ORIGINAL_ARTICLE
Individualities in the Referents of I, we, and you in Academic Lectures Across Disciplines (Research Paper)
Studies on the referents of I, we, and you (the tri-PP) in academic lectures across disciplinary supercommunities: Humanities (HS), Social Sciences (SS), and Natural Sciences (NS) are relatively not many. The few ones done limit themselves to commonalities in the referents across DSs. This paper thus appears the first of its kind to investigate individualities in the referents of the tri-PP in university lectures across the three disciplinary supercommunities. A 116, 000 corpus of undergraduate academic lectures audio-recorded from disciplines in the HS, SS, and NS in universities in Ghana was built for the study. The concordance tool in AntConc was used to search for the tri-PP and their variants in the corpus. The referents were identified based on contextual, co-textual and pragmatic indicators. The study revealed that there are referents of I, we, and you peculiar to individual Humanities, Social Sciences and Natural Sciences. The referents for the tri-PP across the DSs were either metadiscursive or non-metadiscursive alluding respectively to participants in the discourse internal and external worlds. The findings deepen our understanding on the metadiscursive and non-metadiscursive roles in academic lectures, and the “degree of mono-disciplinary homogeneity” (Hyland, 2000, p.10) with respect to the pragmatics of personal pronouns in academic lectures.
https://journalscmu.sinaweb.net/article_115302_ca6545e6a697303669e5d43e213d8673.pdf
2020-10-03
1
14
Academic Lectures
corpus linguistics
Disciplinarity
Personal Pronouns
Referents
Osei
Akoto
oseiyaw.akoto@yahoo.com
1
Department of English, Faculty of Social Sciences, Kwame Nkrumah University of Science and Technology
LEAD_AUTHOR
Ädel, A. (2006). Metadiscourse in L1 and L2 English. Philadelphia: John Benjamins.
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4
Anthony, L. (2015). AntConc (Version 3.5.0) [Computer Software]. Tokyo, Japan: Wased University. Available from http://www.laurenceanthony.net/
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Hyland, K. (1994). Hedging in academic writing and EAF textbooks. English for Specific Purposes, 13(3), 239-256.
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Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. London: Longman.
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Vosoughi, M., Ghajar, S. G. & Navarchi, A. (2019). Iranian vs Non-Iranian scholars’ beliefs over collaborative EAP practices: Legitimizing English Language instructors in EAP courses. Iranian Journal of English for Academic Purposes, 8(4), 11-33.
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Yaakob, S. (2013). A genre analysis and corpus-based study of university lecture introductions. (Unpublished Doctoral Dissertation). The University of Birmingham, UK.
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49
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50
ORIGINAL_ARTICLE
Iranian University Instructors’ Perception on English-Majoring Students’ Speaking Needs: A Case of Shiraz University English Department (Research Paper)
The present study investigated the English-speaking needs of Iranian English-majoring undergraduate and graduate students from their instructors’ perspectives. To this end, four Iranian English instructors from Shiraz University participated in the study by taking part in an unstructured interview on their students’ speaking problems, the magnitude of the problem, and the probable causes and solutions to the problems. The results revealed that the participants believed that there is a problem with their students’ English-speaking ability at all levels of BA, MA and Ph.D. Despite the instructors’ conflicting ideas, the findings indicated that students at BA and MA levels have more serious speaking problems. The causes of these problems were reported to be insufficient focus on improving speaking skills, the inefficiency of the preceding education and lack of any gate-keeping or post-admission speaking assessment. The instructors were in favor of introducing the speaking skill in the post-admission assessment and the EAP programs to solve the problem.
https://journalscmu.sinaweb.net/article_117527_097d5591d717972161a1ea9e0bd84b0f.pdf
2020-10-09
15
30
EAP
Needs Analysis
Post-Admission Assessment
Oral Communication
problems
Solutions
Mozhgan
Mahmoudikia
m_mahmoudikia@yahoo.com
1
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran.
AUTHOR
Alireza
Ahmadi
arahmadi@shirazu.ac.ir
2
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran.
LEAD_AUTHOR
Arrigoni, E., & Clark, V. (2015). Investigating the appropriateness of IELTS cut-off scores for admissions and placement decisions at an English-medium university in Egypt, IELTS Research Reports Online Series, 29. Retrieved from https://bandscore.ielts.org/pdf/Arrigoni%20%20Clark%20FINAL.pdf
1
Atai, M. R. (2000). ESP revisited: A reappraisal study of disciplined-based EAP programs in Iran (Unpublished Doctoral Dissertation). Esfahan University, Esfahan, Iran.
2
Azizifar, A. (2009). An analytical evaluation of Iranian high school ELT textbooks from 1970 to 2010. The Journal of Applied Linguistics, 2(2), 53–79.
3
Azizifar, A., Koosha, M., & Lotfi, A. R. (2010). An analytical evaluation of locally produced Iranian high school ELT textbooks from 1970 to present. English Language Teaching, 2(4), 132–141.
4
Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
5
Berman, R. & Cheng, L. (2010). English academic language skills: Perceived difficulties by undergraduate and graduate students, and their academic achievement. Canadian Journal of Applied Linguistics, 4(1-2), 25-40. [Online] Available: http://ojs.vre.upei.ca/index.php/cjal/article/viewArticle/169 (August 12, 2011)
6
Casale, D., & Posel, D. (2011). English language proficiency and earnings in a developing country: The case of South Africa. The Journal of Socio-Economics, 40(4), 385-393.
