ORIGINAL_ARTICLE
Teacher Autonomy and Teaching Styles: A Gender-Comparative Study of Iranian EFL Academics (Research Paper)
The education norms are influenced by teacher autonomy as well as learner autonomy. In this gender-comparative study, we followed the debate concerning the link between EFL academics autonomy sense and their styles of teaching. The data was gathered through convenience sampling by online distributing two sets of questionnaires namely Pearson and Moomaw’s Teacher Autonomy Scale and Grasha’s Teaching Style Inventory which was completed by 156 Iranian EFL teachers (both male and female) to respond to the two research questions. Then, SPSS (version 26) was used to analyze the data obtained from our three sample groups: males only, females only, and mixed. The analysis showed the female participants’ autonomy sense was significantly lower than the males’. However, females gained stronger correlations between their autonomy and the teaching style sub-constructs. Moreover, the following results could be inferred from our statistical results: a) Males naturally feel more sense of autonomy than females do. b) As teacher autonomy increases, its correlation to different teaching styles becomes weaker. c) As a teacher’s sense of autonomy decreases, his/her tendency increases to use the formal authority style which does not need much expertise and qualifications. d) The high tendency to use the facilitator style by our participants in this study can be related to the fact that about 70 % of the participants of each group have got a teaching degree.
https://journalscmu.sinaweb.net/article_137074_560c7d8a21673dde59db1bee0eec7a64.pdf
2021-09-01
1
14
EFL Academics
Gender
Iranian teachers
SL Teaching Styles
Teacher Autonomy
Elaheh
Fadaee
elaheh_fadaee@yahoo.com
1
Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran.
AUTHOR
Amir
Marzban
amir_marzban@yahoo.com
2
Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran.
LEAD_AUTHOR
Shaban
Najafi Karimi
najafibox@yahoo.com
3
Department of English Language Teaching, Qaemshahr Branch, Islamic Azad University, Qaemshahr, Iran.
AUTHOR
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ORIGINAL_ARTICLE
Applied Linguistics Research Article Introduction Sections: Grammatical Metaphor as a Powerful Membership Status Index (Research Paper)
Recently, comparative investigations of academic Research Articles (RAs) between native and non-native writers of English have been the scene of considerable debate. This may translate into insider norm knowledge to help non-native academic writers approximate the native speaker’s generic conventions of academic delivery. In this spirit, Halliday’s notion of Grammatical Metaphor (GM) was used in this study to compare the introduction sections of Applied Linguistics RAs by Iranian and native speaker academic writers in Applied Linguistics. A random sampling was conducted to arrive at twenty-five RAs written by Iranian writers, and twenty-five by native speaker ones. The introduction sections of these RAs were analyzed synchronically using Halliday’s types of Ideational Grammatical Metaphor. The article-to-article comparison data pointed to no significant statistical difference between the Iranian and native speaker writers’ deployment of Ideational GM in the introduction sections of the selected RAs, although in the overall number of types of GM used, the difference was significant. The results show that in a 13-cells (100.0%) scheme, expected frequencies lie below 5, where the minimum expected cell frequency is 1.0. As such, based on significant level (1.0<5), the difference was statistically significant (100.0%) scheme, expected frequencies lie below 5, where the minimum expected cell frequency is 1.0. As such, based on significant level (1.0<5), the difference was statistically significant.The findings of this research might be helpful for curriculum developers and syllabus designers, by way of a need for the inclusion of suitable writing instruction practices and norms which could not only familiarize EFL students with academic and scientific writing conventions, but work also to increase their awareness about the real lexicogrammatical and syntactic dimensions of re-mapping that powerful semantic and systemic processes like GM trigger at the level of the clause.
https://journalscmu.sinaweb.net/article_137080_be5cde8ee43ebb1d9ba4e7fc174d019d.pdf
2021-09-18
15
32
Grammatical Metaphor
Introduction Section
applied linguistics
Native-speaker Writers
Non-Native Writers
Yaser
Hadidi
hadidiy@hotmail.com
1
The English Department, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran.
LEAD_AUTHOR
Mozhgan
Alimohammadi
alimohammadi43726@gmail.com
2
Department of English Language, Zanjan University, Zanjan, Iran.
