@article { author = {Zokaeieh, Siavash and Tahriri, Abdorreza}, title = {The Effect of Critical Language Awareness on EFL Learners’ Writing Ability (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {7-29}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {The present study sought to investigate the effect of Critical Language Awareness (CLA) on upper-intermediate EFL learners’ writing ability. Thirty-two EFL learners were selected based on their scores on a placement test and were randomly assigned to control and experimental groups. In addition to the placement test, a five-paragraph essay writing test was administered to assess the participants’ writing ability through the use of a standardized rubric consisting of five categories of critical response, development of ideas, structure of response, word choice, and mechanics. The three-stage treatment which was based on the frameworks of Wallace (1992), Fairclough (1989) and Ivanic and Simpson (1992) was offered to the experimental group in twelve sessions. The result of independent samples t-tests did not show any significant effect of the treatment on the participants’ overall writing ability; however, when the categories were considered separately, the result was statistically significant in terms of critical response. The major implication of this study is for writing instructors who need to consider critical attitudes of the EFL learners as an important factor in their instruction.}, keywords = {Critical Language Awareness,Writing,Discourse,EFL}, title_fa = {تاثیر آگاهی انتقادی زبان بر توانایی نوشتاری فراگیران زبان انگلیسی به عنوان زبان خارجی}, abstract_fa = {هدف پژوهش حاضر بررسی تاثیر آگاهی انتقادی زبان بر توانایی نوشتاری فراگیران زبان انگلیسی فوق متوسط برآگاهی انتقادی زبان بود. برای این منظور، سی و دو نفر از فراگیران زبان که توسط آزمون تعیین سطح انتخاب شده بودند به صورت تصادفی در دو گروه آزمایش و کنترل تقسیم شدند. علاوه بر آزمون تعیین سطح دو ابزاربرای جمع‌آوری روی دادها مورد بررسی قرار گرفت: 1) آزمون پنج بندی نگارش به عنوان پیش آزمون و پس آزمون برای تعیین مهارت نگارش گروه‌های آزمایش و کنترل و 2) مصاحبه نیمه ساختاریافته جهت تایید یافته‌های حاصل از پرسش نامه محاسبه و تایید گردید .736)= a) به علا.وه راهنمای نمره‌گذاری استاندارد که شامل پنج مقوله‌ی پاسخ انتقادی، گسترش ایده، ساختار پاسخ، انتخاب واژگان مناسب و روش نگارش متن بود، جهت ارزیابی مهارت نگارش زبان آموزان مورد استفاده قرار گرفت. آموزش گروه آزمایش در سه مرحله بر مبنای چارچوب مطرح شده توسط والاس (1992)، فرکلاف (1981) و ایوانیک و سیمیسون (1992) در دوازده جلسه ارایه گردید. نتایج آزمون مستقل تی نشان داد که به طور کلی در مقاله های مورد نظر آگاهی انتقادی، زبان آماری معناداری بر مهارت نوشتاری ندارد. با وجود این، زمانی که مقوله‌های مورد نظر به صورت مجزا مورد بررسی قرار گرفت، نتیجه از لحاظ تاثیر آموزش بر پاسخ انتقادی در نگارش معنادار بود. یافته‌های این پژوهش، بر در نظر گرفتن نگرش انتقادی زبان‌آموزان از سوی مدرسان مهارت نگارش به عنوان عامل مهمی در امر آموزش تاکید دارد.}, keywords_fa = {آگاهی انتقادی زبان,نگارش,گفتمان,زبان انگلیسی به عنوان زبان خارجی}, url = {https://journalscmu.sinaweb.net/article_73641.html}, eprint = {https://journalscmu.sinaweb.net/article_73641_e72ab7084144a6bed3b7a0a0b799c029.pdf} } @article { author = {Mousavi, Malihe and Atai, Mahmood Reza and Babaii, Esmat}, title = {Exploring Standards and Developing a Measure for Evaluating Iranian EFL Teachers’ Professional Competence in the Private Sector (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {30-59}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {The primary foundation of teacher evaluation is establishing standards for assessing the optimal characteristics of qualified teachers.  The present study aimed at exploring standards of professional competence of adult-level Iranian EFL teachers in the private sector and developing a questionnaire to assess their professional competence.  