en
jalali
1397
9
1
gregorian
2018
12
1
3
4
online
1
fulltext
en
Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes
Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes
This research aimed at reporting two consecutive studies on the effects of extensive reading on reading comprehension and attitudes of Ethiopian second cycle primary school students. An intervention and a control group, selected from two intact grade 8 sections, were included in each study. The intervention group was exposed to extensive reading for 6 weeks and 12 weeks in the first and second study respectively. To collect data, reading comprehension tests and attitude questionnaires were used. The results revealed that there was no significant difference between the intervention and the control group in reading comprehension and attitudes toward reading when the time was restricted and only reading was used in the intervention. However, the intervention group scored significantly better than the control group in reading comprehension and attitudes toward reading when the time for reading was extended and motivating activities were included. Implications are deduced for time allocation and use of motivating activities in the implementation of an extensive reading programme in input-poor EFL settings like Ethiopia.
This research aimed at reporting two consecutive studies on the effects of extensive reading on reading comprehension and attitudes of Ethiopian second cycle primary school students. An intervention and a control group, selected from two intact grade 8 sections, were included in each study. The intervention group was exposed to extensive reading for 6 weeks and 12 weeks in the first and second study respectively. To collect data, reading comprehension tests and attitude questionnaires were used. The results revealed that there was no significant difference between the intervention and the control group in reading comprehension and attitudes toward reading when the time was restricted and only reading was used in the intervention. However, the intervention group scored significantly better than the control group in reading comprehension and attitudes toward reading when the time for reading was extended and motivating activities were included. Implications are deduced for time allocation and use of motivating activities in the implementation of an extensive reading programme in input-poor EFL settings like Ethiopia.
extensive reading, reading attitude, reading comprehension, second cycle primary school
extensive reading, reading attitude, reading comprehension, second cycle primary school
1
11
http://ijreeonline.com/browse.php?a_code=A-10-105-2&slc_lang=en&sid=1
2018/03/12
1396/12/21
2018/05/25
1397/3/4
Abdurahman Ahmed
Endris
Department of English Language and Literature, Woldia University, Woldia, Ethiopia
Abdurahman Ahmed
Endris
abduahmed64@gmail.com
003194753284600903
003194753284600903
Yes
Department of English Language and Literature, Woldia University, Woldia, Ethiopia
en
Types of Intelligences as Predictors of Self-Efficacy: A Study on Iranian EFL Students
Types of Intelligences as Predictors of Self-Efficacy: A Study on Iranian EFL Students
Through the implementation of the multiple intelligences, teachers and practitioners will see an increase in their students’ performance and ability to learn languages. The application of multiple intelligences theory is suggested as a structured way to address and understand the holistic nature of learners’ diversity. It is a favorable tool for teachers to increase the attractiveness of language learning tasks and, therefore, create motivational conditions. Intelligence is not just a single construct which traditionally was assumed to be constant throughout a person’s life; individual’s profiles of intelligence differ in terms of encouragement, training, and circumstances to enquire materials eliciting particular intelligences. The present study was an attempt to investigate types of intelligences (linguistic, logical-mathematical, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (generalized self-efficacy, academic self- efficacy, and self-regulatory efficacy). The participants were 148 male and female Iranian B.A. students majoring in TEFL and Translation at the Islamic Azad University in Malayer. The instruments included a 100-item Michigan test, Gardner’s MI questionnaire, a 12-item general self-efficacy scale, an 8-item academic self-efficacy, and an 11-item self-efficacy for self-regulated learning. Data were analyzed through multiple regression analyses. Results indicated that musical and linguistic intelligences were predictors of general self-efficacy and spatial /visual intelligence made a significant contribution to predicting self-efficacy for self-regulated learning while academic self- efficacy could not be predicted by any of the intelligence types.
