@article{ author = {Ahmadi, Mohammad Rez}, title = {The Impact of Motivation on Reading Comprehension}, abstract ={Motivation is one of the important factors which impacts greatly on language learning. One of the most important factors which receives the special focus in foreign language teaching is reading motivation. More recently, studies on reading motivation have also gained much interest. This review paper is going to consider the impact of reading motivation on reading comprehension. In this paper, the researcher explains the terms reading motivation, different types of motivation, reading comprehension, and different models of reading comprehension. The review of this study showed that reading motivation had a considerably positive effect on reading comprehension activities.  }, Keywords = {reading motivation, types, reading comprehension, models }, volume = {2}, Number = {1}, pages = {1-7}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.18869/acadpub.ijree.2.1.1}, url = {http://ijreeonline.com/article-1-35-en.html}, eprint = {http://ijreeonline.com/article-1-35-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {AlhajiGarba, Sani}, title = {English Teachers Professional Development Needs for Web Development Skills: Meeting the Challenges of Teaching English Language in the Information Age}, abstract ={Utilizing the resources of the web in educational practices has made instructional processes more efficient and interesting and has made the learning process on the other hand much easier and attractive. With the web, English language teachers now have the option of engaging learners in online (web-based) instructions in addition to the use of conventional classroom instructions or alternatively the use of a blended approach. Effective use of the web for instructional purposes requires basic knowledge of web design and development using HTML (Hyper Text Markup Language), CSS (Castigating Style Sheet), JS (JavaScript), Content Management Systems (CMS), and Adobe Software package for web design. Thus, teachers’ professional development needs to be redirected toward providing this knowledge and skills. Providing teachers with these technological skills would help them in acquiring the competence needed in designing and developing instructional websites that suites their peculiar pedagogical and content needs for effective teaching and learning using the web. This article examines the contemporary knowledge and skills needed by teachers in general and English language teachers in particular to effectively use the web for instructional purposes and how such needed knowledge and skills can be developed through teacher professional development programs and pre-service teacher training for good practice.}, Keywords = {web development, instructional website, hypertext markup language, castigating style sheet, javascript, content management system}, volume = {2}, Number = {1}, pages = {8-24}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.18869/acadpub.ijree.2.1.8}, url = {http://ijreeonline.com/article-1-37-en.html}, eprint = {http://ijreeonline.com/article-1-37-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {NashtaRahimi, Sahar and Rahimy, Rami}, title = {The Impact of Teaching Developmental Grammatical Errors on Iranian Undergraduate Translator Trainees’ L2 Paragraph Writing Ability}, abstract ={This study aimed to investigate the impact of teaching developmental grammatical errors on translator trainees’ L2 paragraph writing ability. After administration of Oxford Placement Test (OPT), 40 out of 100 undergraduate translator trainees were selected from the Islamic Azad University of Tonekabon branch. Further, the participants were divided into an experimental and a control groups. A pre-test of paragraph writing ability was administered to both groups and the participants were asked to write a paragraph about the selected topic. Then, the experimental group received 5 sessions of treatments on teaching developmental grammatical errors extracted from their previous writing performance while the control group received a placebo. After five sessions of the treatments, the post-test of paragraph writing ability was administered in which the participants in both groups were asked to write a paragraph about a selected topic. Three raters corrected the paragraphs. The scores were analyzed using the SPSS software by applying Independent sample t-test and Pearson correlation. The findings indicated that subjects in the experimental group showed significant improvement in their writing performance.}, Keywords = {paragraph, writing ability, paragraph writing, grammatical errors, developmental grammatical errors }, volume = {2}, Number = {1}, pages = {25-33}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تاثیر آموزش خطاهای دستوری تدریجی بر توانایی پاراگراف نویسی دانشجویان مترجمی زبان انگلیسی در ایران}, abstract_fa ={چکیده هدف از این تحقیق بررسی تاثیر آموزش خطاهای دستوری تدریجی بر توانایی پاراگراف نویسی دانشجویان مترجمی زبان انگلیسی است. پس از برگزاری آزمون تعیین سطح آکسفورد از بین 100 نفر از دانشجویان مترجمی  دانشگاه آزاد اسلامی تنکابن 40 نفر انتخاب شدند. سپس شرکت کنندگان در این تحقیق به دو گروه کنترل و آزمایشی تقسیم شدند. برای هردو گروه یک پیش آزمون برگزار شد که در آن از شرکت کنندگان خواسته شد یک پاراگراف درمورد موضوع از پیش انتخاب شده بنویسند. بعد از برگزاری این آزمون 5 جلسه آموزشی برای گروه آزمایشی برگزار شد که طی آن محقق به تدریس خطاهای دستوری تدریجی بدست آمده از تصحیح آزمون اولیه ی شرکت کنندگان پرداخت. این درحالی بود که هیچ جلسات آموزشی برای گروه کنترل تشکیل نشد. پس از 5 جلسه آموزش پس آزمون انشا برگزار شد و طی آن شرکت کنندگان باید درباره ی همان موضوع انتخابی یک پاراگراف می نوشتند. سه استاد قهار پاراگراف های نوشته شده را تصحیح نمودند. نمره ها با استفاده از نرم افزار اس پی اس اس و با بکارگیری روش آماری تی و .ضریب همبستگی پیرسن تجزیه و تحلیل شدند.یافته های حاصل از این آزمایش نشان داد که شرکت کنندگان حاضر در گروه آزمایشی با تاثیرپذیری از تدریس خطاهای دستوریشان دستخوش تغییرات عمده ای در نوشتار شدند.}, keywords_fa = {پاراگراف, توانایی نوشتن, پاراگراف نویسی, خطاهای دستوری, خطاهای دستوری تدریجی}, doi = {10.18869/acadpub.ijree.2.1.25}, url = {http://ijreeonline.com/article-1-31-en.html}, eprint = {http://ijreeonline.com/article-1-31-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Leong, Lai-Mei and Ahmadi, Seyedeh Masoumeh}, title = {An Analysis of Factors Influencing Learners’ English Speaking Skill}, abstract ={Speaking is one of the most important skills to be developed and enhanced as means of effective communication. Speaking skill is regarded one of the most difficult aspects of language learning. Many language learners find it difficult to express themselves in spoken language. They are generally facing problems to use the foreign language to express their thoughts effectively. They stop talking because they face psychological obstacles or cannot find the suitable words and expressions. The modern world of media and mass communication requires good knowledge of spoken English. This paper aims at establishing the need to focus on the factors affecting on language learners’ English speaking skill. This review paper traces out the body of research concerning the term speaking, the importance of speaking, characteristics of speaking performance, speaking problems, and factors affecting speaking performance. According to the review of literature, appropriate speaking instruction was found to be the learners’ priority and a field in which they need more attention. This study can be useful to teachers and researchers to consider their language learners’ speaking needs in English language teaching and learning context.}, Keywords = {speaking, importance, characteristics, problems, factors}, volume = {2}, Number = {1}, pages = {34-41}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.18869/acadpub.ijree.2.1.34}, url = {http://ijreeonline.com/article-1-38-en.html}, eprint = {http://ijreeonline.com/article-1-38-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Haghighi, Mina and Rahimy, Rami}, title = {The Effect of L2 Minimal Pairs Practice on Iranian Intermediate EFL Learners’ Pronunciation Accuracy}, abstract ={The aim of the current study was to investigate whether L2 minimal pairs practice would have an effect on Iranian intermediate EFL learners’ pronunciation accuracy. For this purpose, 30 Iranian intermediate EFL learners at Simin institute participated in the experiment of the study. The selection of subjects was done from among 150 EFL learners at intermediate level. In order to make subjects homogenized an SPT was used, then they divided into two groups of 15 who were assigned to experimental and control group randomly. A pre-test of pronunciation accuracy was administered to both groups, then the experimental group received 5 sessions of teaching L2 pronunciation as well as minimal pairs practice (MPP) while the control group  received a placebo, in other words, teaching L2 pronunciation via the existing method. After the treatment again the same test was administered as posttest to both groups of the study. The data obtained from the tests were analyzed via independent samples T-test between the posttest scores of experimental and control group to see whether there is a difference between performance of the groups and the paired-sample T-tests was used between the pretest and the posttest of each group to show the progress. The results revealed that Iranian EFL learners in the experimental group performed better and received higher score in pronunciation test after 5 session of treatment.   }, Keywords = {pronunciation accuracy, minimal pair, EFL learner, teaching pronunciation, intelligibility }, volume = {2}, Number = {1}, pages = {42-48}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تاثیر بکارگیری جفت کمینه های زبان دوم بر صحت تلفظ فراگیرندگان ایرانی زبان انگلیسی سطح متوسط}, abstract_fa ={چکیده هدف پژوهش حاضر بررسی تاثیر بکارگیری جفت کمینه های زبان دوم بر صحت تلفظ فراگیرندگان ایرانی زبان انگلیسی سطح متوسط می باشد. بدین منظور 30 فراگیرندگان ایرانی زبان انگلیسی سطح متوسط از موسسه سیمین در آزمایش این تحقیق شرکت کردند. گزینش افراد بصورت تصادفی از میان 150 فراگیرندگان ایرانی زبان انگلیسی سطح متوسط انجام شده است.آزمون تعیین سطح SPT برای همگن کردن افراد استفاده شده سپس افراد به دو گروه آزمایشی و گواه تقسیم گردیدند. پیش آزمون صحت تلفظ از هر دو گروه به عمل آمد سپس کروه آزمایشی پنج جلسه آموزش تلفظ به همراه تمرین جفت کمینه ها دریافت کرد درحالیکه گروه گواه آموزش تلفظ با روش معمول و بدون تمرین جفت کمینه ها. پس از آن همان پیش آزمون صحت تلفظ بعنوان پس آزمون استفاده گردید سپس داده های بدست آمده از طریق آزمون تی بین نمرات پس آزمون گروه های آزمایشی و گواه برای مشاهده تفاوت بین عملکرد دو گروه مورد تجزیه و تحلیل قرار گرقت  ونیز آزمون جفتی تست تی برای مشاهده پیشرفت بین پیش آزمون و پس آزمون هر گروه مورد استفاده قرار گرفت. نتیجه نشان داد که فراگیرندگان ایرانی زبان انگلیسی در کروه آزمایشی عملکرد بهتری داشتند و پس از 5 جلسه تمرین جفت کمینه ها نمرات بهتری در آزمون صحت تلفظ بدست آوردند.}, keywords_fa = {صحت تلفظ, جفت کمینه, فراگیرندگان ایرانی زبان انگلیسی, آموزش تلفظ, قابلیت فهم}, doi = {10.18869/acadpub.ijree.2.1.42}, url = {http://ijreeonline.com/article-1-32-en.html}, eprint = {http://ijreeonline.com/article-1-32-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Rahnavard, Fereshteh and MashhadiHeidar, Davoo}, title = {The Impact of Computer–Assisted Language Learning (CALL) /Web-Based Instruction on Improving EFL Learners’ Pronunciation Ability}, abstract ={The purpose of this study was to investigate the effect of CALL/Web-based instruction on improving EFL learners’ pronunciation ability. To this end, 85 students who were enrolled in a language institute in Rasht were selected as subjects. These students were given the Oxford Placement Test in order to validate their proficiency levels. They were then divided into two groups of 30 and were randomly assigned to two treatment conditions (experimental and control). A pre-test of pronunciation was administered to two groups, then the students were exposed to the treatments for 12 sessions. The CALL/Web-based instruction was used in the experimental group, while conventional methods were employed in the control group. Based on the statistical analysis there found to be a significant difference between the performance of the control and the experimental groups. The finding also displayed that the web-based learning was effective in enhancing learners’ motivation in improving pronunciation. The findings of the present study may have implications for L2 learners, teachers, and materials developers.}, Keywords = {computer assisted language learning (CALL), web-based instruction/learning, pronunciation skill}, volume = {2}, Number = {1}, pages = {49-57}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تاثیر آموزش مبتنی بر کامپیوتر و وب سایت بر بهبود توانایی تلفظ زبان آموزان انگلیسی}, abstract_fa ={}, keywords_fa = {}, doi = {10.18869/acadpub.ijree.2.1.49}, url = {http://ijreeonline.com/article-1-29-en.html}, eprint = {http://ijreeonline.com/article-1-29-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Shamsi, Mona and Rahimy, Rami}, title = {The Impact of L2 Semantic Tasks (L2 Collocation versus L2 Definition) on Iranian Intermediate EFL Learners’ Vocabulary Achievement}, abstract ={This study investigated the relationship between teaching L2 semantic tasks (collocation vs. definition) in vocabulary achievement of Iranian intermediate EFL learners. To this end, 60 students at intermediate level studying in the Simin Institute were selected from a total number of 100 participants based on their performance on Oxford Placement Test. After ensuring the criterion of homogeneity, they were randomly assigned to two experimental and one control group each comprising 20 participants. Before starting the treatment, a pretest was administered to find out learners’ vocabulary knowledge. Then the experimental groups were instructed to use collocation and definition in vocabulary learning for 5 sessions while the control group received no treatment. After the end of the treatment, the same pre-test was administered to all groups as a post-test. Analysis of the results of three paired sample T-test and a one way ANOVA showed that the experimental group that received collocation task outperformed the other two groups (control group and second experimental group) in the post-test. It was concluded that teaching collocation task had a positive effect on learners’ vocabulary knowledge.        }, Keywords = {semantic tasks, morphology, collocation, definition, vocabulary learning strategies}, volume = {2}, Number = {1}, pages = {58-67}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {اثر درسکارهای معناشناختی زبان دوم (باهم آیی در مقایسه با تعریف) بر میزان پیشرفت واژگان در میان فراگیرندگان ایرانی زبان انگلیسی سطح متوسط}, abstract_fa ={چکیده هدف از این تحقیق بررسی اثر درسکارهای معناشناختی زبان دوم (باهم آیی در مقایسه با تعریف) بر میزان پیشرفت واژگان در میان فراگیرندگان ایرانی زبان انگلیسی سطح متوسط بوده است بدین منظور، پس از برگزاری آزمون تعیین سطح آکسفورد از بین 100 نفر از فراگیرندگان زبان انگلیسی موسسه سیمین، 60نفر انتخاب شدند. پس از مطمئن شدن از همگن کردن افراد، آنها به صورت تصادفی به دو گروه آزمایشی و یک گروه گواه که هر گروه شامل 20 نفر بودند، تقسیم شدند. قبل از اجرای متغیر مستقل، یک پیش آزمون به منظور سنجش دانش واژگان فراگیرندگان زبان به عمل آمد. سپس گروه های آزمایشی، آموزش یادگیری لغات از طریق با هم آیی واژگان و تعریف را به مدت 5 جلسه دریافت کردند در حالیکه برای گروه گواه از روش معمول استفاده شد. پس از پایان جلسات آموزشی همان پیش آزمون بعنوان پس آزمون استفاده گردید. نتایج بدست آمده از طریق سه آزمون تی زوجی بین هر پیش آزمون و پس آزمون هر گروه و از طریق روش آماری تحلیل واریانس مورد بررسی قرار گرفتند و نشان دادند که گروه آزمایشی که جلسات آموزشی باهم آیی لغات را سپری کردند عملکرد بهتری نسبت به گروه آزمایشی دیگر و گروه گواه داشتند. می توان نتیجه گرفت که آموزش باهم آیی لغات تاثیر مثبتی بر روند یادگیری لغات زبان آموزان داشت.}, keywords_fa = {درسکارهای معناشناختی, تاریخ تحولات لغوی, باهم آیی, تعریف, روش های یادگیری لغت}, doi = {10.18869/acadpub.ijree.2.1.58}, url = {http://ijreeonline.com/article-1-30-en.html}, eprint = {http://ijreeonline.com/article-1-30-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Anil, Bee}, title = {Applying Innovative Teaching Methods in a Second Language Classroom}, abstract ={This article focuses on the level of using creative teaching methodologies in second language classroom as studied by the researcher. A series of qualitative methods such as using newspaper, media, movies, interpreting advertisements, and creating Sandblot can be employed in the classroom in order to develop students’ second language learning ability. The article focuses on how teaching methodologies should be modified and used in the classroom appropriately by understanding the learning capacity of students and their learning interest in the classroom.}, Keywords = {teaching methodology, innovation, developing confidence, second language learning}, volume = {2}, Number = {2}, pages = {1-9}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Applying Innovative Teaching Methods in a Second Language Classroom}, abstract_fa ={This article focuses on the level of using creative teaching methodologies in second language classroom as studied by the researcher. A series of qualitative methods such as using newspaper, media, movies, interpreting advertisements, and creating Sandblot can be employed in the classroom in order to develop students’ second language learning ability. The article focuses on how teaching methodologies should be modified and used in the classroom appropriately by understanding the learning capacity of students and their learning interest in the classroom.}, keywords_fa = {teaching methodology, innovation, developing confidence, second language learning}, doi = {10.18869/acadpub.ijree.2.2.1}, url = {http://ijreeonline.com/article-1-55-en.html}, eprint = {http://ijreeonline.com/article-1-55-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Behroozi, Behnam and Karimnia, Ami}, title = {Educational Context and ELT Teachers’ Corrective Feedback Preference: Public and Private School Teachers in Focus}, abstract ={This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers’ corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language institutes and 39 Iranian EFL teachers from different schools in Shiraz, Iran participated in the study. The Questionnaire for Corrective Feedback Approaches (QCFAs) was used as the instrument in this study. The questionnaire consisted of five different approaches of error correction: repetition, recast, elicitation, explicit correction, clarification, and request. In order to compare the preferred corrective feedback perceived by the institute instructors and school teachers, the researchers ran the Mann-Whitney’s U test. The results revealed that the school teachers preferred the repetition approach most frequently, followed by clarification request, elicitation, explicit correction, and recast. On the other hand, the institute instructors chose the recast approach, clarification request approach, elicitation, explicit correction, and repetition in the order of their preference for error correction. The findings also showed that the school teachers significantly preferred the explicit correction and repetition more than private (institute) teachers.