@article{ 
author = {BungaNoah, Jo},  
title = {Cultivating Responses from Students through Literature Circle}, 
abstract ={The English literature component has been around in the Malaysian Education system since 2000. However, literature as a subject has always been learned more for transactional purposes rather than for its aesthetic value. Basically, a regurgitation of knowledge from years of learning, poured out in one major examination. In this research, the researcher applies a teaching method, called the literature circle in a classroom to study how it could be an effective way to learning literature beyond the classroom and for completing exam papers. Accompanying the literature circle activity is the writing of personal responses to gauge the students’ understanding and views on the literature component being studied. This paper discusses the findings of the study that investigates the effect of literature circle in the students’ personal responses and also to examine the students’ perception towards literature circle. The findings of this study, obtained via qualitative and quantitative instruments, comprising of observations, interviews, personal responses, and questionnaires, provide insights for educators and other researchers into another dimension of the teaching and learning of literature component.  },  
Keywords = {literature component, literature circle, personal response, education},
volume = {3},
Number = {1}, 
pages = {1-10}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.1},
url = {http://ijreeonline.com/article-1-77-en.html},  
eprint = {http://ijreeonline.com/article-1-77-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Alizadeh, Dr. Im},  
title = {Medical Students’ Perception of Using Electronic Learning Tools in an ESP Program}, 
abstract ={Given the burgeoning interest in the use of technology and electronic tools for educational purposes among students, this study set out with the purpose of investigating medical students’ perception of using e-learning tools and applications in an English for Specific Purposes (ESP) program at an Iranian medical university. The study also aimed to discover the extent to which the students prefer to use paper dictionaries, offline mobile dictionaries, computer-based dictionaries, and Internet-based dictionaries. To do so, an electronically-mediated course plan was designed and implemented for eight weeks. The course plan required the students to use different types of resources, including electronic learning tools. Then, a questionnaire eliciting the students’ perception of the significance of using electronic learning tools in the program and asking the students the extent to which they used different resources (paper dictionaries, offline mobile dictionaries, computer-based dictionaries and software and Internet-based applications and tools) was developed and used. The results showed that the majority of the students perceived that employing electronic tools and applications for educational purposes in the program was highly significant. It was also discovered that the students gave a high priority to offline mobile dictionaries; Internet-based applications, paper dictionaries, and computer-based dictionaries were other resources they used in the program in order of priority. The study carries practical implications for teachers and educational policymakers, especially in the developing countries where problems with the Internet linger on.    },  
Keywords = { Electronic learning, paper dictionaries, mobile dictionaries, electronic dictionaries, internet-based apps},
volume = {3},
Number = {1}, 
pages = {11-18}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.11},
url = {http://ijreeonline.com/article-1-106-en.html},  
eprint = {http://ijreeonline.com/article-1-106-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Khorasani, Reza and MirhosseiniChahardeh, Seyed Mohse},  
title = {The Effect of Pre-teaching New Vocabulary Items via Audio-Visuals on Iranian EFL Learners’ Reading Comprehension Ability}, 
abstract ={This study aimed to investigate the effect of pre-teaching new vocabulary items via audio-visuals on Iranian EFL learners’ reading comprehension ability. The question this study tried to answer is if pre-teaching new vocabulary items via audio-visuals have any effect on Iranian EFL learners’ reading comprehension ability. To find the answer to the question, 30 intermediate level students from Rasht language institutes were selected via administrating OPT which divided them into two groups. They were both male and female. Intermediate level students were used for the current study because they were learning all skills of language at the same time, they were familiar with some words, and their English proficiency was enough to speak English and understand the importance of reading comprehension. The students were one experimental group (pre-teaching new vocabulary items via audio-visuals) and one control group (a placebo, teaching L2 reading comprehension via the existing method). The research was conducted during learners’ classes within 5 sessions in summer course, 2016.  The results indicated that pre-teaching new vocabulary items via audio-visuals affected positively the participant Iranian EFL learners’ reading comprehension ability.  },  