Through the implementation of the multiple intelligences, teachers and practitioners will see an increase in their students’ performance and ability to learn languages. The application of multiple intelligences theory is suggested as a structured way to address and understand the holistic nature of learners’ diversity. It is a favorable tool for teachers to increase the attractiveness of language learning tasks and, therefore, create motivational conditions. Intelligence is not just a single construct which traditionally was assumed to be constant throughout a person’s life; individual’s profiles of intelligence differ in terms of encouragement, training, and circumstances to enquire materials eliciting particular intelligences. The present study was an attempt to investigate types of intelligences (linguistic, logical-mathematical, visual, kinesthetic, musical, interpersonal, and intrapersonal) as predictors of self-efficacy (generalized self-efficacy, academic self- efficacy, and self-regulatory efficacy). The participants were 148 male and female Iranian B.A. students majoring in TEFL and Translation at the Islamic Azad University in Malayer. The instruments included a 100-item Michigan test, Gardner’s MI questionnaire, a 12-item general self-efficacy scale, an 8-item academic self-efficacy, and an 11-item self-efficacy for self-regulated learning. Data were analyzed through multiple regression analyses. Results indicated that musical and linguistic intelligences were predictors of general self-efficacy and spatial /visual intelligence made a significant contribution to predicting self-efficacy for self-regulated learning while academic self- efficacy could not be predicted by any of the intelligence types.
multiple intelligences, self-efficacy, academic self-efficacy, self-regulated learnin
multiple intelligences, self-efficacy, academic self-efficacy, self-regulated learning
12
26
http://ijreeonline.com/browse.php?a_code=A-10-90-1&slc_lang=en&sid=1
2018/03/122018/03/16
1396/12/25
2018/05/252018/09/16
1397/6/25
Mojtaba
Aghajani
Khatam ol Anbia University, Tehran, Iran
Mojtaba
Aghajani
Mojtaba_Aghajani45@yahoo.com
003194753284600940
003194753284600940
Yes
Khatam ol Anbia University, Tehran, Iran
en
Translation is an Impossibly Possible task for Non-natives: An Oxymoron
Translation is an Impossibly Possible task for Non-natives: An Oxymoron
Translation seems a spoon feeding activity if it is taken mere transference of meaning from one language to another i.e. source language to target language. A good translation is usually considered, a translation in which merit of the original work is so completely transfused into another as to be distinctly apprehended by the native speaker of the country to which that language belongs as it is by those who speak the language of the original work. This vendetta leads to the presupposition that there may be other types of translations i.e. a bad translation, an average translation, or the best translation. There is another controversy of free (sense) and literal translation (sense & style). Sometimes it is taken as word for word translation and sometimes as sense for sense translation. But the problem arises when the cultural, poetical, linguistic, stylistic, and technological issues are involved in translation. To find out its inherent impossibility, the participants were given one quotation to translate it from Urdu to English. It is concluded that although the quotation which was given for translation was quite simple and did not have cultural and equivalence problems to a great degree, yet the varied responses with respect to structure, understanding, punctuation, and expression show that it was not an easy task
Translation seems a spoon feeding activity if it is taken mere transference of meaning from one language to another i.e. source language to target language. A good translation is usually considered, a translation in which merit of the original work is so completely transfused into another as to be distinctly apprehended by the native speaker of the country to which that language belongs as it is by those who speak the language of the original work. This vendetta leads to the presupposition that there may be other types of translations i.e. a bad translation, an average translation, or the best translation. There is another controversy of free (sense) and literal translation (sense & style). Sometimes it is taken as word for word translation and sometimes as sense for sense translation. But the problem arises when the cultural, poetical, linguistic, stylistic, and technological issues are involved in translation. To find out its inherent impossibility, the participants were given one quotation to translate it from Urdu to English. It is concluded that although the quotation which was given for translation was quite simple and did not have cultural and equivalence problems to a great degree, yet the varied responses with respect to structure, understanding, punctuation, and expression show that it was not an easy task