To this end, initially, the members of the professional community including teacher trainers, supervisors, teacher educators, and teachers themselves were selected and interviewed to set standards through adapting TESOL (2003) standards of professional EFL teachers. Content analysis of the interviews showed that the members of the professional community recognized 38 performance indicators out of 65 performance indicators suggested by TESOL (2003) as appropriate, inclusive, and necessary to evaluate Iranian in-service EFL teachers' professional competences in the private sector. Then, a self-assessment questionnaire was designed to evaluate the professional competence of Iranian EFL teachers in the private sector. The questionnaire was administered to 344 EFL teachers in order to examine its reliability and construct validity. The results indicated that the aforementioned questionnaire is a valid and reliable measure of the professional competence of Iranian EFL teachers in the private sector.  Researchers hope the emerged standards and the newly-developed instrument would be eventually implemented at national level to secure consistency in EFL teachers’ quality assurance in the private sector.}, keywords = {TESOL standards,EFL teacher evaluation,professional competence,private sector,Iran}, title_fa = {بررسی استانداردها و تدوین یک مقیاس برای ارزیابی توانایی حرفه ای معلمان زبان انگلیسی در بخش خصوصی}, abstract_fa = {بررسی استانداردها و تدوین یک مقیاس برای ارزیابی توانایی حرفه ای معلمان زبان انگلیسی در بخش خصوصی}, keywords_fa = {استانداردهای روش تدریس: ارزیابی معلم زبان انگلیسی: توانایی حرفه ای: بخش خصوصی: ایران}, url = {https://journalscmu.sinaweb.net/article_50293.html}, eprint = {https://journalscmu.sinaweb.net/article_50293_7d3f4eaa4e1157e62264d58dd49a6353.pdf} } @article { author = {Masoumpanah, Zahra and Tahririan, Mohammad Hasan and Afzali, Katayoon and ََAlibabaee, Ahmad}, title = {A Critical Needs Analysis of Practicum Courses at Farhangian University: Mentors and Students’ Perspectives (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {60-82}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {Practicum is a significant component of teacher education which links theory to practice and prepares student teachers for their job. The purpose of the courses, as defined within the Curriculum of Teacher Education at Farhangian University, is to prepare student teachers for their teaching career by observing and analyzing the real situation at schools and relating it to their theoretical findings. The present study was an attempt to conduct a critical needs analysis in which teachers and learners voiced their concerns, problems and needs in practicum courses. It mostly focused on student teachers’ voice since they are the most powerless in this educational setting. It intended to look for distinctive features of the practicum courses (four courses) presented at Farhangian University. To this end, the study investigated the achievement of the course objectives, stated in the curriculum for practicum, and the fulfillment of students’ needs from stakeholders’ perspective. Findings revealed major problems with these courses including (a) lack of training in action research, lesson study, critical thinking, and reflection skills for all members of practicum, (b) insufficiency of flexibility in teaching methods, resources and materials used by cooperating teachers at schools to act as a role model for student teachers, (c) lack of cooperation between schools and university, and (d) lack of proper supervision by teacher educators, to name a few. Findings of the study would raise TEFL curriculum developers, teacher educators, and cooperating teachers’ awareness of student teachers’ needs in practicum courses.}, keywords = {Practicum,undergraduate TEFL students,cooperating teachers,teacher educators}, title_fa = {تجزیه و تحلیل انتقادی نیازهای دروس کارورزی در دانشگاه فرهنگیان: دیدگاه مربیان و دانشجویان}, abstract_fa = {کارورزی بخش مهمی از آموزش معلمان است که تئوری را به عمل پیوند می دهد و دانشجومعلمان را برای کار خود آماده می کند. هدف این دوره ها، همانگونه که در برنامه درسی آموزش و پرورش معلمان در دانشگاه فرهنگیان تعریف شده است، آماده سازی دانشجومعلمان برای کار حرفه ای خود با مشاهده و تحلیل وضعیت واقعی در مدارس و ایجاد رابطه بین مشاهدات و یافته های نظری آنها است. این مطالعه تلاشی برای انجام یک تجزیه و تحلیل نیازهای بحرانی است که در آن معلمان و دانش آموزان نگرانی ها، مشکلات و نیازهای خود در دوره های عملی را بیان می