7
Cheng, L., Myles, J., & Curtis, A. (2004). Targeting language support for non-native English speaking graduate students at a Canadian university. TESL Canada Journal, 21(2), 50-71.
8
Dávila, A., & Mora, M. T. (2000). English skills, earnings, and the occupational sorting of Mexican Americans along the US-Mexico border. International Migration Review, 34(1), 133-157.
9
Derwing, T. M., & Rossiter, M. J. (2002). ESL learners’ perceptions of their pronunciation needs and strategies. System, 30(2), 155–166.
10
Deutch, Y. (2003). Needs analysis for academic legal English courses in Israel. English for Academic Purposes, 2, 125-146.
11
Eslami-Rasekh, Z. &Valizadeh, K. (2004). Classroom activities viewed from different Perspectives: Learners ‘voice vs. teachers ‘voice. TESL EJ, 8(3), 1-13.
12
Eslami-Rasekh, Z. (2010). Teacher‘s voice vs. students ‘voice: A needs analysis approach to English for academic purposes (EAP) in Iran. English Language Teaching, 3(1), 3-10.
13
Ferris, D. (1998). Students_ views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly, 32, 289-318.
14
Ferris, D., & Tagg, T. (1996). Academic oral communication needs of EAP learners: What subject-matter instructors actually require. TESOL Quarterly, 30, 31–58.
15
Gan, Z. (2012). Understanding L2 speaking problems: Implications for ESL curriculum development in a teacher training institution in Hong Kong. Australian Journal of Teacher Education, 37(1).
16
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17
Gooniband, Z. (1988). On the effectiveness of ESP courses of Shiraz University (Unpublished MA thesis). Shiraz University, Shiraz, Iran.
18
Holmes, J. & Celani, M.A.A. (2006). Sustainability and local knowledge. English for Specific Purposes. 25, 109-122.
19
Hori, S., Watanabe, A., Iijima, Y., Watari, H. & Terauchi, H. (2016). Exploring the EAP curriculum in EFL and ESL contexts. Conference proceedings of 14th AsiaTEFL@11th FEELTA International Conference on Language Teaching.
20
Huang L.-S. (2010). Seeing eye to eye? The academic writing needs of graduate and undergraduate students from students’ and instructors’ perspectives. Language Teaching Research 14, 517-539.
21
Huang, L. (2013). Academic English is no one’s mother tongue: Graduate and undergraduate students’ academic English language learning needs from students’ and instructors’ perspectives. Journal of perspectives in Applied Academic Practice, 1(2), 17-29. https://doi.org/10.14297/jpaap.v1i2.67
22
Khajeie, H. (1993). A cross-sectional study of L2 reading performances on GP and SP texts (Unpublished Master‘s thesis). Esfahan University, Esfahan, Iran.
23
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24
Leong, L.-M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34–41.
25
Mazdayasna, G. & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7, 277-289.
26
Morita, N. (2000). Discourse socialization through oral classroom activities in a TESL graduate classroom. TESOL Quarterly, 34, 279–310.
27
Moslemi, F., Moinzadeh, A., & Dabaghi, A. (2011). ESP needs analysis of Iranian MA students: A case study of the University of Isfahan. English Language Teaching, 4(4), 121-129.
28
Murray, N. (2010). Considerations in the post-enrollment assessment of English language proficiency: reflections from the Australian context. Language Assessment Quarterly, 7(4), 343-358. DOI:10.1080/15434303.2010.484516
29
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30
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31
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32
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33
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34
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35
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36
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37
Tavakoli, M., & Tavakol, M. (2018). Problematizing EAP education in Iran: A critical ethnographic study of educational, political, and sociocultural roots. Journal of English for Academic Purposes, 31, 28-43.
38
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8–23.
39
Watkins, R., West Meiers, M., and Visser, Y. (2012). A guide to assessing needs: Essential tools for collecting information, making decisions, and achieving development results. The World Bank(2) (PDF) multi-method approach to identify community priorities for sanitation systems. Available from:https://www.researchgate.net/publication/326379121_Multi-Method_Approach_to_Identify _Community_Priorities_for_Sanitation_Systems#pag:2:mrect:(218.09,273.85,92.14,10.80)
40
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41
ORIGINAL_ARTICLE
The Relationship between Disciplinary Distance, Language Proficiency and EAP Test Performance (Research Paper)
The role of language proficiency in EAP test performance is a hotly contested issue in the field, and, more specifically, disciplinary distance is assumed to mediate such a relationship. The purpose of this study was twofold: a) to investigate the role of English proficiency in teacher-constructed ESAP tests serving achievement purposes; and b) to examine whether with variations in disciplinary distance the role of language proficiency would fluctuate. To this aim, 110 English majors were given TOEFL followed by four ESAP tests: law and psychology as neighbor and chemistry and geology as non-neighbor disciplinary fields. Data analyses revealed that there were statistically significant differences across proficiency levels, and the participants took advantage of their proficiency stock more, and statistically so, when sitting for disciplinarily close rather than distant ESAP tests. Also, the positive effect of disciplinary adjacency was not bound to any linguistic thresholds. Except for geology, moderate to large positive correlations were found between proficiency and ESAP test scores. Findings and implications are discussed vis-à-vis studies addressing the role of language proficiency in EAP assessment in general and ESAP assessment in Iran in particular.
https://journalscmu.sinaweb.net/article_117528_5b7ba54bc569099c614926864f591f98.pdf
2020-10-09
31
44
EAP/ESP Test
language proficiency
academic discipline
Farhad
Mazlum
mazlumzf@yahoo.com
1
English Department, Faculty of Human Sciences, University of Maragheh,Maragheh, Iran
LEAD_AUTHOR
Sevda
Shamameh
sevda.shamameh@yahoo.com
2
English Department, Faculty of Human Sciences, University of Maragheh,Maragheh, Iran
AUTHOR
Asghar
Salimi
asgharsalimi356@gmail.com
3
English Department, Faculty of Human Sciences, University of Maragheh, Maragheh, Iran
AUTHOR
Afghari, A., & Tavakoli, M. (2004). Learner variables and test performance. IJAL (7), 1, 1-24.