translation, free translation, literal translation, meaning, transference
translation, free translation, literal translation, meaning, transference
27
35
http://ijreeonline.com/browse.php?a_code=A-10-139-1&slc_lang=en&sid=1
2018/03/122018/03/162018/07/12
1397/4/21
2018/05/252018/09/162018/09/16
1397/6/25
Dr. Sikander
Ali
Assistant Professor Department of Language & Literature The University of Lahore
. Sikander Ali
. Sikander Ali
sikandar.ali@ell.uol.edu.pk
003194753284600901
003194753284600901
Yes
Assistant Professor Department of Language & Literature The University of Lahore
en
ارتباط بین عوامل بی انگیزگی،جنسیت،رشته تحصیلی و مهارت خواندن: مطالعه ای درباره زبان آموزان ایرانی
The Relationship among Demotivating Factors, Gender, Educational Fields, and Reading Proficiency: A Study of Iranian EFL Learners
چکیده
این تحقیق رابطه ی موجود بین عوامل ضدانگیزشی، جنسییت ، رشته ی تحصیلی و خواندن درک مطلب دانش آموزان ایرانی را بدست آورده است.شرکت کنندگان این تحقیق 96 دانش آموز ایرانی در مقطع دبیرستان بودند که زبان را به عنوان یک زبان خارجی آموزش میدیدند. آنها دانش آموزان دبیرستانی دختر و پسر بین 16 تا 18 سال بودند. انتخاب دانش آموزان به دلیل داشتن 3 گروه 32 نفری در3 رشته ی تحصیلی به صورت طبقه بندی اتفاقی بود. در این تحقیق پرسشنامه ی فارسی برای بررسی داوری شرکت کنندگان بر هرکدام از فاکتورهای ضد انگیزشی در یادگیری زبان استفاده شد. ابزار دیگری که در این تحقیق مورد استفاده قرار گرفت مطالعه ی متنی از کتاب تست صلاحیت انگلیسی کمبریج بود.. نتایج بدست آمده در این تحقیق نشان از رابطه ی بین شایستگی خواندن شرکت کنندگان و عوامل ضدانگیزشی یادگیری زبان است. همچنین نتایج، نشاندهنده ی رابطه ی معناداری بین رشته ی تحصیلی شرکت کنندگان و عوامل ضدانگیزشی بود. اما هیچ رابطه ی معناداری بین سن شرکت کنندگان و عوامل ضدانگیزشی وجود نداشت. همچنین نتایج معلوم کرد که کاهش اعتماد به نفس شرکت کنندگان و کمبود امکانات مدرسه و معلمان جز بیشترین دلایل ضدانگیزشی است. نتایج این تحقیق دارای مفاهیم آموزشی برای تایید برنامه های تربیت معلم و الگوی آموزش زبان است.
The study explored the probable significant relationship among demotivating factors, gender, educational fields, and reading proficiency of Iranian EFL learners. The participants in this study were 96 Iranian high school students, learning English as a foreign language (EFL). They were high school female and male students between 16 to 18 years of age. There was the initial population of over 150 students. A stratified random sampling procedure was used to have three groups of 32 from the three educational fields. Each group comprised 16 females and 16 males. There was a Persian questionnaire, which surveyed participants’ judgment on each demotivating factor in the process of language learning. Another instrument used in this study was the reading section of Cambridge Test of English Proficiency. The ex post facto design was used in this study. The findings revealed a significant relationship between the participants’ reading proficiency and language learning demotivating factors. The findings also showed a significant relationship between the participants’ educational fields and the demotivating factors. No significant relationship was found between the participants’ gender and demotivating factors. The findings also revealed that the participants reduced self-confidence and lack of inadequate school facilities and teachers are the most salient demotivating factors. The findings of the study have some pedagogical implications to improve teacher-training programs and language teaching paradigms.
demotivating factors, educational field, reading proficiency, motivating factors
کلمات کلیدی: عوامل بی انگیزگی ,رشته تحصیلی , مهارت خواندن, عوامل انگیزه دهنده
36
49
http://ijreeonline.com/browse.php?a_code=A-10-137-1&slc_lang=en&sid=1
2018/03/122018/03/162018/07/122018/07/9
1397/4/18
2018/05/252018/09/162018/09/162018/12/20
1397/9/29
Narjes
Ghafournia
Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
نرجس
غفورنیا
narjesghafournia@yahoo.com
003194753284600899
003194753284600899
Yes
دانشگاه آزاد اسلامی، واحد نیشابور،گروه زبان انگلیسی،نیشابور،ایران
Zahra
Farhadian
Department of English, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran.