AUTHOR
Alimohammadi, M. (2017). Contrastive analysis of linguistics journals: A view from SFL (Master’s thesis, Zanjan University, Zanjan, Iran).
1
Arizavi, S., Hayat, A., & Namdari, N. (2015). A Comparative Study of Research Article Discussion Sections of Local and International Applied Linguistic Journals. Iranian Journal of Applied Linguistics, 18(1), 1-28.
2
Banks, D. (2003). The evolution of grammatical metaphor in scientific writing. In A.M. Simon -Vandenbergen, M. Taverniers, & L. Ravelli (Eds.), Grammatical metaphor: Views from systemic functional linguistics (pp. 185-220). Philadelphia, PA/ Amsterdam, Netherlands: John Benjamins.
3
Behnam, B. & Kazemian, B. (2013). A comparative study of ideational Grammatical Metaphor in scientific and political texts. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances. 1(1), 40-70.
4
Cakir Sari, H & Kansu-Yetkiner, N. (2011). Grammatical Metaphor and Translation: A contrastive study of Turkish and English scientific discourse. In E. D. Adanur (Ed), IDEA: Studies in English (Chapter 44: 497-518). Cambridge: Cambridge Scholars Publishing.
5
Derewianka, B. (2003). Grammatical metaphor in the transition to adolescence. In A.M. Simon-Vandenbergen, M. Taverniers, & L. Ravelli (Eds.), Grammatical metaphor: Views from systemic functional linguistics (pp.185-220). Philadelphia, PA/ Amsterdam, Netherlands: John Benjamins.
6
Dinagara, R. (2016). Grammatical Metaphor as a framework analysis of student’s translation of discussion text: A case study of English departments students in public university. Journal of English and education, 4(1), 92-108.
7
Ezeifeka, C. R. (2015). Grammatical Metaphor: In search of proficiency in Research Abstract writing. SAGE Open, January-March 2015: 1-14.
8
Farahani, A. A. and Hadidi, Y. (2008). Semogenesis under Scrutiny: Grammatical Metaphor in Science and Modern Prose Fiction. Iranian Journal of Applied Linguistics, 11(2), 51-85.
9
Freedman, A., & Medway, A. (1994). Locating genre studies: antecedents and prospects. In A.
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Freedman., and P. Medway. (Eds.), Genre and the new rhetoric. USA: Taylor and Francis.
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Hadidi, Y. & Raghami, A. (2012). A Comparative Study of Ideational Grammatical Metaphor in Business and Political Texts. International Journal of Linguistics, 4(2), 348-365.
13
Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2),93-116.
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Matthiessen, C.M.I.M., Halliday, M.A.K. & Huang, G. (2009). Systemic Functional Grammar: A first Step into the Theory. Higher Education Publishing House.
15
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Jalilfar, A., Saleh, E., & Don, A. (2017). Exploring nominalization in introduction and method section of Applied Linguistics Research Articles: A qualitative approach. Iranian Journal of Applied Linguistics, Romanian Journal of English Studies, 14(1), 64-80.
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33
Kubata, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing, 13 (1), 7-27.
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37
Liardét, C. L. (2014). A corpus-assisted study of Chinese EFL learners’ development of academic literacy, (Unpublished PhD Thesis, Sydney, Australia).
38
Liardét, C. L. (2015). Academic literacy and Grammatical Metaphor: mapping development. TESOL International Journal, 10(1), 29-46.
39
Liardét, C. L. (2016). Nominalization and grammatical metaphor: Elaborating the theory. English for Specific Purposes, 44(1), 16-29.
40
Lillis, T. and Tuck, J. (2016). Academic literacies: a critical lens on writing and reading in the academy. In K. Hyland and P. Shaw (Eds), The Routledge Handbook of English for Academic Purposes. London and New York: Routledge.
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Martin, J. R. (1992). English Text: System and structure. Amsterdam: Benjamins.
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Martin, J. R. (2008). Incongruent and proud: de-vilifying nominalization. Discourse and Society, 19(6). 801-810.
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Martinez, L. (2001). Impersonality in the research article as revealed by analysis of the transitivity structure. English for Specific Purposes, 20(3), 227-247.
44
Mauranen, A. (1993). Contrastive ESP rhetoric: Metatext in Finish-English economics texts. English for Specific Purposes, 12(1), 3-22.