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47
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48
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50
ORIGINAL_ARTICLE
The relationship between Iranian English Language Instructors’ Pedagogical Competences and Their Personal and Professional Background (Research Paper)
It is widely accepted that EFL teachers' pedagogical competence improves their teaching performance, which itself plays a key role in facilitating and enhancing student learning. The present study investigated the relationship between Iranian English language instructors’ pedagogical competences and their personal and professional backgrounds. In so doing, the construct validity of an initial 33-closed-ended questionnaire comprising four constructs of pedagogical competence, namely teaching attitudes, teaching skills, assessment strategies, and knowledge mastery was established through exploratory factor analysis was after being administered to 175 university instructors in Gilan, Iran. Next, to measure the relationship among the instructors' personal and occupational characteristics, namely age, gender, fields of study and university degrees with the constructs of pedagogical competence, the newly validated questionnaire was administered to 48 practicing university instructors at Islamic Azad and State universities. It was revealed that there were positive correlations among the constructs of teaching attitudes, teaching skills, assessment strategies, and knowledge mastery. Moreover, the results revealed significant positive correlations (strong, moderate, or low) among the four constructs concerning the instructors' gender, age, fields, and degree of study. Pedagogically, as teaching quality is a crucial factor in promoting effective learning, it would be truly beneficial if the instructors' perceptions of pedagogical competence are known for the purpose of making educational developments.
https://journalscmu.sinaweb.net/article_118048_8a725cacf889db4ede73d51a34ff8b61.pdf
2020-10-16
45
61
English Language Instructors
Pedagogical Competences
Personal Background
Professional Background
Correctional Study
Masoumeh
Ghavidel
masoum.ghavidel@yahoo.com
1
Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
AUTHOR
Valeh
Valipour
v.valipour123@gmail.com
2
Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon,
LEAD_AUTHOR
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1
Aghajanzadeh Kiasi, G., Maftoon, P., & Birjandi, P. (2016). An investigation of Iranian high school English language teachers' perceptions of pedagogical competence. Iranian Journal of English for Academic Purposes IJEAP, 5(1), 25-37.
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61
ORIGINAL_ARTICLE
Modeling the Effect of Cognitive and Metacognitive Strategies, and L1 Reading Ability on Reading Comprehension in an EFL Context through Structural Equation Modeling (Research Paper)
The recent developments in social sciences consider our understanding of the phenomena as meager and emphasize the chaos we may face in understanding the relationships among the variables of studies in language teaching (Larsen-Freeman, & Long, 2014). This study is an attempt to develop a model of EFL reading comprehension based on the pertinent factors reported in the literature. Thus, a default model of EFL reading comprehension encompassing first language reading comprehension and cognitive and metacognitive strategies together with their subcomponents was developed. To validate the model, the data gathered through convenient sampling from 280 male and female senior and junior students of Azad University of Shiraz were analyzed by AMOS. First, the model was checked by AMOS to see if the software can identify it. Then, the strength of each parameter was calculated and the non-significant parameters were discarded from the model. Finally, goodness-of-fit indices, comparative indices, and parsimonious indices were compared in the default and the revised model, all of which showed an improvement in the fitness of the revised model. A remarkable result was that the parameter from metacognitive strategies to EFL reading comprehension was discarded in the revised model, but the parameters from cognitive strategies to EFL and first language reading comprehension were maintained. This suggests that metacognition exerts its influence over EFL reading comprehension via cognitive strategies. The revised model can be useful for materials developers, teachers and examiners to have a better understanding of the variables contributing to EFL reading comprehension.
https://journalscmu.sinaweb.net/article_118442_1dc685ff4c58a30ba795841f34c53083.pdf
2020-10-26
62
88
SEM
reading comprehension
cognition
metacognition
L1
Seyedeh Niloufar
Tabatabaei
niloofar.tabatabaei@yahoo.com
1
Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
AUTHOR
Firooz
Sadighi
firoozsadighi@yahoo.com
2
Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
LEAD_AUTHOR
Mohammad Sadegh
Bagheri
bagheries@gmail.com
3
Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
AUTHOR
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Sheorey, R., & Mokhtari, K. (2001). Differences in the metacognitive awareness of reading strategies among native and non-native readers. System, 29 (4), 431- 449.
74
Shibasaki, H., Tokimoto, S., Ono, Y., Inoue, T., & Tamaoka, K. (2015). English reading comprehension by Japanese high school students: Structural equation modeling including working memory and L1 literacy. Open Journal of Modern Linguistics, 5(05), 443.
75
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76
Singhal, M. (2001). Reading Proficiency, Reading Strategies, Meta cognitive Awareness and L2 Readers. The Reading Matrix 1, 1-9.
