2024-03-28T21:22:45Z
https://journalscmu.sinaweb.net/?_action=export&rf=summon&issue=12301
Iranian Journal of English for Academic Purposes
IJEAP
2476-3187
2476-3187
2019
8
2
Prediction of Iranian EFL Learners’ Learning Approaches Through Their Teachers’ Narrative Intelligence and Teaching Styles: A Structural Equation Modelling Analysis (Research Paper)
Arezoo
Golabi
Farrokhlagha (Forough)
Heidari
It goes without saying that there are many influential factors affecting the success of any learning experience, and teachers are definitely among the significant factors influencing the process of teaching and learning. In this respect, the present study sought to investigate the prediction of Iranian English as a Foreign Language (EFL) learners' learning approaches through their teachers’ narrative intelligence and teaching styles. The participants comprised 50 high school teachers along with 400 students in Birjand, South Khorasan, Iran. The necessary data were obtained through Narrative Intelligence Scale, Teaching Style Inventory, and Study Process Questionnaire. The Structural Equation Modeling (SEM) analysis demonstrated that teachers' teaching style had a direct and meaningful effect on learners' deep (β = .31; p= .04) and surface (β = .18; p= .04) learning approaches. Whereas the teachers' narrative intelligence only had a direct and meaningful effect on deep learning approach (β= .006; p= .03) and out of the subscales of narrative intelligence, only narration with a positive effect (β= .28; p= .04) was the best predictor of deep learning approach. Among the five types of teaching styles, the facilitator style with a positive effect (β = .37; p= .001) and the formal authority style with a negative effect (β = -.22; p= .01) were the best predictors of deep learning approach. Besides, the expert style with a negative effect (β =-.14; p= .02) and the formal authority style with a positive effect (β= .16; p= .008) were defined as the best predictors of surface learning approach.
Learning Approach
Narrative Intelligence
teaching style
structural equation modeling
2019
07
01
1
12
https://journalscmu.sinaweb.net/article_91262_c50ac959c217a57e9732468e5e80d44e.pdf
Iranian Journal of English for Academic Purposes
IJEAP
2476-3187
2476-3187
2019
8
2
Comparative Evaluation of Dialogic versus Monologic Pedagogy among EFL Instructors and Teacher Educators in Iran (Research Paper)
Mojtaba
Yaqubi
Naser
Rashidi
The present study attempted to investigate how language teacher educators evaluated two current approaches: monologic or prevalent pedagogy which is widely practiced all across the world including Iran, and dialogic pedagogy which is theoretically established by Yakubinsky, Bakhtin, and Vygotsky. The study tried to understand, whether Iranian EFL teachers and teacher educators preferred to adopt a monologic or dialogic approach and what they assumed to be the obstacles of their employment and its attributed features. To do so, through convenience and random sampling, the researcher administered a questionnaire consisting of 30 Likert-scale items among 150 EFL teachers and practitioners in order to explore whether they (tended to practice) practiced either dialogic or monologic teaching. Then, the researcher interviewed around seven percent of the interviewees, i.e.10 of them, who were EFL teacher educators in Iranian pedagogic setting. Through both quantitative analysis of the questionnaire and qualitative analysis of the interview, it was found that most EFL teachers and teacher instructors had an ultimate inclination to practice dialogic teaching, though in reality may not. This process highlighted some interesting reflections that made it possible for the researcher to explore language teachers' and teacher educators' acquaintance, conceptualization and (re)orientation about monologism and dialogism. The analysis of the collected data indicated that what is common in Iranian EFL contexts is completely agreeable with monologic practice. Despite the fact that for more than a century, the credibility and effectiveness of monologic approach has been criticized, primarily in Russia and later all across the globe, Iranian curriculum developers, EFL teacher educators and, consequently, English teachers had not adequately been able to move along with the new engagement-oriented, autonomy-fostering, emergence-welcoming, affordance-facilitating, agency-dominated and synergistic ecology of dialogic pedagogy.
dialogism
Monologism
scaffolding
Agency
emergence
2019
07
01
13
33
https://journalscmu.sinaweb.net/article_91526_4419ff0a5c9d3509b8fc3bda90599c10.pdf
Iranian Journal of English for Academic Purposes
IJEAP
2476-3187
2476-3187
2019
8
2
Socio-Demographic Related Difference in Digital Literacy among Undergraduate Students of State universities in Iran (Research Paper)
Ebrahim
Samani
Nooreen
Noordin
Abdollah
Karimzadeh
The concept of literacy has undergone a conceptual leap due to the constant growth of technology and the introduction of digital tools. Often-cited as an important component of modern literacy, digital literacy has received significant attention. Since the role of socio-demographic characteristics like gender, place of residence, access to digital tools, fields of study, level of university and previous experience with these tools is very decisive in digital literacy. The current study aimed at filling the gap that exists in the literature in this regard by examining the existence of any relationship between digital literacy level and the mentioned variables in the context of Iran. The study utilized quota sampling to select the respondents. The sample consisted of the undergraduate students of level 1 to level 4 universities. Two public universities from each level 1 to 4 and 8 in total contributed to the sample. The results indicated that all of the selected socio-demographic variables were significantly effective in digital literacy of students. The findings of this study, it is hoped, to provide insights to the education system of our country to recognize the areas of problem and introduce necessary programs in our education system either curricular or extracurricular to meet the required standards.