Keywords = { vocabulary, pre-teaching new vocabulary, audio-visuals, reading comprehension ability, vocabulary schema},
volume = {3},
Number = {1}, 
pages = {19-27}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.19},
url = {http://ijreeonline.com/article-1-88-en.html},  
eprint = {http://ijreeonline.com/article-1-88-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Ibrahim, Dr. Abdul-Wahab and Yana, Idris Hamza and Yinusa, Salisu},  
title = {Measuring Attitudinal Disposition of Undergraduate Students to English Language Learning: The Nigerian University Experience}, 
abstract ={The purpose of this study was to investigate the undergraduate students’ attitudinal disposition towards English language learning owing to their scholastic disposition to English language in the course of their studying in a Nigerian university. The study adopted descriptive survey research design. The sample consisted of an intact class of 332 Part 3 undergraduate students who registered for EDU 309 (English Teaching Methods). A researcher-developed instrument was used to collect data. Data collected were analysed using independent t-test statistical method. The results showed that factors affecting students’ attitudinal disposition towards learning English language significantly influence their scholastic disposition to English language. Further, the findings indicated that there existed a significant difference in students’ interest in learning English language and perception of English language learning owing to their scholastic disposition to English language. Thus, teachers should motivate their students to learn better English by highlighting its importance as they need English for their academic achievement.},  
Keywords = {Attitudinal disposition, scholastic disposition, English language learning, interest, perception},
volume = {3},
Number = {1}, 
pages = {28-34}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.28},
url = {http://ijreeonline.com/article-1-110-en.html},  
eprint = {http://ijreeonline.com/article-1-110-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Akbari, Jav},  
title = {Enriching Speaking Fluency through Conversational Gambits and Routines among Iranian Intermediate EFL Learners}, 
abstract ={The activity of speaking is conducted spontaneously and there is not much time devoted to preplanning and arranging the utterances the speaker intends to deliver. Briefly defined, gambits and routines refer to the words and phrases that facilitate the flow of conversations. As such, one way to help learners acquire oral proficiency is to teach gambits that support the social skills emphasized. The present study aimed to investigate the speaking fluency of Iranian intermediate EFL learners through conversational gambits and routines. To this end, the subjects of the present study consisted of an experimental group and a control group each containing 30 students who attended listening and speaking classes. To count the frequency of gambit tokens and identify their functions, the recorded data were analyzed utilizing Keller and Warner’s classification of conversational gambits. The results of the t-test revealed that the experimental group possessed better speaking fluency based on the occurrences of gambit categories. There was a positive correlation between the number of gambits and the scores of fluency test. Evidently, the findings of the present study may have implications for EFL teachers and syllabus designers.  },  
Keywords = {conversational gambits, gambit categories, gambit tokens, speaking fluency},
volume = {3},
Number = {1}, 
pages = {35-43}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.35},
url = {http://ijreeonline.com/article-1-92-en.html},  
eprint = {http://ijreeonline.com/article-1-92-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {A.AbuTaha, Mustafa and A.K.AbuRezeq, Khalil},  
title = {Oral Communication Apprehension among English Senior Majors at Al-Quds Open University in Palestine}, 
abstract ={Communication is an essential part in languages. It is the purpose of learning a second or a foreign language. Oral communication is one of the aspects that need to be developed among English learners. The study focused on investigating the factors of apprehension among English language students in Palestine. The study aimed to investigate the degree of oral communication apprehension among English senior majors at Al-Quds Open University in Palestine. In order to achieve the study objectives, the researchers used the descriptive approach. Therefore, the study used the Personal Report of Communication Apprehension Measurement (PRCAM) as the main tool of the study. PRCAM was distributed to a sample of 64 English language seniors at Al-Quds Open University in Palestine in Rafah and Khan Younis branches. The major findings of the study revealed that the degree of oral communication apprehension among English senior majors at Al-Quds Open University was moderate and that there was no any statistically significant difference at (a ≤ 0.05) in the oral communication apprehension among English senior majors due to gender (male or female).  },  