77
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80
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81
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82
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86
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92
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93
ORIGINAL_ARTICLE
English for Law Enforcement Purposes: ESP Needs Analysis of Border Guarding Officers (Research Paper)
The present research study provided a detailed description of needs analysis (NA) of border guarding police cadets in relation to the English Education requirement. English taught for border guarding purposes is known as English for specific purposes (ESP). The main objective of the study was development of an ESP curriculum for police officers at Amin Police University (APU) in Iran. Researchers of the study utilized a Qual/Quan design (exploratory sequential mixed methods design) which contained collection of both qualitative and quantitative research data. The study was conducted at the faculty of Border Guarding of APU based in Tehran, Iran in the academic year of 2019. Participants of the study included 249 current BA cadets, ESP teachers, and graduate frontline officers, managers, and commanders. The data were gathered utilizing semi-structured interviews and a researcher-made questionnaire. Through NA, the researchers analyzed the learners’ factors, present situation, target situation, and specialist discourse of the population. The results of the study were used to design and to develop an ESP course curriculum for police cadets studying at the Faculty of Border Guarding at APU in Iran.
https://journalscmu.sinaweb.net/article_119260_5db02cbb402ad791a0d68e31e464b374.pdf
2020-11-13
89
111
Curriculum Development
ESP
English for Law Enforcement Purposes
Needs Analysis
Police Officers
Mehdi
Javid
mjavid57@yahoo.com
1
Department of Foreign Languages, Amin Police University, Tehran, Iran.
LEAD_AUTHOR
Ahmad
Mohseni
amohseny1328@gmail.com
2
Department of English languages, Islamic Azad University, South Tehran Branch, Tehran, Iran.
AUTHOR
Apple, M. W. (2004). Ideology and curriculum. New York, USA: Routledge.
1
Arnó-Macià, E., & Mancho-Barés, G. (2015). The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63-73.
2
Banegas, D. L. (2018). Learning subject-specific content through ESP in a Geography teaching programme: An action research story in Argentina. English for specific Purposes, 50, 1-13.
3
Basturkmen, H. (2010). Developing courses in English for specific purposes. New York, USA: Palgrave Macmillan.
4
Block, L. (2008). Combating organized crime in Europe: practicalities of police cooperation. Policing: A Journal of Policy and Practice, 2(1), 74-81.
5
Briggs, C. L. (2001). The role of curriculum expertise and discourse in continuous planning academic departments (Doctoral dissertation). University of Michigan, Horace H. Rackham School of Graduate Studies, USA.
6
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle Publishers.
7
Brown, J. D. (2016). Introducing needs analysis and English for specific purposes. New York, USA: Routledge.
8
Brundrett, M., & Silcock, P. (2002). Achieving competence, success and excellence in teaching. New York, USA: Routledge.
9
Cooke, M., & Simpson, J. (2009). Challenging agendas in ESOL: Skills, employability and social cohesion. Language Issues, 20(1), 19-31.
10
Creswell, J. (2012). Qualitative inquiry and research design: Choosing among the five approaches (3rd ed.). Thousand Oaks, CA: Sage.CA: Sage.
11
Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. LA, USA: Sage publications.
12
Dornyei, Z. (2007) Research Methods in Applied Linguistics. Oxford: Oxford University Press.
13
Dudley-Evans, T. & St John, J. (1998) Developments in ESP: A Multi-disciplinary Approach. Cambridge: Cambridge University Press.
14
Flowerdew, L. (2013). Needs analysis and curriculum development in ESP. The handbook of English for specific purposes. Sussex, UK: John Wiley & Sons, Inc.
15
Forey, G., & Cheung, L. M. E. (2019). The benefits of explicit teaching of language for curriculum learning in the physical education classroom. English for Specific Purposes, 54, 91-109.
16
Harding, G. L. (2007). A Spiral Approach to Teaching Jitter Analysis in the Undergraduate Curriculum. The Technology Interface, 7(2), 1-19.
17
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning- Centered Approach. Cambridge: Cambridge University Press.
18
Hyland, K. (2014). English for academic purposes. The Routledge Handbook of English Language Studies. London: Routledge.
19
Kim, D. (2008) English for Occupational Purposes: One Language? London: Continuum.
20
Long, M. H. (Ed.). (2005). Second language needs analysis. Cambridge: Cambridge University Press.
21
Miller, L. R., Klassen, K., & Hardy, J. W. (2020) Curriculum design from theory to practice: Preparing Japanese students to study abroad using content‐based language teaching. The Curriculum Journal. 31 (2), 1-32.
22
Mo, H. (2005). A brief review of English for academic purposes (EAP). US-China foreign language, 3(7), 62-67.
23
Mosallem, E. A. (1984). English for police officers in Egypt. The ESP Journal, 3(2), 171-181.
24
Rallis, S. F., & Rossman, G. B. (2009). Ethics and trustworthiness. In Qualitative research in applied linguistics (pp. 263-287). London: Palgrave Macmillan, London.
25
Reguzzoni, M. (2008) ‘'Sexing Up' ESP through 'Global' Simulations’ In Krzanowski, M., (Ed.) Current Developments in English for Academic, Specific and Occupational Purposes. (pp. 95-106). Reading, UK: Garnet Publishing Ltd.
26
Richards, J. (2001). Curriculum Development in Language Teaching. Cambridge: Cambridge University PressCUP.
27
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central, and backward design. RELCJournal, 44(1), 5-33.