45
Mehrabi, Kh., Jalilfar, A., Hayati, A., & White, P. (2018). Investigating action nominalization in introduction section of Research Articles: A cross disciplinary study of hard and soft sciences. Teaching English language.12(2), 1-26.
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Miller, C.R. (1994). Rhetorical community: The cultural basis of genre. In A. Freedman., & P. Medway (Eds.). Genre and the new rhetoric (pp. 57-67). USA: Taylor and Francis.
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Miller, C.R. (1984) ‘Genre as Social Action’, Quarterly Journal of Speech, 70(1), 151–76.
48
Palmer, G.B. (1996). Toward a Theory of Cultural Linguistics. Austin (Texas): University of Texas Press.
49
Ravelli, L. (2003). Renewal of connection: Integrating theory and practice in an understanding of Grammatical Metaphor. In A.M. Simon Vandenbergen, M. Taveniers, & L. J. Ravelli. (Eds.). Grammatical Metaphor: Views from Systemic Functional Linguistics (pp.37-65). Amsterdam/Philadelphia: John Benjamin Publication Company.
50
Ryshina-Pankova, M. (2015). A meaning-based approach to the study of complexity in L2 writing: The case of grammatical metaphor, Journal of Second Language Writing, 29(1) ,51-63.
51
Sahrae, R.M & Yeganeh, Sh. (2020). (Persian Article). A Comparative Study of Grammatical Metaphor in Persian Research Articles Written over the Past Three Decades. Nameye Farhangestan, 17(4), 113-136.
52
Sayfouri, N. (2010). SFL and ESP genre analysis of research articles in Iranian and English-American medical journals: A contrastive study (unpublished doctoral dissertation). Tehran: Tehran University. Retrieved from http: //www.isfla.org / Systemics / Print / Theses / Sayfouri2010.pdf
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Taverniers, M. (2006). Grammatical metaphor and lexical metaphor: Different perspectives on semantic variation. Neophilologus, 90(2), 321-332.
55
Velaquez-Mendoza, O. (2015). The role of grammatical metaphor in the development of advanced literacy in Spanish as a first, second and heritage language, Functional Linguistics, 2(7), 1-13.
56
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57
ORIGINAL_ARTICLE
Generic Structure of Literature Reviews in Research Articles: Iranian and International Journals (Research Paper)
Investigating the rhetorical patterns of research article (RA) sections elucidates the complex nature of academic literacy, especially, for non-native researchers. Although the literature review (LR) has a central role in establishing the foundation of the study, less clarity is available concerning its unique complexities. This paper thus explores the generic structure of the literature review section (LR) of 122 RAs published in Iranian journals (IrRAs) and international journals (IntRAs) using Swales’ (1990) Create A Research Space (CARS) model. The IrRAs (n=61) were selected from seven established Iranian journals and the IntRAs (n=61) were chosen from seven professional journals with an impact factor greater than 1. Two coders identified the moves and steps of several RAs via negotiated coding. The results indicated that both groups had approximately similar patterns regarding the moves and steps. In both groups, ‘establishing a territory’ (M1) and ‘occupying a niche’ (M3) were the most and least used moves, respectively. Likewise, both groups used M1 and M3 to start and finish LR, respectively. A tendency for employing the irregular move patterns in IntRAs and the regular move patterns in IrRAs was also observed. These findings help novice researchers to better tackle the challenges of LR writing.
https://journalscmu.sinaweb.net/article_137393_0f6f22906e6387f605f56985385f217d.pdf
2021-09-24
33
50
generic structure
Literature Review
moves
steps
Swales’ CARS Model
applied linguistics
Fahimeh
Marefat
fmarefat@atu.ac.ir
1
Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
AUTHOR
Mahsa
Farahanynia
m.farahanynia85@yahoo.com
2
Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
LEAD_AUTHOR
Maryam
Bolouri
m.bolouri9@gmail.com
3
Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
AUTHOR
Fariba
Chamani
chamanifar56@gmail.com
4
Department of English, University of Hormozgan, Bandar Abbas, Iran.
AUTHOR
Tahereh
Soleimani
tsoleimani66@gmail.com
5
Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran.
AUTHOR
Anthony, L. (1999). Writing research articles introductions in software engineering: How accurate is a standard model? IEEE Transactions on Professional Communication, 42, 38-45.