زهرا
فرهادیان
zahra.farhadian70@yahoo.com
003194753284600900
003194753284600900
No
دانشگاه آزاد اسلامی، واحد نیشابور،گروه زبان انگلیسی،نیشابور،ایران
en
Investigating the Sixth Semester Students’ Knowledge of Speech Act: A Collective Response from EFL students of Class B at University of Islam Malang
Investigating the Sixth Semester Students’ Knowledge of Speech Act: A Collective Response from EFL students of Class B at University of Islam Malang
An utterance may constitute act. Hence, performing acts through speech are commonly committed by people currently; it is no exception for the EFL students. Some linguists assert that learning communicative competence is of great importance in communication including the act of speaking in the social context. This study was carried out to investigate the students’ acquaintances with speech act. A survey was conducted in this study so as to know their acquaintances with speech act. This study focused on the divisions of speech act including locutionary act, illocutionary act, perlocutionary act, and direct and indirect speech act. The data resource was the sixth semester students of class B at University of Islam Malang majoring in English Education Program. A questionnaire was distributed to know if they have an acquaintance with the speech act. The data was analyzed with descriptive statistics after being collected. The findings revealed that the students still committed errors towards the speech act competence. They, a considerable part, did not know parts of speech act which is salient to recognize. For this reason, the researcher expects that the students will be capable of recognizing more on speech act by learning either from this paper or from other resources regarding speech act learning.
An utterance may constitute act. Hence, performing acts through speech are commonly committed by people currently; it is no exception for the EFL students. Some linguists assert that learning communicative competence is of great importance in communication including the act of speaking in the social context. This study was carried out to investigate the students’ acquaintances with speech act. A survey was conducted in this study so as to know their acquaintances with speech act. This study focused on the divisions of speech act including locutionary act, illocutionary act, perlocutionary act, and direct and indirect speech act. The data resource was the sixth semester students of class B at University of Islam Malang majoring in English Education Program. A questionnaire was distributed to know if they have an acquaintance with the speech act. The data was analyzed with descriptive statistics after being collected. The findings revealed that the students still committed errors towards the speech act competence. They, a considerable part, did not know parts of speech act which is salient to recognize. For this reason, the researcher expects that the students will be capable of recognizing more on speech act by learning either from this paper or from other resources regarding speech act learning.
communicative competence, speech act, EFL students
communicative competence, speech act, EFL students
50
62
http://ijreeonline.com/browse.php?a_code=A-10-138-1&slc_lang=en&sid=1
2018/03/122018/03/162018/07/122018/07/92018/07/11
1397/4/20
2018/05/252018/09/162018/09/162018/12/202018/12/20
1397/9/29
Achmad
Kholili
Faculty of Teacher Training and Education, University of Islam Malang, East Java, Indonesia
Achmad
Kholili
achmadkholili93@gmail.com
003194753284600898
003194753284600898
Yes
Faculty of Teacher Training and Education, University of Islam Malang, East Java, Indonesia
en
تفاوت های جنسیتی در استفاده از lexical hedges در زبان گفتاری آکادمیک در میان زبان آموزان EFL ایرانی: یک مطالعه مقایسه ای
Gender Differences in the Use of Lexical Hedges in Academic Spoken Language among Iranian EFL Learners: A Comparative Study
This study tried to compare the possible differences between female and male EFL students with respect to the use of lexical hedges in their academic spoken language. To fulfil this objective, 40 Iranian upper-intermediate EFL learners majoring in TEFL were chosen from Islamic Azad University of Abadan, Iran. The selected participants were assigned into two equal groups namely male group (n=20) and female group (n=20). Then, five discussion sessions in a single gendered context were separately recorded for male and female participants. Frequency counts and chi-square were used to analyze the obtained data. By utilizing the framework of hedges, it is deduced that that there are differences among female and male respondents’ propensity in selecting word of lexical hedges. Female responders tend to utilize more lexical hedges than male responders. In such manner, most frequently lexical hedges of fillers such as; hmm, uhh, you know, yeah were used most frequently by female respondents in their utterances; while male respondents most repeatedly utilized lexical hedges of fillers like; I think, uhh, yeah in their utterances. Female respondents had broad range variegation in picking words of lexical hedges while male respondents were not sufficiently productive in selecting the words of lexical hedges. It was demonstrated by the number of lexical hedges applied in giving viewpoints in debate and discussion context.