28
Robinson, P. (1991) ESP Today: A Practitioner’s Guide. London: Prentice Hall International.
29
Schiro, M. (2013). Introduction to the curriculum ideologies. In M. Schiro (Ed.), Curriculum Theory: Conflicting Visions and Enduring Concerns. (pp. 1-13). London: Sage Publications.
30
Toohey, M. S. (1999). Establishing, promoting and maintaining a successful writing across the curriculum program in a WAC reform-resistant high school (Doctoral dissertation). University of Toledo, Ohio, USA).
31
Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
32
West, R. (1994). Needs analysis in language teaching. Language Teaching, 27(1), 1-19.
33
Wraga, W. G. (1999). The educational and political implications of curriculum alignment and standards-based reform. Journal of Curriculum and Supervision, 15(1), 4-10.
34
Yakhlef, S., Basic, G., & Åkerström, M. (2015). Protecting European borders: Changing border police cooperation in the Baltic Sea area. In 10th International Conference of the Albanian Institute of Sociology (AIS), AAB College, Prishtine-Kosovo, November 20-21, 2015. (pp. 104-105).
35
ORIGINAL_ARTICLE
Investigating English Teachers and Content Instructors’ Tests in the ESP Exams at Medical Universities (Research Paper)
This study aimed to investigate the test types which English teachers and content instructors employ in the ESP exams. To do so, samples of the tests developed by the ESP teachers were collected. Moreover, semi-structured interviews were performed with both groups to gain insights into their attitudes towards testing. The results indicated that word-formation, translation, definition, multiple-choice, reading comprehension, and cloze test were the test types the teachers used. It was revealed that except for cloze tests, which were used only by the English teachers, other test types were used by both groups; the frequency of the test types, however, differed in the exams. It was also discovered that both groups of the teachers used multiple-choice tests most frequently. The results of the interviews showed that the English teachers preferred integrative and communicative tests, whereas the content instructors tended to use syllabus-based structuralist tests. The study concludes that the ESP teachers mostly favored pre-scientific and psychometric-structuralist approaches to testing and did not use communicative tests. The implications of the study pertain to the pivotal role of the ESP teachers’ awareness and evaluation of the students’ real needs for English as well as the teachers’ testing literacy in ESP courses.
https://journalscmu.sinaweb.net/article_119349_f0daf59fc0f88110073d422ca05392c6.pdf
2020-11-14
112
128
English for Specific Purposes
English teachers
Content Instructors
Test Types
Iman
Alizadeeh
iman_alizadeh87@yahoo.com
1
Cardiovascular Diseases Research Center, Heshmat Hospital, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran. School of Paramedical Sciences, Guilan University of Medical Sciences, Rasht, Iran.
LEAD_AUTHOR
Fereidon
Vahdany
frvahdany@gmail.com
2
English Language Department, Payame-Noor University, Rasht, Iran.
AUTHOR
Seyedeh Shiva
Modallalkar
modallalkars@gmail.com
3
Cardiovascular Diseases Research Center, Heshmat Hospital, School of Medicine, Guilan University of Medical Sciences, Rasht, Iran. English Language Department, Payame Noor University, Rasht, Iran.
AUTHOR
Ajideh, P. (2012). EGP or ESP Test for Medical Fields of Study. Journal of English Language Teaching and Learning, 3(7), 19-37.
1
Alibakhshi, G., Ghand Ali, H., & Padiz, D. (2011). Teaching and Testing ESP at Iranian Universities: A Critical View. Journal of Language Teaching and Research, 2(6), 1346-1352.
2
Alibakhshi, G., Kiani, G., R., & Akbari, R. (2010). Authenticity in ESP/EAP Selection Tests Administered at Iranian Universities. Asian ESP Journal 6 (2), 64-92.
3
Amiri, M. (2000). A study on the English language programs at the B.A. level at Tehran universities (Unpublished master’s thesis). Allameh Tabatabai University, Tehran, Iran.
4
Atai, M., Babaii, E., & Nili-Ahmadabadi, M. (2018). A Critical Appraisal of University EAP programs in Iran: Revisiting the Status of EAP Textbooks and Instruction. Language Horizons, 2(1), 31-52.
5
Atai, M. R., & Tahririan, M. H. (2003). Assessment of the status of ESP in the current Iranian higher educational system. Proceedings of LSP: Communication, Culture, and Knowledge Conference. University of Surrey, Guilford, UK.
6
Bakhsh, S., A. (2016). Testing Communicative Language Skills of the Speaking Test in EFL Classrooms at King Abdulaziz University. International Journal of Educational Investigations, 3(6), 112-120.
7
Brown, D. (2004). Language assessment Principles and Classroom Practices. Francisco State University Press.
8
Cassady, J., & Gridley, B. E. (2005). The effects of online formative and summative assessment on test anxiety and performance. Journal of Technology, Learning, and Assessment, 4(1), 390-421.
9
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approach. Sage Publications, Incorporated.
10
Dhindsa, H., Omar, K., & Waldrip, B. (2007). Upper Secondary Bruneian Science Students' Perceptions of Assessment. International Journal of Science Education, 29(10), 1281-1280.
11
Donesch, E. (2012). English for specific purpose: what does it mean and why is it different from teaching general English? The Journal of ESL Teachers and Learners, 1(1), 9-14.
12
Dudley-Evans, T., & St John, M. (1998). Developments in ESP a Multi-Disciplinary Approach Cambridge: Cambridge University Press.