کنند. تمرکز این مطالعه بیشتر بر شنیدن صدای دانشجومعلمان است؛ زیرا آنها در این محیط آموزشی کمترین قدرت را دارا هستند. این تحقیقدر جستجوی ویژگی های متمایز دوره های کارورزی (چهار دوره) در دانشگاه فرهنگیان می باشد. برای این منظور، اهداف درسی به دست آمده برای درس کارورزی در برنامه درسی و نیازهای دانشجومعلمان از منظر ذینفعان مورد بررسی قرار گرفت. یافته ها نشان دهنده مشکلات عمده در این دوره ها از جمله: (الف) نبود آموزش در زمینه مهارت های اقدام پژوهی، درس پژوهی و تفکر انتقادی برای همه اعضای کارورزی؛ (ب) نبود انعطاف در روش های آموزشی، منابع و مواد استفاده شده توسط معلمان مدارس که به عنوان الگویی عملی برای دانشجومعلمان عمل می کنند؛ (ج) نبود همکاری بین مدارس و دانشگاه؛ و (د) نبود نظارت مناسب توسط اساتید کارورزی، اگر بخواهیم چند نمونه نام بریم. یافته های این تحقیق، آگاهی برنامه ریزان برنامه درسی رشته آموزش زبان انگلیسی، اساتید کارورزی و معلمان زبان مدازس نسبت به نیازهای دانشجومعلمان افزایش خواهد داد.}, keywords_fa = {کارورزی,دانشجویان آموزش زبان انگلیسی در مقطع کارشناسی,معلمان,مربیان}, url = {https://journalscmu.sinaweb.net/article_73643.html}, eprint = {https://journalscmu.sinaweb.net/article_73643_276b577485daf6a69a05eaae49429bbc.pdf} } @article { author = {Aghajanzadeh, Mohammad and Villoria Prieto, Javier}, title = {Discourse Community Collocations and L2 Writing Content (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {83-101}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {Taking the position that writing can be an important skill to foster knowledge building pedagogy, this article explores vocabulary as a supportive tool for this purpose. Having this in mind, a compilation of conceptually loaded vocabularies pertaining to seven discourse communities was developed, two of which were given to a group of L2 writers to investigate the implications of phraseology for content richness in foreign language writing. Sixty-six essays composed by 33 language learners preparing for two tests of English for General Academic Purposes, namely IELTS, and TOEFL, were investigated before and after receiving these concept-carrying lexical items. The study revealed that novice writers of academic essays could enhance the quality of essay content with the help of vocabularies which carry concepts and ideas.Retrospective interviews using stimulated recalls indicated that EFL writers had virtually no access to vocabularies needed for presenting most of concepts and believed that these lexical items would help them write better. So practical are these collocations for both making up content deficiency in academic writing and meanwhile assisting learners in broadening their topical knowledge scholarship that syllabus designers and EFL instructors can utilize them for higher pedagogical yields.}, keywords = {content richness,Corpus,discourse community collocations,L2 writing}, title_fa = {ارتباط بین همآیی واژگان جامعه زبانی و مهارت نوشتاری در زبان دوم}, abstract_fa = {Taking the position that writing can be an important skill to foster knowledge building pedagogy, this article explores vocabulary as a supportive tool for this purpose. Having this in mind, a compilation of conceptually loaded vocabularies pertaining to seven discourse communities was developed, two of which were given to a group of L2 writers to investigate the implications of phraseology for content richness in foreign language writing. Sixty-six essays composed by 33 language learners preparing for two tests of English for General Academic Purposes, namely IELTS, and TOEFL, were investigated before and after receiving these concept-carrying lexical items. The study revealed that novice writers of academic essays could enhance the quality of essay content with the help of vocabularies which carry concepts and ideas.Retrospective interviews using stimulated recalls indicated that EFL writers had virtually no access to vocabularies needed for presenting most of concepts and believed that these lexical items would help them write better. So practical are these collocations for both making up content deficiency in academic writing and meanwhile assisting learners in broadening their topical knowledge scholarship that syllabus designers and EFL instructors can utilize them for higher pedagogical yields.