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55
ORIGINAL_ARTICLE
Boosting Reading Achievement by Employing Learner Autonomy Curriculum: Effects of Strategy Instruction (Research Paper)
Models proposed to enhance learner autonomy facilitate creating autonomy-supportive environments and promote learning achievement. This study intended to provide empirical evidence for the effect of employing Benson’s (2001) and Blin’s (2010) instructional models of learner autonomy on Iranian EFL learners’ reading achievement and strategy use. To this end, three intact classes with 75 sophomores majoring in TEFL were selected based on convenience sampling and received the strategy-based reading instruction in the models’ framework. They were randomly assigned to the experimental groups that practiced Benson’s Instructional Model (BEN-M, n=26), Blin’s Instructional Model (BLN-M, n=24), and the control group that followed Conventional Teaching Methods (CTM, n=25). An explanatory mixed methods research was used. After the treatment, the participants took a reading post-test. They also participated in semi-structured interviews. They took a reading strategy questionnaire (RSQ) before and after the treatment as well. Tests of one-way Analysis of Variance were exploited to scrutinize the changes between the means of groups and specify the effectiveness of intervention programs in improving the reading skills and strategy usage. Post-hoc Scheffe test located where precisely the differences laid. For qualitative data analysis, semi-structured interviews were transcribed and coded and then underwent content analysis. The results indicated that instructional intervention led to a higher level of reading achievement. The experimental groups outperformed the control group regarding the application of reading strategies. The semi-structured interviews also revealed that the participants held favorable perceptions of the instructional models.
https://journalscmu.sinaweb.net/article_137538_804b6c2527421fce4214a40a998d7a54.pdf
2021-09-28
51
70
Autonomy
Benson’s model
Blin’s model
reading strategy
Reading achievement
Layla
Aryanjam
1354lr@gmail.com
1
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran.
AUTHOR
Mojgan
Rashtchi
mojgan.rashtchi@gmail.com
2
TEFL Department, Islamic Azad University, North Tehran Branch, Tehran, Iran.
LEAD_AUTHOR
Parviz
Maftoon
pmaftoon@srbiau.ac.ir
3
Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran.
AUTHOR
Aharony, N., & Bar-Ilan, J. (2016). Students’ academic reading preferences: An exploratory study. Journal of Librarianship and Information Science, 50 (1), 3-13. https://journals.sagepub.com/toc/lisb/50/1
1
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3
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49
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50
ORIGINAL_ARTICLE
Investigating Source-Text Use in Academic Writing Tasks of EFL Students through Integrated Writing Assessment (Research Paper)
This study investigated the writing quality of EFL students through the factors of source text use (source idea, linguistic modification, and content accuracy) in integrated writing assessment. The participants were 30 MA-level EFL students from three different universities in Fras province, Iran. The participants were selected through purposive sampling. The test used in the study was a standardized three-part TOEFL package with reading, listening and writing sections. The study used both qualitative and quantitative data to report the findings. In the qualitative part, some instances of source idea, substantial linguistic modification, and content accuracy were listed in tables to show how the participants generally responded to these factors. In the quantitative part, multiple regression analysis was used and all of the assumptions were verified. The results revealed that the predicators could significantly explain 25.8% variance in the writing quality scores. Furthermore, out of the three factors of source text use, “substantial linguistic modification” was the only significant component, which was seemingly influenced by the participants’ advanced level and the nature of the writing task. The related implications were also elaborated.
https://journalscmu.sinaweb.net/article_137617_7917e391bdbda9ec8ae5b058f664ca56.pdf
2021-09-30
71
87
Source Text Use
EFL writing
Integrated Writing
Writing assessment
MA-Level EFL
Amin
Karimnia
aminkarimnia@yahoo.com
1
Department of English Language, Fasa Branch, Islamic Azad University, Fasa, Iran.
LEAD_AUTHOR
Mahsa
Safnyyat
safnyyatt@yahoo.com
2
Department of English Language, Fasa Branch, Islamic Azad University, Fasa, Iran.
AUTHOR
Cumming, A. (2013). Assessing integrated writing tasks for academic purposes: Promises and perils. Language Assessment Quarterly, 10(1), 1–8. DOI: https://doi.org/10.1080/15434303.2011.622016.