This study tried to compare the possible differences between female and male EFL students with respect to the use of lexical hedges in their academic spoken language. To fulfil this objective, 40 Iranian upper-intermediate EFL learners majoring in TEFL were chosen from Islamic Azad University of Abadan, Iran. The selected participants were assigned into two equal groups namely male group (n=20) and female group (n=20). Then, five discussion sessions in a single gendered context were separately recorded for male and female participants. Frequency counts and chi-square were used to analyze the obtained data. By utilizing the framework of hedges, it is deduced that that there are differences among female and male respondents’ propensity in selecting word of lexical hedges. Female responders tend to utilize more lexical hedges than male responders. In such manner, most frequently lexical hedges of fillers such as; hmm, uhh, you know, yeah were used most frequently by female respondents in their utterances; while male respondents most repeatedly utilized lexical hedges of fillers like; I think, uhh, yeah in their utterances. Female respondents had broad range variegation in picking words of lexical hedges while male respondents were not sufficiently productive in selecting the words of lexical hedges. It was demonstrated by the number of lexical hedges applied in giving viewpoints in debate and discussion context.
academic spoken language, discussion, gender differences, lexical hedges
63
80
http://ijreeonline.com/browse.php?a_code=A-10-148-1&slc_lang=en&sid=1
2018/03/122018/03/162018/07/122018/07/92018/07/112018/09/1
1397/6/10
2018/05/252018/09/162018/09/162018/12/202018/12/202018/11/2
1397/8/11
Ehsan
Namaziandost
Department of English, Faculty of Humanities, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
احسان
نمازیان دوست
e.namazi75@yahoo.com
003194753284600896
003194753284600896
Yes
دانشگاه آراد اسلامی واحدشهرکرد
Sajad
Shafiee
Department of English language, Bu-Ali Sina University, Hamedan, Iran
سجاد
شفیعی
S.shafiee@iaushk.ac.ir
003194753284600897
003194753284600897
No
دانشگاه آراد اسلامی واحدشهرکرد
en
Book Review: Teaching English to Speakers of Other Languages: An Introduction
Book Review: Teaching English to Speakers of Other Languages: An Introduction
Teaching English to Speakers of Other Languages (TESOL) presents teaching techniques and procedures along with the underlying theory and principles and is comprehensible to readers who are new to the field of English Language Teaching (ELT). David Nunan (2015) proposes rich illustrations of theoretical constructs through providing practical examples of how to develop teaching materials and tasks from sound principles; he also presents content through various textual types including classroom vignettes which show language teaching in action, question and answer sessions. The book consists of twelve concise chapters: Language Teaching Methodology, Learner-Centered Language Teaching, Listening, Speaking, Reading, Writing, Pronunciation, Vocabulary, Grammar, Discourse, Learning Styles and Strategies, and Assessment.
Teaching English to Speakers of Other Languages (TESOL) presents teaching techniques and procedures along with the underlying theory and principles and is comprehensible to readers who are new to the field of English Language Teaching (ELT). David Nunan (2015) proposes rich illustrations of theoretical constructs through providing practical examples of how to develop teaching materials and tasks from sound principles; he also presents content through various textual types including classroom vignettes which show language teaching in action, question and answer sessions. The book consists of twelve concise chapters: Language Teaching Methodology, Learner-Centered Language Teaching, Listening, Speaking, Reading, Writing, Pronunciation, Vocabulary, Grammar, Discourse, Learning Styles and Strategies, and Assessment.
Book Review, Teaching English
Book Review
81
84
http://ijreeonline.com/browse.php?a_code=A-10-150-1&slc_lang=en&sid=1
2018/03/122018/03/162018/07/122018/07/92018/07/112018/09/12018/09/7
1397/6/16
2018/05/252018/09/162018/09/162018/12/202018/12/202018/11/22018/09/7
1397/6/16
Fatemeh
Ahmadi Livani
Department of English language and literature, Islamic Azad University, Ayatollah Amoli Branch, Amol, Iran
Fatemeh
Ahmadi Livani
lida_ahmadi82@yahoo.com
003194753284600894
003194753284600894
Yes
Hamed
Barjesteh
Department of English language and literature, Islamic Azad University, Ayatollah Amoli Branch, Amol, Iran
Hamed
Barjesteh
003194753284600895
003194753284600895
No