Digital literacy
Quota sampling
socio-demographic characteristics
undergraduate students
2019
06
01
34
50
https://journalscmu.sinaweb.net/article_91580_2b66934c258c079615bdfd215afe5c68.pdf
Iranian Journal of English for Academic Purposes
IJEAP
2476-3187
2476-3187
2019
8
2
English Vocabulary for Equine Veterans: How Different from GSL and AWL Words (Research Paper)
Mahmood
Safari
ESP students are usually suggested to master general and academic word lists such as Wests’ (1953) General Service List (GSL) and Coxhead’s (2000) Academic Word List (AWL) to be able to read their academic texts. However, it seems that university students may not need to learn all the words in the two lists as some words in the lists are of less frequency in academic texts. Moreover, there are some nontechnical words which occur frequently in academic disciples but are absent in the two lists. The present study attempted to identify words which frequently occur in equine veterinary academic texts. To that end, a corpus of over 3.6 million running words, containing equine veterinary journal articles, was developed and analyzed using some text analysis software (TextStat and TextAnalys). As Coxhead the frequency of 100 was set as the criterion for word selection. The results revealed that 1091 GSL word families and 116 AWL word families were of less frequency (i.e., occurred less than 100 times) in the EVC (Equine Veterinary Corpus) and there were 214 nontechnical word families which occurred frequently in the EVC but were absent in the GSL and AWL. The high frequency GSL and AWL words alongside the newly identified words constituted the Equine Veterinary Word List (EVWL), which covered the EVC 2.5% more than the combination of GSL and AWL although it consisted of 993 fewer words. The findings can benefit equine veterans, veterinary students, EAP teachers, materials developers and researchers.
Academic Word List
General Service List
Equine Veterinary
Frequency
Coverage
2019
06
29
51
65
https://journalscmu.sinaweb.net/article_91716_7b8ae6af0e1d65f503c94e084320f82e.pdf
Iranian Journal of English for Academic Purposes
IJEAP
2476-3187
2476-3187
2019
8
2
Self-assessment of Writing in a Portfolio Program: A Case of Iranian EFL Learners (Research Paper)
Behrooz
Ghoorchaei
Mansoor
Tavakoli
After moving away from the psychometric and the integrative language testing paradigms toward the communicative language testing paradigm, experts in writing and assessment have been concerned with creating conditions under which learners can experience and display writing in an authentic way so that their writings will tally the ones in non-test situations. As an alternative assessment option, portfolio-based writing assessment has recently received considerable attention in the field of ESL/EFL writing. However, self- assessment as a corner stone of portfolio pedagogy has received scant empirical attention in the second/foreign language teaching literature. Therefore, the present study aimed at comparing teacher assessment and students’ self-assessment of writing in a portfolio program in Iranian EFL context. Also, it aimed at eliciting students’ perceptions about self-assessment. To analyze data, independent samples t-test was used. The results showed that there is a significant difference between teacher’s assessment and students’ self-assessment at the beginning and the end of the portfolio program. Students’ perceptions were also elicited through interviews. The results seem to have some implications for curriculum development and teaching and assessment of L2 writing.
alternative assessment
Essay writing
portfolio assessment
Self-assessment
2019
06
01
66
79
https://journalscmu.sinaweb.net/article_91741_c51b17fa0ac11134b5ef5fedf8e3ba35.pdf
Iranian Journal of English for Academic Purposes
IJEAP
2476-3187
2476-3187
2019
8
2
On the Development of a Model for Teaching English as a Vocation among Iranian Teachers (Research Paper)
Ali Asghar
Poorbehzadi
Shahram
Afraz
Fazlollah
Samimi
Teachers’ perspectives towards teaching are still a hotly-debated topic that often divide opinions. Some teachers, believe that teaching is a profession and a sole source of income, while many other teachers claim that teaching is an inside spiritual call and a vocational and moralistic duty. This study, following a qualitative grounded theory approach, looked deeply into the interrelationship of data extracting from teachers' perspectives toward teaching as vocation to propose a model in this regard. Consequently, twenty-six Iranian English teachers, teaching at schools and Farhang language institute were asked to brainstorm their ideas as to how they view teaching as a vocation. The 3-session semi-structured interviews with 20 participants and focus-group interviews with 6 participants were conducted. The data was then transcribed and codified based on Corbin and Strauss (2014) systematic steps for grounded theory. The findings led to an eight-factor model encompassing 39 categories. The factors include: a) financial concerns and insufficient salary, b) love and passion for teaching, c) low social status, d) high demands for becoming a teacher, e) devotion and high sense of responsibility, f) limitations and lack of freedom, g) setting a pattern and gaining experience, h) equivocal images of teachers. The proposed model is conducive for training centers, policy makers, ministry of education, and those who care about quality education, and students' academic achievements to seriously take into account teachers' real concerns, and improve their social status to avoid falling them into a state of socioeconomic inequality and feeling marginalized.
Teaching
Teachers
vocation
model
Grounded theory
2019
07
01
80
97
https://journalscmu.sinaweb.net/article_91939_196dbe81a2d7e64d5dfea5842e233a50.pdf