1
Dangal, G., Hamal, P. K., & Giri, M. (2017). Understanding research and scientific publication. J Nepal Health Res Counc, 15(35), 1-2.
2
Darong, H.C. (2021). Integrated task on students’ writing quality: Is it more effective? English Language Teaching Educational Journal, 4(1), 25-33. doi.org/10.12928/eltej.v4i1.3336
3
Derntl, M. (2014). Basics of research paper writing and publishing. Int. J. Technology Enhanced Learning, 6(2), 105-123.
4
Gholami, J., & Alinasab, M. (2017). Source-based tasks in writing independent and integrated essays. International Journal of Instruction, 10(3), 127-142.
5
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9–24. DOI: https://doi.org/10.1002/tesj.65.
6
Keck, C. (2006). The use of paraphrase in summary writing: A comparison of L1 and L2 writers. Journal of Second Language Writing, 15(4), 261–278. DOI: https://doi.org/10.1016/j.jslw.2006.09.006.
7
Plakansa, L., & Gebrilb, A. (2016). Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing, 1-2. DOI: http://dx.doi.org/10.1016/j.asw.2016.08.005
8
Ross, A., & Willson, V. L. (2017). Basic and advanced statistical tests: Writing results sections and creating tables and figures. Rotterdam & Boston: Sense Publishers.
9
Sheibani, R., & Ahmadi, A. (2018). A comparison of writing performance on independent and integrated writing tasks. International Journal of Foreign Language Teaching & Research, 6, 18, 53–65
10
Soleimani, H., & Mahdavipour, M. (2014). The effect of variations in integrated writing tasks and proficiency level on features of written discourse generated by Iranian EFL learners. The Journal of Teaching Language Skills, 75(4), 131-159.
11
TOEFL Preparation, Practice and Online Courses. Retrieved January, 02, 2020, from www.bestmytest.com
12
Uludaga, P., Lindberga, R., McDonougha, K., Payantb, C. (2019). Exploring L2 writers’ source-text use in an integrated writing assessment. Journal of Second Language Writing, 46, 1-7. DOI: https://doi.org/10.1016/j.jslw.2019.100670
13
Wette, R. (2018). Source-based writing in a health sciences essay: Year 1 students’ perceptions, abilities and strategies. Journal of English for Academic Purposes, 36, 61–75. DOI: https://doi.org/10.1016/j.jeap.2018.09.006.
14
Whitaker, A. (2010). Academic writing guide: A step-by-step guide to writing academic papers. Seattle: Seattle City University.
15
Yang, S.C., & Plakans, K. (2012). Source text borrowing in an integrated reading/writing assessment. Journal of Second Language Writing, 21, 118–133. DOI: doi:10.1016/j.jslw.2012.03.004
16
ORIGINAL_ARTICLE
Evaluating Engineering Major ESP Courses in Iranian Universities: Stakeholders' Views on Course Effectiveness (Research Paper)
Investigating stakeholders' perceptions about course success has been signified as a useful method in program evaluation. This study evaluated English for Specific Purposes (ESP) programs in engineering departments at Iranian state universities by examining stakeholders' views. Engineering students (N=100) and ESP practitioners (N=8) participated in interviews, and non-participant observations were carried out to better understand the learning and teaching contexts. Content analysis of the interviews showed that some obstacles such as 1) low GE proficiency of students and heterogeneous classes, 2) limited time, 3) ministry decision for making the course elective, 4) students' low motivation, 5) teachers' low motivation, 6) inappropriate materials and teaching methods hindered course usefulness and effectiveness from the perspective of the participants. The findings urged the importance of comprehensive needs analysis to resolve the controversies among stakeholders about course objectives and contents and eliminate the mismatches between course objectives and students' expectations.
https://journalscmu.sinaweb.net/article_137672_85211c85543ae266e7fc64599fdde1cb.pdf
2021-09-30
88
101
Course Evaluation
ESP
Course Effectiveness
Engineering Major
Iranian Universities
Minoo
Alemi
minooalemi2000@yahoo.com
1
TEFL Department, West Tehran Branch, Islamic Azad University, Tehran, Iran.
LEAD_AUTHOR
Saeedeh
Pazooki
sa_pazooki@yahoo.com
2
Department of Education, Texas A&M University, USA.