Keywords = {Oral communication apprehension, English majors},
volume = {3},
Number = {1}, 
pages = {44-58}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.44},
url = {http://ijreeonline.com/article-1-79-en.html},  
eprint = {http://ijreeonline.com/article-1-79-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Moslehi, Mehrasa and Rahimi, Dr. Rami},  
title = {The Effect of Role-Play through Dialogues vs. Written Practice on Iranian Intermediate EFL Learners’ Knowledge of English Idioms}, 
abstract ={This study aimed to investigate the effect of role-play through dialogues vs. written practice on Iranian intermediate EFL learners’ knowledge of English idioms. The question this study tried to answer is if role-play through dialogues vs. written practice has a significant effect on Iranian intermediate EFL learners’ knowledge of English idioms. To find the answer to the question, 30 intermediate level students from Iranian institute were selected. They were both male and female. Intermediate level students who were dealt for the current study were selected because they were learning all skills of language at the same time, they were familiar with words, and their English proficiency was enough to speak English and understand the importance of speaking. The students were selected administrating OPT which divided into two groups, one experimental group (Role-Play through Dialogues) and one control group (Written Practice). The results of this study revealed that the experimental participants performed better on learning idiom.  },  
Keywords = { role-play, dialogues, written practice, English idioms, semantic, etymology},
volume = {3},
Number = {1}, 
pages = {59-67}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.1.59},
url = {http://ijreeonline.com/article-1-89-en.html},  
eprint = {http://ijreeonline.com/article-1-89-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Gholamipour, Mahboubeh},  
title = {The Effect of Practicing Domestic vs. Foreign Newspaper on Iranian Intermediate EFL Learnersʹ Reading Comprehension Ability}, 
abstract ={The present study investigated the effect of practicing domestic vs. foreign newspaper on Iranian Intermediate EFL Learners’ reading comprehension ability. The main question this study tried to answer was whether or not practicing domestic vs. foreign newspaper has any effect on Iranian Intermediate EFL Learners’ reading comprehension ability. To answer this question, 45 Iranian learners were selected via administering an OPT test with the criteria of at least 1 standard deviation below and above the mean of the Oral Proficiency Test (OPT). Reading section of Reading Practice Test was used as the OPT. It consists of 19 items. It takes approximately 25 minutes to complete the reading test. Learners were studying in three intermediate classes in Simin Institute of Ramsar, Iran. The participants were all female and ranged in age from 17 to 19. They were divided into three groups of 15 (N=15)ː two experimental groups and a control group. A pretest of reading comprehension was administered to the three groups. The first experimental group was treated by teaching reading comprehension plus domestic newspaper; the second experimental group was treated by teaching reading comprehension plus foreign newspaper and the control group was treated by a placebo. Finally; after 10 sessions, a posttest of reading comprehension was administered to three groups. One-Way ANOVA and Paired Sample were used to analyze the obtained data. The results of One-Way ANOVA and Paired Sample indicated that the participants’ practicing domestic vs. foreign newspaper had effect on Iranian Intermediate EFL Learners’ reading comprehension ability.                                                                                                                  },  
Keywords = {domestic newspaper, foreign newspaper, EFL learner, mass media, reading comprehension},
volume = {3},
Number = {2}, 
pages = {1-16}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.1},
url = {http://ijreeonline.com/article-1-73-en.html},  
eprint = {http://ijreeonline.com/article-1-73-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Itmeizeh, Dr. Mahmoud J.},  
title = {Influence of Morphemic Analysis on Vocabulary Learning Among Palestinian 10th Graders}, 
abstract ={The aim of this study is to identify the influence of morphological analysis strategy employed by Palestinian 10th grade-female students in guessing and manipulating complex words in addition to using these words in meaningful sentences. This study involved 75 female students from Idna Secondary School for Girls at Hebron governorate. The sample of the study was assigned to control group (37 students) and experimental group (38 students) from two different sections. To achieve the aims of the study, morphological structure test based on students’ textbook has been given to both groups in form of pretest/posttest. Meanwhile, the experimental group has received treatments on morphological analysis strategy prior to the post-test, whereas the control group hasn’t received any treatment except for the traditional way of teaching for the same two units. Results showed that the experimental group has outperformed the control group as they scored higher grades. They also scored better results in identifying the syntactic category of English words depending used in context.  },  