}, Keywords = {corrective feedback, educational context, Iranian EFL teachers}, volume = {2}, Number = {2}, pages = {10-15}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {اولویت بازخورد اصلاحی معلمان انگلیسی و بافت آموزشی}, abstract_fa ={This study investigated the possible relationship between educational context and English Language Teaching (ELT) teachers’ corrective feedback preference. To this end, 42 Iranian EEFL teachers from some private language institutes and 39 Iranian EFL teachers from different schools in Shiraz, Iran participated in the study. The Questionnaire for Corrective Feedback Approaches (QCFAs) was used as the instrument in this study. The questionnaire consisted of five different approaches of error correction: repetition, recast, elicitation, explicit correction, clarification, and request. In order to compare the preferred corrective feedback perceived by the institute instructors and school teachers, the researchers ran the Mann-Whitney’s U test. The results revealed that the school teachers preferred the repetition approach most frequently, followed by clarification request, elicitation, explicit correction, and recast. On the other hand, the institute instructors chose the recast approach, clarification request approach, elicitation, explicit correction, and repetition in the order of their preference for error correction. The findings also showed that the school teachers significantly preferred the explicit correction and repetition more than private (institute) teachers.}, keywords_fa = {corrective feedback, educational context, Iranian EFL teachers}, doi = {10.18869/acadpub.ijree.2.2.10}, url = {http://ijreeonline.com/article-1-42-en.html}, eprint = {http://ijreeonline.com/article-1-42-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Mahdiloo, Abolfaz and Izadpanah, Siros}, title = {The Impact of Humorous Movie Clips on Better Learning of English Language Vocabulary}, abstract ={This study examined the effects of humorous movie clips on better learning of English language vocabulary. Humor is an important human behavior that plays a vital role in communication and social interactions. This subject has been rarely investigated in Iranian English classes. The researchers used quantitative method. Because all of variables were not controllable, therefore quasi-experimental method was employed to conduct the study. To this end, a proficiency test was administered to 60 Iranian EFL learners. Then 48 intermediate language learners who were homogeneous based on their rank scores were chosen and randomly divided into two equal groups (i.e. 24 as experimental and 24 as control groups). To assess their vocabulary knowledge at the beginning of the study, both groups participated in a researcher-made, 30-items and multiple choice vocabulary test adapted from PET test and scored out of 30. Experimental group watched the humorous movie clips but the participants in control group taught in a conventional way. After 10 sessions of treatment, both groups were tested on the similar items covered in the pre-test. The effect of humorous movie clips on the groups’ vocabulary achievement was evaluated through Paired Samples t-test analysis. Results have shown that the  experimental group outperformed  the control group since humorous movie clips had a positive effect on developing vocabulary learning among intermediate EFL learners (p<05) in the experimental group.  EFL teachers can use humorous movie clips to raise the learners’ motivation.}, Keywords = {Humor, humorous movie clip, vocabulary learning }, volume = {2}, Number = {2}, pages = {16-29}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Impact of Humorous Movie Clips on Better Learning of English Language Vocabulary}, abstract_fa ={This study examined the effects of humorous movie clips on better learning of English language vocabulary. Humor is an important human behavior that plays a vital role in communication and social interactions. This subject has been rarely investigated in Iranian English classes. The researchers used quantitative method. Because all of variables were not controllable, therefore quasi-experimental method was employed to conduct the study. To this end, a proficiency test was administered to 60 Iranian EFL learners. Then 48 intermediate language learners who were homogeneous based on their rank scores were chosen and randomly divided into two equal groups (i.e. 24 as experimental and 24 as control groups). To assess their vocabulary knowledge at the beginning of the study, both groups participated in a researcher-made, 30-items and multiple choice vocabulary test adapted from PET test and scored out of 30. Experimental group watched the humorous movie clips but the participants in control group taught in a conventional way. After 10 sessions of treatment, both groups were tested on the similar items covered in the pre-test. The effect of humorous movie clips on the groups’ vocabulary achievement was evaluated through Paired Samples t-test analysis. Results have shown that the  experimental group outperformed  the control group since humorous movie clips had a positive effect on developing vocabulary learning among intermediate EFL learners (p<05) in the experimental group.  EFL teachers can use humorous movie clips to raise the learners’ motivation..}, keywords_fa = { Humor, humorous movie clip, vocabulary learning }, doi = {10.18869/acadpub.ijree.2.2.16}, url = {http://ijreeonline.com/article-1-45-en.html}, eprint = {http://ijreeonline.com/article-1-45-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Farjadnasab, Amirhossein and khodashenas, Mohammadrez}, title = {The Effect of Written Corrective Feedback on EFL Students\' Writing Accuracy}, abstract ={The present study explores the effect of providing different types of written corrective feedback (WCF) on 79 Iranian EFL learners’ writings over time through a pre-test, immediate post-test and delayed post-test. In this way, the study first aims to investigate the extent to which different types of WCF result in improved accuracy in writing over a period of two months, and then maintains to see if there is a differential effect on accuracy when the students are required to revise their writings based on the feedback provided to them over this period. However, to narrow down the scope of the study, considering the level of the learners, and the type and complexity level of the expected writing tasks, it was decided to use the three linguistic errors (capitalization errors, the correct use of definite and indefinite articles, and simple present tense verb) which occurred mostly frequently during the participants' first writing tasks as the target linguistic structures of the work. After analyzing the collected data, it was found that providing WCF indeed contributes to the accuracy of the students’ writings because the results indicated each type of feedback employed in the treatment groups could clearly bring about writing improvement at varying degrees. In particular, the findings suggested that direct feedback might bring about greater effects on students’ writing accuracy, whereas different types of feedback are more likely to produce rather long term improvement and/or learning over time.}, Keywords = {written corrective feedback, writing accuracy, revision, type of feedback}, volume = {2}, Number = {2}, pages = {30-42}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تاثیر بازخورد نوشتاری صحیح بر مهارت نوشتاری زبان اموزان}, abstract_fa ={The present study explores the effect of providing different types of written corrective feedback (WCF) on 79 Iranian EFL learners’ writings over time through a pre-test, immediate post-test and delayed post-test. In this way, the study first aims to investigate the extent to which different types of WCF result in improved accuracy in writing over a period of two months, and then maintains to see if there is a differential effect on accuracy when the students are required to revise their writings based on the feedback provided to them over this period. However, to narrow down the scope of the study, considering the level of the learners, and the type and complexity level of the expected writing tasks, it was decided to use the three linguistic errors (capitalization errors, the correct use of definite and indefinite articles, and simple present tense verb) which occurred mostly frequently during the participants' first writing tasks as the target linguistic structures of the work. After analyzing the collected data, it was found that providing WCF indeed contributes to the accuracy of the students’ writings because the results indicated each type of feedback employed in the treatment groups could clearly bring about writing improvement at varying degrees. In particular, the findings suggested that direct feedback might bring about greater effects on students’ writing accuracy, whereas different types of feedback are more likely to produce rather long term improvement and/or learning over time.