AUTHOR
Alimorad, Z. (2019). Examining the links between reading research findings, Iranian teachers' perceptions of reading comprehension, and their actual practice in ESP courses. The Asian ESP Journal,15(6), 62-94.
1
Atai, M. R. (2002). EAP curriculum planning in Iran: An incoherent educational experience. [Special issue]. Journal of Faculty of Letters and Humanities, Teacher Training University, 9(3), 17-34.
2
Atai, M. R., & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33, 27-38.
3
Atai, M. R., & Karrabi, M. (2015). An exploratory study of teacher efficacy doubts in English for specific academic purposes (ESAP) and English for general purpose (EGP) instruction. Iranian Journal of Applied Linguistics (IJAL), 18(1), 29-64.
4
Atai, M. R., & Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of computer engineering: Are the courses on track? RELC Journal, 42(3), 305-323. doi:10.1177/0033688211419392
5
Basturkmen, H. (2010). Developing courses in English for specific purposes. London: Macmillan.
6
Binalet, C. B., & Guerra, J. M. (2014). A study on the relationship between motivation and language learning achievement among tertiary students. International Journal of Applied Linguistics and English Literature, 3(5), 251-260.
7
Cheng, H & Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1,153-174.
8
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage publications
9
Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. The Modern Language Journal, 81(4), 482-493.
10
Estaji, M., & Meihami, H. (2016). Revisiting the topical knowledge of Iranian ESP learners in reading comprehension: Text types and question types. The Asian ESP Journal, 12(3), 70-94.
11
Fenton-Smith, B., Humphreys, P., & Walkinshaw, I. (2018). On evaluating the effectiveness of university-wide credit-bearing English language enhancement courses. Journal of English for Academic Purposes, 31, 72-83.
12
Ferris, D., & Tagg, T. (1996). Academic oral communication needs of EAP learners: What subject‐matter instructors actually require. TESOL Quarterly, 30(1), 31-58.
13
Hirvela, A. (2013). ESP and reading. In B. Paltridge, & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 77-94). United Kingdom: Wiley-Blackwell.
14
Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centered approach. New York: Cambridge.
15
Jafari Pazoki, S., & Alemi, M. (2019). Engineering Students' Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers' and Students' Perceptions. RELC Journal. doi: 10.1177/0033688218811371
16
Kennedy, C. (2001). Language use, language planning and EAP. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 24-41). Cambridge: Cambridge University Press.
17
Kiely, R. (2009). Small answers to the big question: Learning from language programme evaluation. Language teaching research, 13(1), 99-116.
18
Long, M. H. (2005). Second language needs analysis. Cambridge University Press
19
Martinovic, A., & Poljakovic, I. (2010). Attitudes toward ESP among university students. FLUMINENSIA, 22(2), 145-161.
20
Master, P. (2005). Research in English for specific purposes. In E. Hinkel (Ed), Handbook of research in second language teaching and learning, (pp. 99-115). New York: Routledge.
21
Ning, H., & Hornby, G. (2014). The impact of cooperative learning on tertiary EFL learners' motivation. Educational Review, 66(1), 108-124. doi: 10.1080/00131911.2013.853169
22
Norris, J. M. (2016). Language program evaluation. The Modern Language Journal, 100(S1), 169-189.
23
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443-456.
24
Pan, C. Y., & Wu, H. Y. (2013). The cooperative learning effects on English reading comprehension and learning motivation of EFL freshmen. English Language Teaching, 6(5), 13.
25
Parkinson, J. (2013). English for science and technology. In B. Paltridge, & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 155-175). United Kingdom: Wiley-Blackwell.
26
Petraki, E., & Khat, K. (2020). Challenges and constraints in the design of an ESP course in Cambodia: implications for higher education institutions. Asia Pacific Journal of Education, 1-16.
27
Rahimi, M., & Hassani, M. (2011). Attitude towards EFL textbooks as a predictor of attitude towards learning English as a foreign language. Procedia - Social and Behavioral Sciences, 31, 66-72. doi:10.1016/j.sbspro.2011.12.018
28
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. United Kingdom: Cambridge university press.
29
Soodmand Afshar, H., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, 22, 132-151.
30
Spence, P., & Liu, G. (2013). Engineering English and the high-tech industry: A case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for Specific Purposes, 32, 97-109. doi:10.1016/j.esp.2012.11.003
31
Tomlinson, B. (2003). Materials evaluation. In B. Tomlinson (Ed), Developing materials for language teaching, (pp. 15-36). London: Continuum.