13
Eslami, Z. (2010). Teachers’ voice vs. students’ voice: a needs analysis approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11.
14
Fakharzadeh, M., & Eslami Rasekh, A. (2009). Why's of pro-first language use arguments in ESP context. English for Specific Purposes World, 8(5), 1- 10.
15
Fulcher, G. (2000). The ‘communicative’ legacy in language testing. System, 28(4), 483–497.
16
Ghaemi, F., & Sarlak, H. (2015). A critical appraisal of ESP status in Iran. IJLLALW, 9(1), 262-276.
17
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures, and measures to achieve trustworthiness. Nurse Education Today, 24, 105-112.
18
Guskey T. R. (2003). How Classroom Assessments Improve Learning. [Electronic Version]. Educational Leadership, 6-11.
19
Hafen, C. A., Hamre, B. K., Allen, J. P., Bell, C. A., Gitomer, D. H., & Pianta, R. C. (2015). Teaching through interactions in secondary school classrooms: Revisiting the factor structure and practical application of the classroom assessment scoring system-secondary. The Journal of Early Adolescence, 35(5), 651-680.
20
Hayati, A. M. (2008). Teaching English for Special Purposes in Iran: Problems and suggestions. Arts and Humanities in Higher Education, 7(2), 149-164.
21
Herrera, S. Murry, K., & Cabral, R. (2007). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. English for Specific Purposes World, 40(1), 98-121.
22
Hosseini Massum, M. (2011). The Role of general background in the success of ESP courses: A case study in Iranian universities. Literacy Information & Computer Education Journal (LICEJ), 2(3), 424-433.
23
Khany, R., & Tarlani-Aliabadi, H. (2016). Studying power relations in an academic setting: Teachers' and students' perceptions of EAP classes in Iran. Journal of English for Academic Purposes, 21, 72-85.
24
Khoramshahi, E. (2015). A needs analysis study on the curriculum of simultaneous interpretation major in an applied-scientific comprehensive university (Unpublished master’s thesis). Islamic Azad University, Saveh-Science and Research Branch, Saveh, Iran.
25
Kostrytska, M., & Shvets, S. (2014). Assessment strategies in the ESP course as a way of motivating student learning. Assessment for Learning in Higher Education, 6(2), 59-71.
26
Landis & Koch, (1977). The Measurement of Observer Agreement for Categorical Data. Biometrics, 33(1), 159-174.
27
Latif, F., & Shafipoor, M. (2013). Critico-analytic Study of ESP Final Exam Tests for Students of Accounting in Iranian Universities. Theory and Practice in Language Studies, 3(10), 1790-1795.
28
Leung, K. (2007). Asian social psychology: Achievements, threats, and opportunities. Asian Journal of Social Psychology, 10 (1), 8-15.
29
Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching. Upper Saddle River, NJ: Prentice-Hall.
30
López, A., & Bernal, R. (2009). Language testing in Colombia: a call for more teacher education and teacher training in language assessment. Profile: Issues in Teachers’ Professional Development, 11(2), 55-70.
31
Maarouf, N. (2013). The Importance of Continuous Assessment in Improving ESP Students’ Performance (Unpublished thesis). Kasdi Merbah Ouargla University.
32
Madsen, H. S. (1983). Techniques in Testing. Oxford: Oxford University Press.
33
Malone, M. E. (2013). The essentials of assessment literacy: contrasts between testers and users. Language Testing, 30(3), 329-344.
34
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35
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36
Moattarian, A., & Tahririan, M. (2014). Language Needs of Graduate Students and ESP Courses: The Case of Tourism Management in Iran. RALs, 5(2), 134-153.
37
Moller, A. (1981). Reaction to the Morrow paper. In J. C. Alderson & A. Hughes (Eds.), Issues in Language testing: ELT documents 111 (pp. 39-45). London: The British Council.
38
Mostafaei Alaei, M., & Ershadi, A. (2017). ESP Program in Iran: A Stakeholder-based Evaluation of the Program’s Goal, Methodology, and Textbook. Issues in Language Teaching, 5(2), 306-279.
39
Nezakatgoo, B., & Behzadpoor, F. (2017). Challenges in Teaching ESP at Medical Universities of Iran from ESP Stakeholders’ Perspectives. Iranian Journal of Applied Language Studies, 9(2), 59-82.
40
Oller, J. M. (1984). Communication theory and testing: what and how. Paper presented at 1984 TOEFL Invitational Conference, Henry Chauncey Conference Center. Princeton, New Jersey.
41
Popham, W. J. (2004). Why assessment illiteracy is professional suicide. Educational Leadership, 62(1), 82-83.
42
Popham, W. J. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory into Practice, 48, 4-11.
43
Rajabi, P., Kiany, G. R., & Maftoon, P. (2012). ESP in-service teacher training programs: Do they change Iranian teachers' beliefs, classroom practices, and students' achievements? Ibérica, 24, 261-282.
44
Saffarzadeh, T. (1981). An introduction to the English books published by SAMT. Tehran: SAMT Publications.
45
Sherkatolabbasi, M., & Mahdavi, A. (2012). Evaluation of ESP Teachers in Different Contexts of Iranian Universities. International Journal of Applied Linguistics English Literature, 1(2), 198-205.
46
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47
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48
Taherkhani, R. (2019). A Nationwide Study of Iranian Language Teachers’ and Content Teachers’ Cognitions and Practices of Collaborative EAP Teaching. Iranian Journal of Language Teaching Research, 7(2), 121-139.