Keywords = {Morphological analysis strategy, morphological structure test, Palestinian 10th graders},
volume = {3},
Number = {2}, 
pages = {17-33}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.17},
url = {http://ijreeonline.com/article-1-95-en.html},  
eprint = {http://ijreeonline.com/article-1-95-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {FouladiNashta, Julia and Rahimy, Dr. Rami},  
title = {An Investigation of the Effectiveness of Dialogue Shadowing Technique (DST) on Iranian Intermediate EFL Learners’ Conversation Ability}, 
abstract ={The aim of the current study was to investigate whether L2 dialogue shadowing practice would have an effect on Iranian intermediate EFL learners’ conversation ability. For this purpose, 30 Iranian intermediate EFL learners at Padideh language center participated in the experiment of the study. The participants were divided into two groups of 15 who were assigned to the experimental and control group of the study randomly. A pretest of conversation ability was administered to both groups, the experimental group received 10 sessions of teaching L2 conversation as well as dialogue shadowing technique (DST) while the control group received a placebo, in other words, teaching L2 conversation via existing method. After the treatment, the same test was administered as posttest to both groups of study. The data obtained from the tests in this study were analyzed via independent sample T-test between performance of the groups, and the paired-sample T-test was used between the pretest and 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 conversation test after 10 sessions of treatment.  },  
Keywords = {dialogue, shadowing, EFL learners, conversation, speaking},
volume = {3},
Number = {2}, 
pages = {34-47}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.34},
url = {http://ijreeonline.com/article-1-98-en.html},  
eprint = {http://ijreeonline.com/article-1-98-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Farrah, Mohammed and Abu-Dawood, Ala' Khali},  
title = {Using Mobile Phone Applications in Teaching and Learning Process}, 
abstract ={This quantitative, qualitative study investigates the usage of mobile phone applications in teaching and learning processes. The study aims to identify the benefits, difficulties, and resolutions of using mobile phone applications. The study was conducted in the English Department at Hebron University at the second semester of the academic years 2015/2016. The study focuses on the Business English course. A questionnaire was used to show the general attitudes of the students towards the effects of using mobile phone applications in the classroom. Interviews were administered to reveal the general attitudes of the students and instructors towards the difficulties and the solutions. The results showed that most students responded positively to using mobile applications in teaching and learning processes. In addition, all students had smart phones, and they used varied brands applications in the learning process. Moreover, the results indicated that students understand and learn better through using the applications.  },  
Keywords = {mobile phone applications, teaching, learning, SMS, browsing, downloading, camera},
volume = {3},
Number = {2}, 
pages = {48-68}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.48},
url = {http://ijreeonline.com/article-1-86-en.html},  
eprint = {http://ijreeonline.com/article-1-86-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {ShirbanSasi, Dr. Abolfazl},  
title = {Creating Algorithmic Symbols to Enhance Learning English Grammar}, 
abstract ={This paper introduces a set of English grammar symbols that the author has developed to enhance students’ understanding and consequently, application of the English grammar rules. A pretest-posttest control-group design was carried out in which the samples were students in two girls’ senior high schools (N=135, P ≤ 0.05) divided into two groups: the Treatment which received grammar lessons with grammar symbols; and the Control which received grammar lessons without the symbols. The experiment lasted for 30 hours spanned in three months. The statistical test revealed a significant higher gain scores for the Treatment group. Thus, the author strongly recommends using these symbols (or similar ones with the same characteristics) at least for two reasons. Firstly, students do not have to memorize all of them (72 tense symbols and 50 other symbols). That is, with just a few rules to learn, and then applying the existing algorithm, other symbols are easily shaped. Secondly, using these symbols enables teachers and students to have a general idea as to what to expect next because several grammatical rules and formulae can be predicted in advance. Key words: abstraction, algorithm, grammar symbols, prediction, tenses    },  