32
Tsou, W., & Chen, F. (2014). ESP program evaluation framework: Description and application to a Taiwanese university ESP program. English for specific purposes, 33, 39-53.
33
Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21 (7), 747-766.
34
Zappa-Hollman, S. (2018). Collaborations between language and content university instructors: Factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism, 21(5), 591-606.
35
ORIGINAL_ARTICLE
The Effect of Pre-class Content Delivery Techniques on Inferential Reading Comprehension: The Case of Flipped Classrooms (Research Paper)
The present study explored the impact of various techniques of pre-class content delivery in flipped classrooms on Iranian EFL learners’ inferential reading comprehension. In addition, the students’ perceptions toward the flipped learning experience and WhatsApp application as the online platform for the delivery of course contents were rigorously examined. To this end, 72 homogeneous intermediate EFL learners from one language institute in Iran were randomly assigned into four equal groups. The techniques being evaluated in these four flipped classrooms were attending video conferencing meetings, listening to audio podcasts, watching PowerPoint slides, and the combination of all the aforementioned ones, respectively. To elicit the required data, multiple sources of instruments, including Nelson-Denny Reading Test (NDRT), reading comprehension pre-and post-tests and a semi-structured interview were used. The results of descriptive statistics demonstrated that while the participants’ scores of all groups increased in the reading comprehension post-test, blending various techniques of pre-class delivery contributed most in improving the participants’ performance. However, the increase in the final scores of the PowerPoint group was insignificant. The results of one-way ANOVA analysis demonstrated a significant discrepancy among the four groups after the treatment. Post hoc comparisons indicated that the significant difference only occurred between the blended and PowerPoint groups. The results of qualitative data showed that most interviewees favored learning English in a flipped learning environment and they were also satisfied with the quality of pre-class content delivery via WhatsApp. Based on the findings, the study also offers important implications for future research.
https://journalscmu.sinaweb.net/article_138067_df77c2ab38f7a8a57fd41b62c1d85c2b.pdf
2021-10-02
102
121
EFL learners
Flipped classroom
Inferential Reading Comprehension
pre-class content delivery
WhatsApp app
Maliheh
Khodabakhshi
ml.khodabakhshi@gmail.com
1
Payame Noor University, Tehran, Iran
AUTHOR
Manoochehr
Jafarigohar
jafarigohar2007@yahoo.com
2
Payame Noor University, Tehran, Iran
LEAD_AUTHOR
Hassan
Soleimani
arshia.soleimani@gmail.com
3
Payame Noor University, Tehran, Iran
AUTHOR
Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
1
Abeysekera, l., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34 (1), 1-14. https://doi.org/10.1080/07294360.2014.934336
2
Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: A materials development course. Computer Assisted Language Learning, 30(3–4), 204–222. https://doi.org/10.1080/09588221.2017.1301958
3
Alexander, B. (2004). Going nomadic: Mobile learning in higher education. EDUCAUSE Review, 39(5), 23-38.
4
Al-Harbi, S.S. & Alshumaimeri, Y.A. (2016). The flipped classroom impact in grammar class on EFL Saudi secondary school students’ performances and attitudes. English Language Teaching, 9(10), 60-80. http://dx.doi.org/10.5539/elt.v9n10p60
5
Amare, N. (2006). To slideware or not to slideware: Students’ experiences with PowerPoint vs. lecture. Journal of Technical Writing & Communication, 36(3), 297-308. https://doi.org/10.2190/03GX-F1HW-VW5M-7DAR
6
Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching, 13(2), 147-161. https://doi.org/10.1080/17501229.2017.1394307
7
Anderson, N. J. (2013). Active skills for reading (3rd Ed.). Boston, MA: National Geographic Learning.
8
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9
Apperson, J.M., Laws, E.L. & Scepansky, J.A. (2008). An assessment of student preferences for PowerPoint presentation structure in undergraduate courses. Computers & Education, 50(1), 148-153. http://dx.doi.org/10.1016/j.compedu.2006.04.003
10
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11
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Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning, Computer Assisted Language Learning, 30, (1-2), 1-21. https://doi.org/10.1080/09588221.2015.1111910
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31
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