}, keywords_fa = {written corrective feedback, writing accuracy, revision, type of feedback}, doi = {10.18869/acadpub.ijree.2.2.30}, url = {http://ijreeonline.com/article-1-41-en.html}, eprint = {http://ijreeonline.com/article-1-41-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Marashi, Hamid and Rahmati, Payam}, title = {The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety}, abstract ={The present study was conducted to explore the effects of teaching reading strategies on English as a Foreign Language (EFL) learners’ reading anxiety. To fulfill the purpose of this study, 55 intermediate EFL learners were selected among a total number of 90 through their performance on a sample piloted Preliminary English Test (PET), and then randomly assigned to two experimental and control groups (27 in the control and 28 in the experimental groups). Subsequently, the Foreign Language Reading Anxiety Scale (FLRAS) was administered between the two groups to make sure that both groups were homogeneous in terms of their reading anxiety at the outset. Then both groups underwent the same amount of teaching time (14 sessions) by the same teacher using the same textbook. The students in the experimental group also received the instruction of the Super Six Comprehension Strategies (i.e. making connections, predicting, questioning, monitoring, visualizing, and summarizing). Finally, the FLRAS was administered again as the posttest to both groups and their mean scores on the test were compared through an independent samples t-test. The results (t = 2,718, p = 0.009 < 0.05) led to the rejection of the null hypothesis, thereby indicating that there was a significant difference between the experimental group and control group. In other words, the instruction of reading strategies significantly lowered EFL learners’ reading anxiety.}, Keywords = {ELT, reading anxiety, reading strategies}, volume = {2}, Number = {2}, pages = {43-52}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Effect of Teaching Reading Strategies on EFL Learners’ Reading Anxiety}, abstract_fa ={The present study was conducted to explore the effects of teaching reading strategies on English as a Foreign Language (EFL) learners’ reading anxiety. To fulfill the purpose of this study, 55 intermediate EFL learners were selected among a total number of 90 through their performance on a sample piloted Preliminary English Test (PET), and then randomly assigned to two experimental and control groups (27 in the control and 28 in the experimental groups). Subsequently, the Foreign Language Reading Anxiety Scale (FLRAS) was administered between the two groups to make sure that both groups were homogeneous in terms of their reading anxiety at the outset. Then both groups underwent the same amount of teaching time (14 sessions) by the same teacher using the same textbook. The students in the experimental group also received the instruction of the Super Six Comprehension Strategies (i.e. making connections, predicting, questioning, monitoring, visualizing, and summarizing). Finally, the FLRAS was administered again as the posttest to both groups and their mean scores on the test were compared through an independent samples t-test. The results (t = 2,718, p = 0.009 < 0.05) led to the rejection of the null hypothesis, thereby indicating that there was a significant difference between the experimental group and control group. In other words, the instruction of reading strategies significantly lowered EFL learners’ reading anxiety.}, keywords_fa = {ELT, reading anxiety, reading strategies}, doi = {10.18869/acadpub.ijree.2.2.43}, url = {http://ijreeonline.com/article-1-47-en.html}, eprint = {http://ijreeonline.com/article-1-47-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {AkhterFarhat, Perveen and Dzakiria, Hisham}, title = {Pronunciation Barriers and Computer Assisted Language Learning (CALL): Coping the Demands of 21st Century in Second Language Learning Classroom in Pakistan}, abstract ={Pronunciation of English language is a very important sub-skill of speaking module in second language learning process. However, it is ignored, neglected, and even never gotten least attention by the teachers, administrators, and stakeholders especially in Pakistan. Grammar, vocabulary, and the other linguistic skills such as reading and writing are emphasized whereas pronunciation has never been focused in language classes. That is why, Pakistani learners have to face a lot of pronunciation problems and they are unable to speak English even after years of learning English. Computer technology provides its learners with a wide variety of different pedagogical tools for pronunciation learning and teaching. Computer augmented instructions have always been proved beneficial. Teachers and learners can use computer technology for the production and articulation of the sounds and they can be familiar with stress and intonation pattern resulting in the reduction of the pronunciation barriers. This article discusses the status of pronunciation and prevailed approach of pronunciation teaching in Pakistan. So, the purpose of this study is to highlight the importance of computer aided instructions for pronunciation teaching at the school level in Pakistan.}, Keywords = {pronunciation, segmental, suprasegmental, computer-aided teaching, multimedia }, volume = {2}, Number = {2}, pages = {53-62}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Pronunciation Barriers and Computer Assisted Language Learning (CALL): Coping the Demands of 21st Century in Second Language Learning Classroom in Pakistan}, abstract_fa ={Pronunciation of English language is a very important sub-skill of speaking module in second language learning process. However, it is ignored, neglected, and even never gotten least attention by the teachers, administrators, and stakeholders especially in Pakistan. Grammar, vocabulary, and the other linguistic skills such as reading and writing are emphasized whereas pronunciation has never been focused in language classes. That is why, Pakistani learners have to face a lot of pronunciation problems and they are unable to speak English even after years of learning English. Computer technology provides its learners with a wide variety of different pedagogical tools for pronunciation learning and teaching. Computer augmented instructions have always been proved beneficial. Teachers and learners can use computer technology for the production and articulation of the sounds and they can be familiar with stress and intonation pattern resulting in the reduction of the pronunciation barriers. This article discusses the status of pronunciation and prevailed approach of pronunciation teaching in Pakistan. So, the purpose of this study is to highlight the importance of computer aided instructions for pronunciation teaching at the school level in Pakistan.}, keywords_fa = {pronunciation, segmental, suprasegmental, computer-aided teaching, multimedia }, doi = {10.18869/acadpub.ijree.2.2.53}, url = {http://ijreeonline.com/article-1-44-en.html}, eprint = {http://ijreeonline.com/article-1-44-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Tajgozari, Mostaf}, title = {Factors Contributing to the Use of L1 in English Classrooms: Listening to the Voice of Teachers and Students in Iranian Institutes}, abstract ={By the growing emphasis on communicative language skills, the attention toward using first language in second language classrooms has been raised. The primary aim of this study was to find out teachers’ and students’ perceptions toward the utilization of L1 in English classrooms in Institutes. In order to do this objective, the researcher used a mixed methods research design. Two groups of participants were used in this study. They were 56 EFL learners of elementary, intermediate, and advanced level and 11 EFL teachers who were selected through convenient sampling. The proficiency level of the students was determined using Nelson Proficiency Test (NPT). The quantitative data were collected through a questionnaire while the qualitative data were collected through teachers’ interviews. After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes. Furthermore, this study has some implications for EFL teachers.}, Keywords = {First Language (L1), Second Language (L2), students’ perceptions, teachers’ perceptions}, volume = {2}, Number = {2}, pages = {63-75}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Factors Contributing to the Use of L1 in English Classrooms: Listening to the Voice of Teachers and Students in Iranian Institutes}, abstract_fa ={By the growing emphasis on communicative language skills, the attention toward using first language in second language classrooms has been raised. The primary aim of this study was to find out teachers’ and students’ perceptions toward the utilization of L1 in English classrooms in Institutes. In order to do this objective, the researcher used a mixed methods research design. Two groups of participants were used in this study. They were 56 EFL learners of elementary, intermediate, and advanced level and 11 EFL teachers who were selected through convenient sampling. The proficiency level of the students was determined using Nelson Proficiency Test (NPT). The quantitative data were collected through a questionnaire while the qualitative data were collected through teachers’ interviews. After the data collection and analysis, the results of this study revealed that students in all language levels in Institutes had positive perceptions toward utilizing L1 in L2 classes, teachers indicated their eagerness toward using L1 in their classes, and used L1 in high schools more than in Institutes. Furthermore, this study has some implications for EFL teachers.}, keywords_fa = {First Language (L1), Second Language (L2), students’ perceptions, teachers’ perceptions}, doi = {10.18869/acadpub.ijree.2.2.63}, url = {http://ijreeonline.com/article-1-43-en.html}, eprint = {http://ijreeonline.com/article-1-43-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Etim, James S.}, title = {Expanding Middle School students’ Literacy Skills using the Journey Motif in Three Middle Grade Novels and Short Stories}, abstract ={This paper analyzed three middle grade novels and a short story from two cultures using the journey motif as the vehicle for the analysis. The three novels are Bud Not Buddy and The Watsons Go to Birmingham both by Paul Curtis   and Journey to Jo’burg by Naidoo (1986). The short story is My Two Dads by M. Lee.  