Keywords = {abstraction, algorithm, grammar symbols, prediction, tenses},
volume = {3},
Number = {2}, 
pages = {69-93}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.69},
url = {http://ijreeonline.com/article-1-107-en.html},  
eprint = {http://ijreeonline.com/article-1-107-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {PourhoseinGilakjani, Dr. Abbas},  
title = {Teaching Pronunciation of English with Computer Technology: A Qualitative Study}, 
abstract ={This study investigated teachers’ views toward computer technology in teaching English pronunciation. In order to select teachers for the semi-structured interview, the researcher used a questionnaire and distributed it to 25 teachers from two Islamic Azad Universities of Guilan, Iran. The researcher chose 15 of them based on their answers to the questionnaire. Then a qualitative method design was used. It consisted of semi-structured interview questions with a sample of 15 teachers chosen from two Azad Universities. Data were collected and analyzed. Qualitative data were analyzed according to the process of reducing data, constructing theme, and drawing conclusions from the data. The findings showed teachers’ interest in using computer technology because it provided them with enjoyable and interactive environment, helped them obtain accurate pronunciation, and improved the quality of their pronunciation instruction. The findings also revealed that using computer technology raised teachers’ confidence and motivation toward it because it had a high potential that changed their instruction. Moreover, the findings indicated that teachers had enough knowledge of computer technology that helped them teach pronunciation effectively. In addition, the findings represented that using computer technology was not a threat to the traditional methods but it brought about better results than these methods.  },  
Keywords = { teaching pronunciation, computer technology, teachers’ views},
volume = {3},
Number = {2}, 
pages = {94-114}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.94},
url = {http://ijreeonline.com/article-1-119-en.html},  
eprint = {http://ijreeonline.com/article-1-119-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Ahmadi, Dr. Mohammad Rez},  
title = {The Use of Technology in English Language Learning: A Literature Review}, 
abstract ={The use of technology has become an important part of the learning process in and out of the class. Every language class usually uses some form of technology. Technology has been used to both help and improve language learning. Technology enables teachers to adapt classroom activities, thus enhancing the language learning process. Technology continues to grow in importance as a tool to help teachers facilitate language learning for their learners. This study focuses on the role of using new technologies in learning English as a second/foreign language. It discussed different attitudes which support English language learners to increase their learning skills through using technologies. In this paper, the researcher defined the term technology and technology integration, explained the use of technology in language classroom, reviewed previous studies on using technologies in improving language learning skills, and stated certain recommendations for the better use of these technologies, which assist learners in improving their learning skills. The literature review indicated that the effective use of new technologies improves learners’ language learning skills.   },  
Keywords = { technology, language learning, use, skills},
volume = {3},
Number = {2}, 
pages = {115-125}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.2.115},
url = {http://ijreeonline.com/article-1-120-en.html},  
eprint = {http://ijreeonline.com/article-1-120-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Ng, Mr Chi Wui},  
title = {Assessment for/as Learning in Hong Kong English Language Classrooms: A Review}, 
abstract ={Multiple conceptualizations of the interrelation between assessment and learning yield three notions of assessment: assessment of learning, assessment for learning, and assessment as learning. This paper aims at uncovering roles and obstacles of assessment for learning and assessment as learning in English language classrooms in Hong Kong. Grounded upon the theory of constructivism and the notion of learner autonomy, assessment for learning and assessment as learning play vital roles in supporting students’ learning and nurturing autonomous learners in English language classrooms in Hong Kong, respectively. In particular, assessment for learning provides students with achievement targets prior to assessments, communicates assessment results with students by means of descriptive feedback, and guides teachers’ future lesson planning whilst assessment as learning equips students with abilities to set personal learning goals, monitor their own learning process, and conduct self-assessment in the course of learning. For all their desirability and perceived pedagogical efficacy, seldom are these two assessment practices operationalized in the implemented curriculum in English language classrooms, where assessment of learning prevails; such actualities can largely be attributable to local teachers’ lack of motivation to modify their existing assessment practices out of their conservative conceptualization of assessments, low metacognitive awareness as well as level of English proficiency of local students, and large class sizes in local classrooms, which are construed as local contextual factors hindering implementation of the two assessment practices. The aforementioned obstacles ought to be overcome so that the two assessment practices can be promoted and implemented in local English classrooms in distinct year levels for the sake of students’ language learning.    },  