}, keywords_fa = {غنای متن: پیکره زبانی: همآیی واژگان: جامعه زبانی}, url = {https://journalscmu.sinaweb.net/article_50290.html}, eprint = {https://journalscmu.sinaweb.net/article_50290_7476256bbb88c5c526c7a4d9e5c3ab23.pdf} } @article { author = {Khoshsima, Hooshang and Talati-Baghsiahi, Amrollah and Moafian, Fatemeh}, title = {A Cross-linguistic and Cross-cultural Study of Epistemic Modality Markers in Linguistics Research Articles (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {102-122}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {Epistemic modality devices are believed to be one of the prominent characteristics of research articles as the commonly used genre among the academic community members. Considering the importance of such devices in producing and comprehending scientific discourse, this study aimed to cross–culturally and cross-linguistically investigate epistemic modality markers as an important subcategory of hedges in linguistics research articles. To this end, three corpora of research articles written by Anglo-American and Iranian writers in English and Iranian writers in Persian were examined. The frequency occurrences of the markers were counted functionally. The data were analyzed using Mann-Whitney tests. The findings revealed that there were significant differences between all three corpora with respect to the total relative frequency of epistemic modality markers. That is, native English texts contained the highest proportion and native Persian texts included the lowest proportion of epistemic modality marker, and non-native English texts were placed in between. Furthermore, the statistical analysis of the data for each category of epistemic modality markers showed that the text groups differed significantly in containing some specific categories, but not the others. The possible interpretations of the results as well as some implications of the study have been discussed.}, keywords = {cross-linguistic: cross-cultural variation,epistemic modality markers,Persian/English,research articles}, title_fa = {مطالعه بین زبانی و بین فرهنگی نشانگرهای زبانی کیفی معرفت شناسی در مقالات رشته زبان شناسی}, abstract_fa = {Epistemic modality devices are believed to be one of the prominent characteristics of research articles as the commonly used genre among the academic community members. Considering the importance of such devices in producing and comprehending scientific discourse, this study aimed to cross–culturally and cross-linguistically investigate epistemic modality markers as an important subcategory of hedges in linguistics research articles. To this end, three corpora of research articles written by Anglo-American and Iranian writers in English and Iranian writers in Persian were examined. The frequency occurrences of the markers were counted functionally. The data were analyzed using Mann-Whitney tests. The findings revealed that there were significant differences between all three corpora with respect to the total relative frequency of epistemic modality markers. That is, native English texts contained the highest proportion and native Persian texts included the lowest proportion of epistemic modality marker, and non-native English texts were placed in between. Furthermore, the statistical analysis of the data for each category of epistemic modality markers showed that the text groups differed significantly in containing some specific categories, but not the others. The possible interpretations of the results as well as some implications of the study have been discussed.