The three novels and a short story were chosen because these novels are on the reading list for students in many school districts in the USA at the middle grade level. The analysis showed that for the three novels and a short story in the study, each text adhered to some elements/ parts of the journey motif. The paper then suggested 10 literacy strategies that can be used by English Language Arts teachers to engage learners, make the instructional process more interesting and hopefully improve achievement for all learners.    }, Keywords = {education, graphic organizers, journey motif, literature circles, Korea, race relations, reading journals, transactional theory}, volume = {2}, Number = {3}, pages = {1-9}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Expanding Middle School students’ Literacy Skills using the Journey Motif in Three Middle Grade Novels and Short Stories}, abstract_fa ={This paper analyzed three middle grade novels and a short story from two cultures using the journey motif as the vehicle for the analysis. The three novels are Bud Not Buddy and The Watsons Go to Birmingham both by Paul Curtis   and Journey to Jo’burg by Naidoo (1986). The short story is My Two Dads by M. Lee.  The three novels and a short story were chosen because these novels are on the reading list for students in many school districts in the USA at the middle grade level. The analysis showed that for the three novels and a short story in the study, each text adhered to some elements/ parts of the journey motif. The paper then suggested 10 literacy strategies that can be used by English Language Arts teachers to engage learners, make the instructional process more interesting and hopefully improve achievement for all learners.  }, keywords_fa = {education, graphic organizers, journey motif, literature circles, Korea, race relations, reading journals, transactional theory}, doi = {10.18869/acadpub.ijree.2.3.1}, url = {http://ijreeonline.com/article-1-54-en.html}, eprint = {http://ijreeonline.com/article-1-54-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {MohseniTakaloo, Nahid and Ahmadi, Mohammad Rez}, title = {The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review}, abstract ={Motivation is one of the neglected parts of English language teaching. Teachers often forget that motivation is the basic part of learners’ English language learning activities. In this sense, learners control the flow of the classroom. Without learners’ motivation, there is no pulse and no life in the class. When learners learn to incorporate direct approaches to generate motivation in their learning, they will become happier and more successful learners. This paper is an attempt to investigate the impact of motivation on learners’ reading comprehension. It reviews the terms motivation, different types of motivation, reading comprehension, and different models of reading comprehension. The review of the literature indicated that motivation has an influential role in learners’ reading comprehension.}, Keywords = {motivation, types of motivation, reading comprehension, models of reading}, volume = {2}, Number = {3}, pages = {10-21}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {}, abstract_fa ={}, keywords_fa = {}, doi = {10.18869/acadpub.ijree.2.3.10}, url = {http://ijreeonline.com/article-1-56-en.html}, eprint = {http://ijreeonline.com/article-1-56-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Azizinia, Hamed and Sadeghoghli, Hossein and Mohebkhah, Vahe}, title = {A Study of English Listening Comprehension Improvement via Product- vs. Process-Oriented Tactics: The Case Study of Shiraz EFL Learners}, abstract ={As listening comprehension plays an indispensable role in language learning, the way in which language instructors cover teaching listening comprehension has been controversial; the recent study selected two approaches to associate listening comprehension tactics: product-oriented and process-oriented. A quasi-experimental design was adopted to get to the objectives. Using a random procedure, 120 male students ranging in age from 15 to 18 were selected and were randomly allocated to two experimental and control groups. Subsequently, a pre-test was given to both groups to approve that both groups began on equal traction, which was the case. The students were taught for 12 sessions, adopting a process-oriented approach for the experimental group and a product-oriented approach for the control group. The evaluation of the two groups in terms of their overall performance on listening comprehension indicated that the performance of the students receiving training in process-oriented approach to listening comprehension compensated the control group trained through product-oriented approach, which suggests a clear advantage of the former. The findings have implications for the ways in which listening comprehension, in general, are taught in language classes.}, Keywords = { listening comprehension, process-oriented approach, product-oriented approach }, volume = {2}, Number = {3}, pages = {22-31}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {بررسی توسعه درک شنیداری انگلیسی از طریق رویکردهای نتیجه محور در مقابل فرایند محور- مطالعه موردی فراگیران انگلیسی به عنوان زبان خارجی در شیراز}, abstract_fa ={چکیده با توجه به این که درک  شنیداری نقش محوری در یادگیری زبان ایفا می­کند و روشی که  معلمان زبان در مورد آموزش درک  شنیداری به کار می­برند مورد بحث بوده است،تحقیق حاضر تصمیم بر مقایسه دو روش در درک شنیداری نتیجه محور و فرایند محورگرفته است. علاوه بر این، تلاش برای مقایسه روش­های ذکر شده در بالا در شرایط زیر مهارت درک شنیداری بعمل آمده است.به منظور انجام اهداف مطالعه، طراحی نیمه تجربی به تصویب رسید. با استفاده از روش تصادفی،  120دانش آموز پسر در محدوده سنی15 تا 18سال انتخاب شده و به صورت تصادفی در دو گروه آزمایشی و کنترل قرار داده شدند. پس از آن، یک پیش آزمون به هر دو گروه داده شد تا اطمینان حاصل شود که هر دو گروه مورد مطالعه از شرایط برابری درابتدای کار برخوردار هستند. به دانش آموزان به مدت ١2 جلسه آموزش داده شد، گروه  فرایند محور در گروه آزمایش و گروه نتیجه محور در گروه شاهد قرار گرفتند. مقایسه دو گروه از نظر عملکرد کلی آنها بر روی  درک شنیداری و زیر مهارتهای شنیداری، از طریق تعدادی آزمون تی، نشان داد که عملکرد دانش آموزان تحت آموزش در رویکرد فرایند گرا در درک شنیداری از گروه شاهد آموزش دیده از طریق روش نتیجه گرا بهتر بوده است، که یک مزیت روشنی از  آنچه سابقاً ذکر شد را دارد. یافته­ها نیز کاربردهایی برای روشهایی که در آن درک شنیداری، به طور کلی، و زیر مهارت­ها، به طور خاص، در کلاس­های زبان آموزش داده شود،دارا می­باشد.  }, keywords_fa = {درک شنیداری, رویکرد فرایند گرا, رویکرد نتیجه گرا, زیر مهارتهای شنیداری}, doi = {10.18869/acadpub.ijree.2.3.22}, url = {http://ijreeonline.com/article-1-51-en.html}, eprint = {http://ijreeonline.com/article-1-51-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Singman, Cooper}, title = {Towards an Inquiry-Based Language Learning: Can a Wiki Help?}, abstract ={Wiki use may help EFL instructors to create an effective learning environment for inquiry-based language teaching and learning. The purpose of this study was to investigate the effects of wikis on the EFL learners’ IBL process. Forty-nine EFL students participated in the study while they conducted research projects in English. The Non-wiki group (n = 25) received traditional inquiry instruction and the Wiki group (n = 24) received wiki-mediated instruction during their IBL process. Data were collected through surveys at the stages of research, exploration,  and completion of the IBL activity. The instruments sought to measure differences in knowledge accumulation, as well as the challenges students encountered during their inquiry process. The results revealed that the use of wikis can provide support to (a) help students go beyond information accumulation and regurgitation of facts and move toward generating more integrated and synthesized knowledge representations and (b) address the challenges of traditional IBL including planning the tasks, organizing multiple resources, managing the inquiry process, and coordinating the final product. According to the results of the survey, wikis can constitute a dynamic forum that keeps students engaged in staging the sequences of structured inquiry process and improve ability to perform inquiry-based tasks in an efficient manner.    }, Keywords = {EFL, inquiry-based learning, language learning, wiki}, volume = {2}, Number = {3}, pages = {32-46}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Towards an Inquiry-Based Language Learning: Can a Wiki Help?}, abstract_fa ={Wiki use may help EFL instructors to create an effective learning environment for inquiry-based language teaching and learning. The purpose of this study was to investigate the effects of wikis on the EFL learners’ IBL process. Forty-nine EFL students participated in the study while they conducted research projects in English. The Non-wiki group (n = 25) received traditional inquiry instruction and the Wiki group (n = 24) received wiki-mediated instruction during their IBL process. Data were collected through surveys at the stages of research, exploration,  and completion of the IBL activity. The instruments sought to measure differences in knowledge accumulation, as well as the challenges students encountered during their inquiry process. The results revealed that the use of wikis can provide support to (a) help students go beyond information accumulation and regurgitation of facts and move toward generating more integrated and synthesized knowledge representations and (b) address the challenges of traditional IBL including planning the tasks, organizing multiple resources, managing the inquiry process, and coordinating the final product. According to the results of the survey, wikis can constitute a dynamic forum that keeps students engaged in staging the sequences of structured inquiry process and improve ability to perform inquiry-based tasks in an efficient manner.    }, keywords_fa = {EFL, inquiry-based learning, language learning, wiki}, doi = {10.18869/acadpub.ijree.2.3.32}, url = {http://ijreeonline.com/article-1-58-en.html}, eprint = {http://ijreeonline.com/article-1-58-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {AlAminAli, Naum}, title = {Efficacy of Explicit Teaching of Lexicographical Skills: The Case of Sudanese English Majors}, abstract ={A substantial body of research has revealed that EFL students conceive of a monolingual dictionary primarily as a repository of definitions to the almost utter neglect of the other entry components. Since existing lexicographical Sudanese literature has uncovered an even more subsidiary role for monolingual dictionaries, further investigations were needed to verify whether knowledge and skills to tap the inexhaustible resources of the dictionary can be enhanced through direct teaching regiments.  Hence, the aim of the current study is to empirically gauge the efficacy of integrating these reference skills within a conventional Enhancement Course. A dictionary pre-test was administered to two homogeneous groups attending a Study Skills Course at The University of Khartoum, Sudan. The performance was measured against a slightly modified version of the test following a tailor-made structured module presented to the experimental group. The results of both groups in the pre-test were unsatisfactory and generally congruent with the findings of the original study. Yet, statistically significant differences were registered in the performance of the experimental group regarding overall and individual entry components. In view of the importance and increasing sophistication of monolingual dictionaries, this study is yet one more proof of the pedagogical usefulness of equipping students with dictionary training as part of their syllabuses. Thus, entry composites such as definitions, phonetic and grammatical information, and diatonic and diaphasic labels shall constitute an integral part of teaching strategies in the phonology, syntax, semantic, and sociolinguistic domains.  }, Keywords = {monolingual dictionary, reference skills, entry, explicit training}, volume = {2}, Number = {3}, pages = {47-66}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Efficacy of Explicit Teaching of Lexicographical Skills: The Case of Sudanese English Majors}, abstract_fa ={A substantial body of research has revealed that EFL students conceive of a monolingual dictionary primarily as a repository of definitions to the almost utter neglect of the other entry components. Since existing lexicographical Sudanese literature has uncovered an even more subsidiary role for monolingual dictionaries, further investigations were needed to verify whether knowledge and skills to tap the inexhaustible resources of the dictionary can be enhanced through direct teaching regiments.  Hence, the aim of the current study is to empirically gauge the efficacy of integrating these reference skills within a conventional Enhancement Course. A dictionary pre-test was administered to two homogeneous groups attending a Study Skills Course at The University of Khartoum, Sudan. The performance was measured against a slightly modified version of the test following a tailor-made structured module presented to the experimental group. The results of both groups in the pre-test were unsatisfactory and generally congruent with the findings of the original study. Yet, statistically significant differences were registered in the performance of the experimental group regarding overall and individual entry components. In view of the importance and increasing sophistication of monolingual dictionaries, this study is yet one more proof of the pedagogical usefulness of equipping students with dictionary training as part of their syllabuses. Thus, entry composites such as definitions, phonetic and grammatical information, and diatonic and diaphasic labels shall constitute an integral part of teaching strategies in the phonology, syntax, semantic, and sociolinguistic domains.  }, keywords_fa = {monolingual dictionary, reference skills, entry, explicit training}, doi = {10.18869/acadpub.ijree.2.3.47}, url = {http://ijreeonline.com/article-1-59-en.html}, eprint = {http://ijreeonline.com/article-1-59-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Khodashenas, Mohammad Reza and Rakhshi, Fateme}, title = {The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners}, abstract ={The present study attempted to investigate the impact of electronic portfolio assessment on performance of Iranian EFL learners’ writing. To do so, 30 advanced EFL learners who participated in a TOEFL preparation course were selected as the participants of the study. After administrating a truncated version of TOEFL proficiency test, they were randomly assigned to control and experimental groups. The experimental group was given a treatment including electronic portfolio assessment, while the control group was given a placebo. To collect the required data, two instruments (a writing pre-test and a writing post-test) were administered to both groups during the experimentation. Subsequently, the learners’ scores were collected and the results were statistically analyzed. Inter-rater reliability, matched t-test, and independent t-test were calculated. The findings revealed that the participants of the experimental group outperformed those of the control group and thus it was concluded that electronic portfolio assessment can improve the writing ability and can be considered as a motivating assessment strategy}, Keywords = {electronic portfolio, assessment, writing assessment, writing instruction}, volume = {2}, Number = {3}, pages = {67-77}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Effect of Electronic Portfolio Assessment on the Writing Performance of Iranian EFL Learners}, abstract_fa ={The present study attempted to investigate the impact of electronic portfolio assessment on performance of Iranian EFL learners’ writing. To do so, 30 advanced EFL learners who participated in a TOEFL preparation course were selected as the participants of the study. After administrating a truncated version of TOEFL proficiency test, they were randomly assigned to control and experimental groups. The experimental group was given a treatment including electronic portfolio assessment, while the control group was given a placebo. To collect the required data, two instruments (a writing pre-test and a writing post-test) were administered to both groups during the experimentation. Subsequently, the learners’ scores were collected and the results were statistically analyzed. Inter-rater reliability, matched t-test, and independent t-test were calculated. The findings revealed that the participants of the experimental group outperformed those of the control group and thus it was concluded that electronic portfolio assessment can improve the writing ability and can be considered as a motivating assessment strategy}, keywords_fa = {electronic portfolio, assessment, writing assessment, writing instruction}, doi = {10.18869/acadpub.ijree.2.3.67}, url = {http://ijreeonline.com/article-1-61-en.html}, eprint = {http://ijreeonline.com/article-1-61-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {PourhoseinGilakjani, Abbas and Sabouri, Narjes Banou}, title = {Advantages of Using Computer in Teaching English Pronunciation}, abstract ={Pronunciation continues to grow in importance because of its key roles in speech recognition, speech perception, and speaker identity. Computer is being increasingly used in teaching English pronunciation to enhance its quality. The purpose of this paper is to discuss the advantages of using computer in English pronunciation instruction. Understanding the advantages of computer is an important step in the successful use of computer into English language teaching in general and pronunciation instruction in particular. Findings from empirical research, teachers’ roles in using computer, and implications for language teachers and learners are also discussed.}, Keywords = {advantages, computer, language teaching, pronunciation instruction}, volume = {2}, Number = {3}, pages = {78-85}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Advantages of Using Computer in Teaching English Pronunciation}, abstract_fa ={Pronunciation continues to grow in importance because of its key roles in speech recognition, speech perception, and speaker identity. Computer is being increasingly used in teaching English pronunciation to enhance its quality. The purpose of this paper is to discuss the advantages of using computer in English pronunciation instruction. Understanding the advantages of computer is an important step in the successful use of computer into English language teaching in general and pronunciation instruction in particular. Findings from empirical research, teachers’ roles in using computer, and implications for language teachers and learners are also discussed.