Keywords = {language assessment, assessment for learning, assessment as learning},
volume = {3},
Number = {3}, 
pages = {1-12}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.1},
url = {http://ijreeonline.com/article-1-104-en.html},  
eprint = {http://ijreeonline.com/article-1-104-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Mobashshernia, Dr. Reza and MashadiAghazadeh, Sharareh},  
title = {The Relationship between the Interpersonal Intelligence and Reading Comprehension Achievement of Iranian Bilingual and Multilingual EFL Learners}, 
abstract ={The present study aimed at investigating the relationship between interpersonal intelligence of Iranian bilingual and multilingual EFL learners and their reading comprehension achievement. To do so, 60 intermediate EFL students were selected from a group of 80 based on their OPT scores. They were non-randomly divided into two experimental groups. Data collection took place during the summer semester 2017. Once the interpersonal intelligence questionnaire and the reading comprehension test scores had successfully been collected, the results of Pearson product correlation coefficient analyses showed that there was a significant relationship between Iranian bilingual and multilingual EFL learners’ interpersonal intelligence and their reading comprehension achievement: higher interpersonal intelligence was associated with higher levels of reading comprehension achievement and higher statistical significance among bilingual learners. Therefore, it was suggested that Multiple Intelligence Theories could still serve as determining factors in planning programs to teach reading in spite of the theoretical, conceptual, and empirical criticisms of the idea.      },  
Keywords = {bilingual, interpersonal intelligence, multilingual, reading comprehension},
volume = {3},
Number = {3}, 
pages = {13-20}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.13},
url = {http://ijreeonline.com/article-1-111-en.html},  
eprint = {http://ijreeonline.com/article-1-111-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Zare, Mohsen and Biria, Associate professor Dr. Rez},  
title = {Contributory Role of Critical Thinking in Enhancing Reading Comprehension Ability of Iranian ESP Students}, 
abstract ={The present study aimed to investigate the possible relationship between ESP learners’ critical thinking abilities and their reading comprehension. For this purpose, from the population of students studying in different fields of engineering at Amol Islamic Azad University, a sample of 202 ESP participants were selected based on a purposive sampling method. A critical thinking questionnaire was then given whereby the targeted respondents answered the prompts underlying the critical thinking construct. Subsequently, a valid reading comprehension test with an acceptable reliability index was administered and the data were analyzed using the related descriptive and inferential statistics. The findings revealed that there was a robust and positive correlation between ESP learners’ levels of critical thinking ability and their reading comprehension. Moreover, it was found that ESP students regarded as high critical thinkers significantly outperformed those with lower levels of critical thinking on the reading comprehension test. Notably, the results may offer useful implications to both language teachers and English learners indicating that critical thinking strategies play a pivotal role in the reading comprehension process.    },  
Keywords = { academic text, critical thinking, ESP students, reading comprehension},
volume = {3},
Number = {3}, 
pages = {21-28}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.21},
url = {http://ijreeonline.com/article-1-94-en.html},  
eprint = {http://ijreeonline.com/article-1-94-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {A.AbuRezeq, Khalil and AbuTaha, Musraf},  
title = {Problems English Majors Encounter in Learning Drama in English at Al Aqsa University in Gaza and Ways to Reduce Them}, 