49
Weir, C. J. (2005). Language Testing and Validation: An Evidence-based Approach. Palgrave Macmillan.
50
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51
ORIGINAL_ARTICLE
Teaching ESP Students Through Learner-Centered Approach: Zooming in on Student Question Generation (Research Paper)
Student Question Generation (SQG) is one of the learner-centered constructive learning techniques which might be a helpful too for engaging students in the learning and assessment processes and increase their interest in the learning materials. This study attempted to investigate the effect of this technique on ESP learners’ achievement in an English course and to study the learners' views on the efficacy of using this technique in teaching English. To reach the said aims, a mixed-method research design was employed to answer the questions. The research was conducted at Islamic Azad University in Hidaj with 60 participants (male and female) who were majoring at accounting and civil engineering and were divided into experimental and control groups. Data were collected through an achievement test which was administered at the end of the course and a focus-group interview held in experimental group class. Independent samples t-test was used to analyze the quantitative data, while the learners' responses were analyzed through content analysis. The results revealed that using SQG helped the students in learning the course materials significantly. The analysis of the qualitative data revealed seven themes related to the effectiveness of using SGQ, of which the most important ones were usefulness of the technique, creating a relaxed and cooperative atmosphere, and increased motivation. They further reported that their interest in the course increased, and the quality of their learning increased. Based on the results, some instructional implications are provided for the teachers, syllabus designers and researchers.
https://journalscmu.sinaweb.net/article_120212_11ad57aef82eda94b9b6f965409e9285.pdf
2020-12-01
129
140
Student Question Generation
Student-Constructed Test (SCT)
Teacher-Constructed Test (TCT)
Promoting Learning
Majid
Asgari
asgarimaj@gmail.com
1
Department of English, Hidaj-Branch, Islamic Azad University, Hidaj, Iran.
AUTHOR
Mansoor
Ganji
ganjimansoor1980@gmail.com
2
English Department, Chabahar Maritime University, Chabahar, Iran.
LEAD_AUTHOR
Aflalo, E. (2018). Students generating questions as a way of learning. Active Learning in Higher Education. https://doi.org/10. 1177/1469787418769120.
1
Aikenhead, G. S. (2008). Importation of science programs from Euro-American countries into Asian countries and regions: A recipe for colonization? Paper presented at the Conference of Asian Science Education, Kaohsiung, Taiwan.
2
Asgari, M., Ketabi, S., & Amirian, Z. (2017). The effect of using interest-based materials on EFL learners' performance in reading: Focusing on gender differences. Iranian Journal of English for Academic Purposes, 6(2), 1-12.
3
Beckman, M. (1990). Collaborative learning: Preparation for the workplace and democracy. College Teaching, 38(4), 128-133.
4
Bekkink, M., Donders, A., Kooloos, J., De Waal, R., & Ruiter, D. (2015). Challenging students to formulate written questions: A randomized controlled trial to assess learning effects. BMC Medical Education, 15(1). https://doi.org/10.1186/s12909-015-0336-z
5
Bottomley, S., Denny P. (2011). A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions. Biochemistry and Molecular Biology Education, 39(5), 352–361.
6
Bray, G. B., & Brown, S. (2004). Assessing reading comprehension: The effects of text-based interest, gender, and ability. Instructional Assessment, 9, 107-128.
7
Brown, S. I., & Walter, M. I. (2005). The art of problem posing (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
8
Byrne, D. (1977). Intermediate comprehension passages: With recall exercises and aural comprehension tests. Longman.
9
Chang, M.-M. (2005). Apply self-regulated learning strategies in a web-based instruction—an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217–230.
10
Chang, M. M., & Ho, C. M. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), 189–206.
11
Chastain, K. (1988). Developing second language skills: Theory and practice. Orlando, FL: Harcourt Brace Jovanovich.
12
Chin, C, Osborne, J. (2008) Students’ questions: A potential resource for teaching and learning science. Studies in Science Education 44(1): 1–39.
13
Chin, C., Brown, D. E., & Bruce, B. C. (2002). Student-generated questions: A meaningful aspect of learning in science. International Journal of Science Education, 24(5), 521–549.
14
Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. The Turkish Online Journal of Educational Technology, 2(3), 13–19.
15
Dornyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modeling’ in the language classroom. Language Teaching, 47(1), 80-91.
16
Drake, J. M., & Barlow, A. T. (2008). Assessing students’ levels of understanding multiplication through problem writing. Teaching Children Mathematics, 14(5), 272–277.
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Fowler, W. S., & Coe, N. (2002). Nelson English language tests. Frome and London: Butler and Tanner Ltd.
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Gheith, G. (2002). Using cooperative learning to facilitate alternative assessment. Retrieved from http://www.exchanges.state.gov/forum/vols/vol40/no3/p26/htm
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28
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59
ORIGINAL_ARTICLE
The Effect of Assessment Technique on EFL Learners’ Writing Motivation and Self-Regulation (Research Paper)
The inherent deficiencies of teacher-centered assessment have led many researchers to investigate the challenges and possibilities of alternative assessment. From among the various forms of alternative assessment, self and peer assessment have not been adequately scrutinized in the Iranian context. The present study examined the effect of three different assessment techniques, namely teacher, peer, and self-assessment, in writing tasks on a cohort of Iranian English learners’ writing motivation and self-regulation. Ninety-five female intermediate EFL learners were randomly assigned to three groups of self, peer, and teacher-assessment. Before the treatment, all the participants produced an argumentative essay while thinking-aloud and recording their voice, and completed the questionnaires. After the treatment, the participants once again completed the writing motivation and self-regulation questionnaires and wrote an argumentative essay, while thinking aloud and recording their voice. Both qualitative and quantitative data were collected using questionnaires, interviews, and think-aloud protocols. Having analyzed the interviews qualitatively, and analyzed the writing motivation questionnaires results through a one-way ANCOVA test, the researcher concluded that self-assessment had an advantage over the two other techniques in promoting writing motivation. Similarly, the analysis of the coded think-aloud protocols and a one-way ANCOVA yielded support for the superiority of the alternative assessment particularly self-assessment in promoting the use of self-regulatory strategies. Implications for writing classes are discussed.