}, keywords_fa = {advantages, computer, language teaching, pronunciation instruction}, doi = {10.18869/acadpub.ijree.2.3.78}, url = {http://ijreeonline.com/article-1-67-en.html}, eprint = {http://ijreeonline.com/article-1-67-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Chowdhury, Md Khaled Bi}, title = {Is the Universal English Education from the Primary Level in Bangladesh Necessary? A Domain Wise Study}, abstract ={Bangladesh is a monolingual country where Bangla is the official language for education, administration, media, literature, and cultural activities. The constitution of Bangladesh in 1972 recognized the undisputed status of Bangla as the state language of Bangladesh. Various measures have been taken by successive governments to ensure the widespread use of Bangla in all spheres of national life.  In Parallel, English is being taught as a compulsory subject from class 1 throughout class 12. But the introduction of English as a compulsory subject from class 1 in the primary level has been condemned as an unnecessary burden on the infantile psyche which is already burdened with the stress of learning other subjects. The question thus raised is whether we need to teach all our population English compulsorily or selectively on the basis of needs analysis. I will try to find an answer to this question through the analysis of the use of English and Bangla in various domains of national life. This paper suggests that instead of teaching English compulsorily from primary education onward, a need-based English language teaching policy should be planned.    }, Keywords = {Bangla, English, bilingualism, monolingualism, domains}, volume = {2}, Number = {4}, pages = {1-10}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Is the Universal English Education from the Primary Level in Bangladesh Necessary? A Domain Wise Study}, abstract_fa ={Bangladesh is a monolingual country where Bangla is the official language for education, administration, media, literature, and cultural activities. The constitution of Bangladesh in 1972 recognized the undisputed status of Bangla as the state language of Bangladesh. Various measures have been taken by successive governments to ensure the widespread use of Bangla in all spheres of national life.  In Parallel, English is being taught as a compulsory subject from class 1 throughout class 12. But the introduction of English as a compulsory subject from class 1 in the primary level has been condemned as an unnecessary burden on the infantile psyche which is already burdened with the stress of learning other subjects. The question thus raised is whether we need to teach all our population English compulsorily or selectively on the basis of needs analysis. I will try to find an answer to this question through the analysis of the use of English and Bangla in various domains of national life. This paper suggests that instead of teaching English compulsorily from primary education onward, a need-based English language teaching policy should be planned.    }, keywords_fa = {Bangla, English, bilingualism, monolingualism, domains}, doi = {10.29252/ijree.2.4.1}, url = {http://ijreeonline.com/article-1-62-en.html}, eprint = {http://ijreeonline.com/article-1-62-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {GhahremaniMina, Khadije and Biria, Rez}, title = {Exploring Interactive and Interactional Metadiscourse Markers in Discussion Sections of Social and Medical Science Articles}, abstract ={Metadiscourse markers are used as one of the tools which make writing more effective in social environment and are regarded as one of the most important features in communication among people for expressing the information through different linguistic expressions with cohesive and logical constructions. Accordingly, the present study aimed to identify interactive and interactional metadiscourse in a targeted sample of 100 English research articles written by Iranian writers utilizing Hyland’s taxonomy. The sample included the discussion sections of randomly selected articles with 70000 running words published between 2010 and 2016. The overall findings disclosed that, in interactive metadiscourse category, the use of transitions, frame markers, and evidentials in social science articles were more frequent than those in medical science texts. The results further revealed that the use of endophoric markers and code glosses were almost the same. In interactional metadiscourse corpora, however, the findings demonstrated that writers used hedges, boosters, and self-mentions more frequently in medical science articles compared to those in social sciences. Comparatively, the discussion sections in social science texts contained a higher percentage of engagement markers. It was also found out that there was no significant difference in the use of attitude markers in both disciplines. Notably, the social science authors seemingly preferred to employ interactive metadiscourse markers more, while the medical science authors used interactional metadiscourse markers more frequently in their research articles.  }, Keywords = {interactional metadiscourse marker, interactive metadiscourse marker, medical science, metadiscourse marker, social science}, volume = {2}, Number = {4}, pages = {11-29}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Exploring Interactive and Interactional Metadiscourse Markers in Discussion Sections of Social and Medical Science Articles}, abstract_fa ={Metadiscourse markers are used as one of the tools which make writing more effective in social environment and are regarded as one of the most important features in communication among people for expressing the information through different linguistic expressions with cohesive and logical constructions. Accordingly, the present study aimed to identify interactive and interactional metadiscourse in a targeted sample of 100 English research articles written by Iranian writers utilizing Hyland’s taxonomy. The sample included the discussion sections of randomly selected articles with 70000 running words published between 2010 and 2016. The overall findings disclosed that, in interactive metadiscourse category, the use of transitions, frame markers, and evidentials in social science articles were more frequent than those in medical science texts. The results further revealed that the use of endophoric markers and code glosses were almost the same. In interactional metadiscourse corpora, however, the findings demonstrated that writers used hedges, boosters, and self-mentions more frequently in medical science articles compared to those in social sciences. Comparatively, the discussion sections in social science texts contained a higher percentage of engagement markers. It was also found out that there was no significant difference in the use of attitude markers in both disciplines. Notably, the social science authors seemingly preferred to employ interactive metadiscourse markers more, while the medical science authors used interactional metadiscourse markers more frequently in their research articles.  }, keywords_fa = {interactional metadiscourse marker, interactive metadiscourse marker, medical science, metadiscourse marker, social science}, doi = {10.29252/ijree.2.4.11}, url = {http://ijreeonline.com/article-1-71-en.html}, eprint = {http://ijreeonline.com/article-1-71-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Shirzadi, Milad and Akhgar, Farzad and Rooholamin, Amir and Shafiee, Saj}, title = {A Corpus-Based Contrastive Analysis of Stance Strategies in Native and Nonnative Speakers’ English Academic Writings: Introduction and Discussion Sections in Focus}, abstract ={The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers’ voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies.  Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.   }, Keywords = {attitude markers, boosters, hedges, self-mentions, stance strategies, native vs. nonnative writers }, volume = {2}, Number = {4}, pages = {31-40}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تحلیل مقابله ای پیکره ای راهبردهای حالت در متون علمی نویسندگان ایرانی و انگلیسی با تاکید بر بخش های مقدمه و بحث و نتیجه گیری}, abstract_fa ={The present study was an attempt to illustrate the interaction between writers and readers. Conveying of the writers’ voice, stance, and interaction with reader was put forward within this paradigm. Being a good academic writer is highly related to the use of these strategies.  Adopting a position and persuading readers of claims are very important. This study was aimed at showing the differences between Iranian and American M.A. EFL writers in using stance strategies (hedges, boosters, attitude markers, and self-mentions) in Introduction and Discussion sections of academic papers. The corpora for this study were 40 articles (20 for American native and 20 for Iranian nonnative writers) from different journals such as Journal of Research Studies in Education, English language Teaching, System, TESOL Quarterly, and ELT. The significance and frequency of items were calculated using SPSS software version 22. Such statistical tools as frequency, percentage, and Chi-square were utilized to analyze the collected data. The findings showed that there was no statistically significant difference between native and nonnative writers in using stance strategies although native writers tended to use hedges, attitude markers, and self-mentions comparatively more than nonnatives, whereas nonnative writers used a greater number of boosters.   }, keywords_fa = {attitude markers, boosters, hedges, self-mentions, stance strategies, native vs. nonnative writers }, doi = {10.29252/ijree.2.4.31}, url = {http://ijreeonline.com/article-1-60-en.html}, eprint = {http://ijreeonline.com/article-1-60-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {JahanKhan, Tahir and MuradSani, Azlina and Shaikh-Abdullah, Sarimah}, title = {Motivation to Read in a Second Language: A Review of Literature}, abstract ={Reading motivation is a well-researched topic in relation to first language literacy development due to its influence on both reading processes and outcomes. In second language reading, the role of motivation has not been as thoroughly explored. The aim of this review of literature is to highlight established studies as well as recent explorations in some recurring areas of first and second language reading motivation research. Focusing on reading in the English language, it provides an overview of the underlying components of reading motivation, and discusses internal and external factors that relate to students’ motivation to read. The article concludes by suggesting directions for further research in second language reading motivation, including conducting more qualitative studies, and exploring sociocultural influences and instructional practices that motivate or demotivate readers.  The review is mainly intended for potential second language reading researchers and practitioners who are relatively new to the topic.  }, Keywords = {ESL, literature review, motivational factors, reading motivation}, volume = {2}, Number = {4}, pages = {41-50}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Motivation to Read in a Second Language: A Review of Literature}, abstract_fa ={Reading motivation is a well-researched topic in relation to first language literacy development due to its influence on both reading processes and outcomes. In second language reading, the role of motivation has not been as thoroughly explored. The aim of this review of literature is to highlight established studies as well as recent explorations in some recurring areas of first and second language reading motivation research. Focusing on reading in the English language, it provides an overview of the underlying components of reading motivation, and discusses internal and external factors that relate to students’ motivation to read. The article concludes by suggesting directions for further research in second language reading motivation, including conducting more qualitative studies, and exploring sociocultural influences and instructional practices that motivate or demotivate readers.  The review is mainly intended for potential second language reading researchers and practitioners who are relatively new to the topic.  }, keywords_fa = {ESL, literature review, motivational factors, reading motivation }, doi = {10.29252/ijree.2.4.41}, url = {http://ijreeonline.com/article-1-68-en.html}, eprint = {http://ijreeonline.com/article-1-68-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {K.M.Eshreteh, Mahmood and HishamSiaj, Azhar}, title = {Attitudes of English-Major Students and Teachers towards Using Blended Learning in the English Department at Hebron University}, abstract ={Technology can be a robust tool for converting learning. It can help assert and improve relationships between instructors and learners, change our methods to learning and collaboration, narrow long-standing availability gaps, and modify learning experiences to meet the needs of all learners. This study aimed at investigating the students’ perceptions and attitudes towards blended learning in the English Department at Hebron University (HU), learning whether the blended learning approach is suitable at HU or not, and investigating some teachers’ attitudes towards blended learning in the English Department. So as to collect data for analysis, a questionnaire was distributed to English-major students and an interview was conducted with professors in the English Department.  The major findings of this quantitative and qualitative study have revealed that the blended learning approach has a great acceptance from the students, and the instructors have favorable views towards using it to ensure the success of the teaching/learning process.  }, Keywords = {attitudes, blended, learning, technology }, volume = {2}, Number = {4}, pages = {51-65}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Attitudes of English-Major Students and Teachers towards Using Blended Learning in the English Department at Hebron University}, abstract_fa ={Technology can be a robust tool for converting learning. It can help assert and improve relationships between instructors and learners, change our methods to learning and collaboration, narrow long-standing availability gaps, and modify learning experiences to meet the needs of all learners. This study aimed at investigating the students’ perceptions and attitudes towards blended learning in the English Department at Hebron University (HU), learning whether the blended learning approach is suitable at HU or not, and investigating some teachers’ attitudes towards blended learning in the English Department. So as to collect data for analysis, a questionnaire was distributed to English-major students and an interview was conducted with professors in the English Department.  The major findings of this quantitative and qualitative study have revealed that the blended learning approach has a great acceptance from the students, and the instructors have favorable views towards using it to ensure the success of the teaching/learning process. .}, keywords_fa = {attitudes, blended, learning, technology }, doi = {10.29252/ijree.2.4.51}, url = {http://ijreeonline.com/article-1-66-en.html}, eprint = {http://ijreeonline.com/article-1-66-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Mohtasham, Leila and Farnia, Maryam}, title = {English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions}, abstract ={The aim of this study was to examine Iranian EFL university students’ level of anxiety and their perceptions towards in-class activities during speaking courses and possible causes of apprehension. Moreover, this study investigated whether or not EFL university students’ gender differences affect their perceptions of foreign language speaking anxiety. To this end, data were collected from 175 Iranian EFL learners; 125 females and 50 males through Foreign Language Classroom Anxiety Scale (FLCAS) adopted from Horwitz, Horwitz and Cope (1986) followed by a structured interview. The findings showed that the level of females’ anxiety was significantly higher than that of males in impromptu speaking activities. Moreover, instructors could have an essential role in reducing the speaking anxiety. Results of the interviews confirmed the findings obtained through the questionnaire.  }, Keywords = {FLCAS, foreign language anxiety, perceptions, speaking anxiety}, volume = {2}, Number = {4}, pages = {66-79}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {English Speaking Anxiety: A Study of the Effect of Gender on Iranian EFL University Students’ Perceptions}, abstract_fa ={The aim of this study was to examine Iranian EFL university students’ level of anxiety and their perceptions towards in-class activities during speaking courses and possible causes of apprehension. Moreover, this study investigated whether or not EFL university students’ gender differences affect their perceptions of foreign language speaking anxiety. To this end, data were collected from 175 Iranian EFL learners; 125 females and 50 males through Foreign Language Classroom Anxiety Scale (FLCAS) adopted from Horwitz, Horwitz and Cope (1986) followed by a structured interview. The findings showed that the level of females’ anxiety was significantly higher than that of males in impromptu speaking activities. Moreover, instructors could have an essential role in reducing the speaking anxiety. Results of the interviews confirmed the findings obtained through the questionnaire.  }, keywords_fa = {FLCAS, foreign language anxiety, perceptions, speaking anxiety }, doi = {10.29252/ijree.2.4.66}, url = {http://ijreeonline.com/article-1-70-en.html}, eprint = {http://ijreeonline.com/article-1-70-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} } @article{ author = {Zare, Mohsen and Barjasteh, Hame}, title = {Book Review: Innovation and Change in English Language Education}, abstract ={  It is widely accepted that today’s technological world is moving in a much more speed than the past, which requires the skill of keeping up with the pace of change. This change and innovation is a must for all organizations. According to Shen (2008, p. 73), this change is trickier in the educational context, where "the nature of the knowledge, skills, and attitudes of those involved and the way that these are expressed in action" is of much significance. The need for innovation in education derives from the fact that they are, according to a study of the European ::::::union:::::: reported in Popescu and Crenicean (2012, p. 3982), "among the most important skills that employers seek." Therefore, the book under review in this paper is about a topic that needs constant attention.  }, Keywords = { innovation,education,change}, volume = {2}, Number = {4}, pages = {80-85}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {بررسی کتاب: نوآوری و تغییر در آموزش زبان انگلیسی}, abstract_fa ={بررسی کتاب :نوآوری و تغییر در آموزش زبان انگلیسی این مقاله به بررسی انتقادی از کتاب نوآوری و تغییر در آموزش زبان انگلیسی که توسطKen Hyland and Lillian L. C. Wong نوشته شده است ،پرداخته و سعی دارد پیشنهادات و مشکلاتی را که هم در پیشرفت و هم در کمک به مسایل یادگیری و اموزش زبان می شود را ارابه نماید.}, keywords_fa = {نوآوری,تغییر,آموزش}, doi = {10.29252/ijree.2.4.80}, url = {http://ijreeonline.com/article-1-64-en.html}, eprint = {http://ijreeonline.com/article-1-64-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2017} }