abstract ={Drama courses are core at the English departments in the Palestinian Universities. Teaching drama properly will help students have an excellent command of English language and culture. The research aimed to find out the problems English majors at Al-Aqsa University in Palestine encounter in understanding drama. It also aimed to propose ways to reduce the problems students encounter in drama. In order to achieve the study objectives, the study used the descriptive analytical approach. A questionnaire consisting of (25) items was designed (25) items and distributed to (75) male and female English majors at Al Aqsa University. The researchers also conducted interviews with (3) drama teachers at Al Aqsa University to offer ways to help reduce problems in learning drama. The study revealed that more (73%) of the students believed that the major problem encounter them in learning drama is that there is no chance to act the play. The study also found that there is no statistically significant difference attributed to gender or the level of the students in learning drama, and English Language Education students face more problems in learning drama than English Language Literature students. The study offered a number of suggestions to reduce problems in learning drama.  },  
Keywords = {Problems, English majors, teaching drama, learning drama},
volume = {3},
Number = {3}, 
pages = {29-45}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.29},
url = {http://ijreeonline.com/article-1-101-en.html},  
eprint = {http://ijreeonline.com/article-1-101-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Tante, Achu Charles},  
title = {“I’m Afraid to Ask the Teacher a Question”: Young Learners’ Voices in the Primary Classroom}, 
abstract ={This study sets as its purpose to explore Young Learners’ (YLs) channels to voice their perspectives on English language classroom-based assessment, schooling, and school experiences. Qualitative research design was used to collect data through focus group interview from 42 participants drawn from English-medium primary schools. Their selection was by purposive sampling from 7 schools. Field notes were also employed to highlight salient points and corroborate participants’ opinions. Findings indicate that pupils are afraid of answering a question in class wrongly; their peers give them this fear of being laughed and mocked. There is lack of solidarity amongst the pupils. They wish for a variety of assessment methods and techniques but parents seem to maintain a strong position in the children’s lives so that they would not want to disappoint parents by not doing well in their assessments. Teachers’ feedback does not seem to be transparent, even though pupils did not mention this in the group interviews. Pupils have many beliefs when attributing success and failure and some of these beliefs are superstitious, and they go to school for instrumental as well as for reasons of knowledge acquisition.  },  
Keywords = {classroom-based assessment, epistemological voice, ontological voice, pupil perceptions, pupil voice, practical voice, school and schooling.},
volume = {3},
Number = {3}, 
pages = {46-62}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.46},
url = {http://ijreeonline.com/article-1-112-en.html},  
eprint = {http://ijreeonline.com/article-1-112-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {bintiAbdulRahman, Nurul Ajleaa and Maarof, Nooreiny},  
title = {The Effect of Role-Play and Simulation Approach on Enhancing ESL Oral Communication Skills}, 
abstract ={This study investigated the effect of role-play and simulation approach on Malaysian Polytechnic engineering students’ ESL oral communication skills. In addition, the study examined the students’ perceptions of the effect of the role-play and simulation on their oral communication skills. A mixed method design was employed, using both quantitative and qualitative data collection approaches. The quantitative data were collected from the quasi-experimental study (n=100). The data were collected using a set of questionnaires, a pre and post-test. The data from the questionnaires were analysed using descriptive statistics (percentages and means). The results showed that there was a significant difference between the pre-test and the post-test scores of the role-play and simulation group compared to the traditional group. The findings indicated that the students in the role-play and simulation group had performed better in the post-test compared to the pre-test after the exposure to the role-play and simulation approach in the ESL oral communication skills classes. An implication of the study is that role-play and simulation approach can serve as a possible strategy to improve students’ ESL oral communication skills.},  
Keywords = {role-play, simulation, communicative approach, ESL, oral communication skills},
volume = {3},
Number = {3}, 
pages = {63-71}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.63},
url = {http://ijreeonline.com/article-1-121-en.html},  
eprint = {http://ijreeonline.com/article-1-121-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Sayadi, Maryam and MashhadiHeidar, Dr. Davoo},  
title = {The Impact of Using Podcasts on Iranian Autonomous /Non-Autonomous EFL Learners’ Listening Comprehension Ability at Pre-Intermediate Level}, 