https://journalscmu.sinaweb.net/article_120509_a3169c4c429eb111e5fd325f17fb2d2b.pdf
2020-12-15
141
162
Peer-assessment
Self-assessment
Teacher-assessment
Writing Motivation
Writing Self-regulation
Manoochehr
Jafarigohar
jafari@pnu.ac.ir
1
Department of TEFL and English Literature, Payame Noor University
LEAD_AUTHOR
Abolfazli Khoonbi, Z., & Sadegh, K. (2012). The effect of assessment type (self vs. peer vs. teacher) on Iranian university EFL students’ course achievement. Language Testing in Asia,2(4), 47-74.
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55
ORIGINAL_ARTICLE
The Effect of Iranian English Teachers’ Practice of Pedagogical Competence on Students’ Learning (Research Paper)
The article investigates the contribution of teachers’ practice of pedagogical competence to the high school students’ learning of English language in Rasht, Iran. Following a multi-method research in the quantitative research paradigm, first, a five-point Likert scale questionnaire of pedagogical competence was administered to 16 high school English teachers. Based on the teachers’ responses and, according to Hofstee Compromise Method, 12 of 16 teachers with the minimum and maximum acceptable percentages were divided to two equal groups of high practicing (HP) and low-practicing (LP) teachers of pedagogical competence. Next, randomly selected from 150 students from the teachers’ classes, 115 students were selected. Based on the homogeneity test, however, 67 students were selected for the experiment phase. Then, the students received the teachers’ three-month instruction that covered three lessons of the book ‘Vision’ taught at the third grade of high school. A posttest was administered to the students after receiving instruction. The results revealed a significant difference between the students in HP and LP groups with regard to English language learning; the HP group reported a significant progression from pretest to posttest as a result of the teachers’ practice of pedagogical competence. Some pedagogical implications, limitations of the study, and suggestions for further studies are presented.
https://journalscmu.sinaweb.net/article_121761_365ad2dd9c0b860f5a54a5f93686c411.pdf
2020-12-24
163
181
pedagogical competence
English teachers
high school
Students’ Learning
Ghasem
Aghajanzadeh Kiasi
aghajanzadeh@iaurasht.ac.ir
1
Department of English Language, College of Humanities, Rasht Branch, Islamic Azad University, Rasht
LEAD_AUTHOR
Aghajanzadeh Kiasi, G., Maftoon, P., & Birjandi, B. (2016). An investigation of Iranian high school English language teachers’ perceptions of pedagogical competence. Iranian Journal of English for Academic Purposes, IJEAP, 5(1), 1-27.
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ORIGINAL_ARTICLE
Acoustic Analysis of Onset F0 of Word-Initial Plosives in the Speech Production of Autistic Children and Typically Developing Peers
Autism is a neurodevelopmental disorder which is characterized by difficulty in social interaction, language and communication. In the present study, F0 of onset as a feature which can distinguish voiced from voiceless plosives has been acoustically analyzed in the speech production of two groups of autistic and normal developing children. The first group containing 7 girls and 13 boys with autism spectrum disorders (ASD), and the second group seven girls and 13 typically developing (TD) boys. Children were six to ten years old. Monosyllabic CVC words having oral plosives /p, b, t, d, k, g, G/ in the initial position followed by back vowel /æ/ were recorded in a sound-proof room using Praat Software. Acoustic analysis of uttered syllables confirmed that the speech of ASD children was different from that of TD peers. Significantly more plosives produced by ASD children were deleted because of unusual production. The differences between voiced and voiceless plosives were much more in TD children, which means ASD children distinguished these plosives slightly. Concerning gender, there were not significant differences between girls and boys of ASD and TD because they were before puberty. Considering different places of articulation, the onset F0 of ASD children was significantly lower than TD peers. The total results demonstrate that ASD children need more training and practice to become similar to TD peers in the production of initial plosive consonants.
https://journalscmu.sinaweb.net/article_141365_02abe289d35e219f0cbe43829a2e0fa4.pdf
2020-12-30
182
190
fundamental frequency (F0) of onset
Acoustic analysis
Autism Spectrum Disorders (ASD)
typically developing children (TD)
plosives
Rahimeh
Roohparvar
roohparvar@uk.ac.ir
1
Department of Foreign Languages, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran.
LEAD_AUTHOR
Ali Asghar
Rostami Abousaidi
rostamiabu@uk.ac.ir
2
Department of Foreign Languages, Faculty of Literature and Humanities, Shahid Bahonar University of Kerman, Kerman, Iran.
AUTHOR
Mahdieh
Karami
karami_m@icss.ac.ir
3
Institute for Cognitive Science Studies, Tehran, Iran.
AUTHOR
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