}, keywords_fa = {مقالات پژوهشی: فارسی: انگلیسی: نشانگر زبانی: معرفت شناسی: بین زبانی: بین فرهنگی}, url = {https://journalscmu.sinaweb.net/article_50292.html}, eprint = {https://journalscmu.sinaweb.net/article_50292_1f552db420d80a1a9e3b1a66681655ab.pdf} } @article { author = {Sheikhy Behdani, Reihaneh and Rashtchi, Mojgan}, title = {Assessing Critical Thinking Ability via the Writing Process: Developing and implementing a Rating Scale (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {123-142}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {The present exploratory mixed methods study aimedto develop a scale for assessing critical thinking (CT) ability of Iranian EFL learners. The study wasconducted in three phases. In phase one, the features of CT components were examined in the writingsof 120 participants. A holistic and an analytic scale were developed based on their performance in exploiting the components of CT and the features of CT components.In the second phase, the language learners' new writing samples (N=110) were analyzed to examine to what extent they could employ the CT components.Also, the reliability and validity of the newly developed scale was calculated. Factor analysis revealed that the scale measured the four constructs of clarity, fairness-breadth, depth- significance-logicalness, and accuracy-precision-relevance.In the final phase, the researchers implemented the newly developed scale on a new group of learners (N=33)to observe the degree the scale couldassess the CT ability of language learners.}, keywords = {Critical Thinking Ability,Components of Thinking,Rating Scale,Writing Process}, title_fa = {ارزیابی توانایی تفکر انتقادی از طریق مهارت نوشتاری: طراحی و اجرای یک مقیاس ارزیابی}, abstract_fa = {The present exploratory mixed methods study aimedto develop a scale for assessing critical thinking (CT) ability of Iranian EFL learners. The study wasconducted in three phases. In phase one, the features of CT components were examined in the writingsof 120 participants. A holistic and an analytic scale were developed based on their performance in exploiting the components of CT and the features of CT components.In the second phase, the language learners' new writing samples (N=110) were analyzed to examine to what extent they could employ the CT components.Also, the reliability and validity of the newly developed scale was calculated. Factor analysis revealed that the scale measured the four constructs of clarity, fairness-breadth, depth- significance-logicalness, and accuracy-precision-relevance.In the final phase, the researchers implemented the newly developed scale on a new group of learners (N=33)to observe the degree the scale couldassess the CT ability of language learners.}, keywords_fa = {مهارت نوشتاری: مقیاس ارزیابی: عناصر تفکر: توانایی تفکر انتقادی}, url = {https://journalscmu.sinaweb.net/article_50291.html}, eprint = {https://journalscmu.sinaweb.net/article_50291_bfaa643773200298d93205028aa3f6a3.pdf} } @article { author = {Zare-Behtash, Esmail and Etehadi, Masoume}, title = {The Impact of Decision-making Tasks and Production Tasks on the Collocational Knowledge of Iranian Intermediate EFL Learners (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {143-160}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {The current study is an attempt to investigate the impact of decision-making (selecting and matching) tasks and production (creation of sentences and completion of sentences) tasks on the collocational knowledge of Iranian intermediate EFL learners. To this end, sixty EFL learners were divided into two experimental (decision-making and production) groups. To determine the effects of the tasks, the participants in the two groups were given the collocation pre-test aiming at examining their existing knowledge of collocation. After being exposed to the treatment, they were given the collocation post-test to measure the learners’ gained knowledge. The results of the paired-samples t-test revealed that both groups had manifested significant enhancement in their knowledge of collocation after the treatment. Furthermore the results of the independent-samples t-test indicated that the production group performed better than decision-making group. In other words, production tasks were more effective in increasing the collocational knowledge of the participants.