abstract ={The aim of the current study was to investigate whether Podcasts would have an effect on Iranian autonomous and non-autonomous EFL learners’ listening comprehension ability at pre-intermediate level. For this purpose, 60 Iranian pre-intermediate EFL learners at some Iranian institutes participated in the experiment of the study. Then they were divided into two groups based on an OPT and an autonomy questionnaire. The participants of each group were assigned randomly into two experimental groups (N=15) and two control groups (N=15). A pre-test was administered to the four groups of the study and then, the experimental groups received 5 sessions of teaching podcast. After the treatment, a posttest of L2 listening comprehension was administered to all groups of the study and finally the data were analyzed via a series of paired sample t-tests to see whether there is progress between the pretest and posttest scores of the groups, and a Two-way ANOVA was used to see the differences between posttests. The results revealed that Iranian autonomous and non-autonomous EFL learners’ listening comprehension ability got better after the treatment.  },  
Keywords = {ability, autonomy, EFL learner, listening, podcast},
volume = {3},
Number = {3}, 
pages = {72-82}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.3.72},
url = {http://ijreeonline.com/article-1-116-en.html},  
eprint = {http://ijreeonline.com/article-1-116-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Endris, Abdurahman Ahme},  
title = {Effects of Extensive Reading on EFL Learners’ Reading Comprehension and Attitudes}, 
abstract ={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.    },  
Keywords = { extensive reading, reading attitude, reading comprehension, second cycle primary school},
volume = {3},
Number = {4}, 
pages = {1-11}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.1},
url = {http://ijreeonline.com/article-1-113-en.html},  
eprint = {http://ijreeonline.com/article-1-113-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Aghajani, Mojtab},  
title = {Types of Intelligences as Predictors of Self-Efficacy: A Study on Iranian EFL Students}, 
abstract ={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.  },  
Keywords = { multiple intelligences, self-efficacy, academic self-efficacy, self-regulated learnin},
volume = {3},
Number = {4}, 
pages = {12-26}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.12},
url = {http://ijreeonline.com/article-1-114-en.html},  
eprint = {http://ijreeonline.com/article-1-114-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Ali, Dr. Sikander},  
title = {Translation is an Impossibly Possible task for Non-natives: An Oxymoron}, 
abstract ={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  },  
Keywords = {translation, free translation, literal translation, meaning, transference},
volume = {3},
Number = {4}, 
pages = {27-35}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.27},
url = {http://ijreeonline.com/article-1-126-en.html},  
eprint = {http://ijreeonline.com/article-1-126-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Ghafournia, Narjes and Farhadian, Zahr},  
title = {The Relationship among Demotivating Factors, Gender, Educational Fields, and Reading Proficiency: A Study of Iranian EFL Learners}, 
abstract ={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.  },  
Keywords = {demotivating factors, educational field, reading proficiency, motivating factors  },
volume = {3},
Number = {4}, 
pages = {36-49}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.36},
url = {http://ijreeonline.com/article-1-124-en.html},  
eprint = {http://ijreeonline.com/article-1-124-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Kholili, Achm},  
title = {Investigating the Sixth Semester Students’ Knowledge of Speech Act: A Collective Response from EFL students of Class B at University of Islam Malang}, 
abstract ={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.  },  
Keywords = {communicative competence, speech act, EFL students},
volume = {3},
Number = {4}, 
pages = {50-62}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.50},
url = {http://ijreeonline.com/article-1-125-en.html},  
eprint = {http://ijreeonline.com/article-1-125-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {Namaziandost, Ehsan and Shafiee, Saj},  
title = {Gender Differences in the Use of Lexical Hedges in Academic Spoken Language among Iranian EFL Learners: A Comparative Study}, 
abstract ={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.  },  
Keywords = {academic spoken language, discussion, gender differences, lexical hedges},
volume = {3},
Number = {4}, 
pages = {63-80}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.63},
url = {http://ijreeonline.com/article-1-130-en.html},  
eprint = {http://ijreeonline.com/article-1-130-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}

@article{ 
author = {AhmadiLivani, Fatemeh and Barjesteh, Hame},  
title = {Book Review: Teaching English to Speakers of Other Languages: An Introduction}, 
abstract ={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.  },  
Keywords = {Book Review, Teaching English},
volume = {3},
Number = {4}, 
pages = {81-84}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.29252/ijree.3.4.81},
url = {http://ijreeonline.com/article-1-131-en.html},  
eprint = {http://ijreeonline.com/article-1-131-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2018}  
}