrooms, quality of teaching, teachers’ characteristics, classroom environment, institute’s facilities, language anxiety, and students’ characteristics were identified as the demotivating factors. Additionally, the findings showed a statistically significant correlation between EFL learners and teachers’ perception of learners’ demotivation and strategies to reduce demotivation and between experienced and novice teachers’ perception of learners’ demotivation and strategies to reduce demotivation too. It was concluded that demotivation is a multidimensional construct containing six components in Iranian context of foreign language learning.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
93
109
https://journalscmu.sinaweb.net/article_88430_e290b6d3eff0bc25bad311c96cce6dce.pdf
Teaching Academic Vocabulary Through Reconstruction Editing Task: Does Group Size Matter? (Research Paper)
Mansoor
Ganji
English Department, Chabahar Maritime University
author
Dariush
Nejad Ansari
English Department, University of Isfahan
author
text
article
2018
eng
The use of collaborative classroom interactional tasks is on the rise recently since they incorporate the negotiation of meaning and thus they may be regarded as one of the most efficient ways to ease a learner’s focus on form. This study investigated the immediate and long-term effects of reconstruction editing task on the learning of 20 academic vocabulary items through using five reconstruction editing tasks. Of interest was whether the number of students in the interaction groups made any considerable difference in the gains of vocabulary knowledge in the groups under study. Based on convenience sampling, some 30 teenage students of two intermediate level classes studying Top Notch course at a language institute in Isfahan volunteered to participate in the study. Having taken a teacher-made pretest, group A with 14 students did the reconstruction editing task in pairs, but the 16 students of group B did the task in groups of four. Then, they took an immediate and a delayed posttest. Comparing the performance of each group before and after the treatment through paired samples t-test, it was revealed that both methods led to a big increase in the knowledge of vocabulary items, but no significant difference was found between the effects of these two methods as demonstrated by the immediate posttest. However, the group which did the tasks in groups outperformed the pair group in the delayed posttest which was administered one month after the immediate posttest. Thus, output tasks are advised to be utilized in reading-oriented courses such as English for Specific Purposes (ESP) to involve the learners more in the learning process and create a more learner-centered atmosphere.
Iranian Journal of English for Academic Purposes
Chabahar Maritime University
2476-3187
7
v.
2
no.
2018
110
123
https://journalscmu.sinaweb.net/article_88835_1b824586110c472133fecb843d4b7d6f.pdf