}, keywords = {Collocation,collocate,decision-making task,production task}, title_fa = {تاثیر تمرین های تصمیم گیری و تمرین های تولیدی بر دانش همآیی واژگان زبان آموزان سطح متوسطه ایرانی}, abstract_fa = {The current study is an attempt to investigate the impact of decision-making (selecting and matching) tasks and production (creation of sentences and completion of sentences) tasks on the collocational knowledge of Iranian intermediate EFL learners. To this end, sixty EFL learners were divided into two experimental (decision-making and production) groups. To determine the effects of the tasks, the participants in the two groups were given the collocation pre-test aiming at examining their existing knowledge of collocation. After being exposed to the treatment, they were given the collocation post-test to measure the learners’ gained knowledge. The results of the paired-samples t-test revealed that both groups had manifested significant enhancement in their knowledge of collocation after the treatment. Furthermore the results of the independent-samples t-test indicated that the production group performed better than decision-making group. In other words, production tasks were more effective in increasing the collocational knowledge of the participants.}, keywords_fa = {تمرین های تصمیم گیری: تمرین های تولیدی: دانش همآیی واژگان}, url = {https://journalscmu.sinaweb.net/article_50294.html}, eprint = {https://journalscmu.sinaweb.net/article_50294_114a6f6b2e3dcdd99800d670d95b32ea.pdf} } @article { author = {Roozafzai, ZahraSadat and Afghari, Akbar}, title = {The Acquisition and Development of the Concepts of English Modality Through Metaphors (Research Paper)}, journal = {Iranian Journal of English for Academic Purposes}, volume = {5}, number = {2}, pages = {161-183}, year = {2016}, publisher = {Chabahar Maritime University}, issn = {2476-3187}, eissn = {24763180}, doi = {}, abstract = {The current study attempted to investigate the effect of Systemic-Theoretical Instruction (STI) on English-language learners’ acquisition of the concepts of modal verbs through exploiting metaphors. To this end, the effect of the main treatment of the study, i.e. Concept-Based Instruction (CBI) was investigated through conceptual metaphors, in two gender (male vs. female) and language proficiency (Elementary vs. Intermediate) groups. To inspect the acquisition of modality concepts, the participants were given a pretest and a posttest. The results were statistically analyzed through independent sample t-test and Pearson Correlation Coefficient. The results of the inspection in learning modality revealed that participants in the Experimental, Intermediate and Female groups outperformed their counterparts in the Control group in the modal test. Further, the investigation of cognitive awareness on the concepts of modality and its development revealed that the learners’ definitions on the concepts of English modal verbs were theoretically functional before STI, while they were semantically based after STI.}, keywords = {Systemic-Theoretical Instruction (STI),English Modality Learning,Vygotskian Concept Formation,Conceptual Metaphors, Cognitive Awareness}, title_fa = {یادگیری و توسعه مفاهیم افعال مودال از طریق استعاره}, abstract_fa = {تحقیق حاضر اقدام به بررسی اثرآموزش سیستمیک-نظری (STI) بریادگیری مفاهیم از افعال مودال (معین) از طریق استعاره توسط زبان آموزان زبان انگلیسی می باشد. برای این منظور، اثر آزمایش اصلی این مطالعه که همان آموزش مبتنی بر مفهوم (CBI) از طریق استعارات مفهومی می باشد بر دو جنس (مونث و مذکر) و میزان تسلط به زبان انگلیسی (مقدماتی و متوسطه) مورد بررسی قرار گرفت. بمنظور بررسی یادگیری افعال مودال,از شرکت کنندگان در این تحقیق یک پیش آزمون و یک پس آزمون گرفته شد. نتایج آماری از طریق t-test و ضریب همبستگی پیرسون مورد تحلیل قرار گرفت. نتایج حاصل از بررسی یادگیری افعال مودال نشان داد که شرکت کنندگان در آزمون، در گروههای آزمایشی متوسطه ​​و گروه های مونث از همتایان خود در گروه های کنترل عملکرد بهتری در آزمون افعال مودال داشتند. علاوه بر این، بررسی آگاهی شناختی مفاهیم و توسعه افعال مودال نشان داد که تعاریف زبان آموزان از مفاهیم افعال مودال قبل از STI از لحاظ نظری, کاربردی بود. در حالی که تعارف زبان آموزان از همان افعال پس از STI بر ملاحظات معنایی استوار بود.}, keywords_fa = {آموزش سیستمیک نظری (STI),یادگیری افعال مودال,شکل گیری مفهوم از لحاظ نظریه ویگوتسکی,استعارات مفهومی,آگاهی شناختی}, url = {https://journalscmu.sinaweb.net/article_90165.html}, eprint = {https://journalscmu.sinaweb.net/article_90165_f911e5df9b41dae5adf2c52e3494898d.pdf} }