@article{ author = {Salehi, Dr. Hadi and Amiri, Bahareh}, title = {Impacts of Using Microsoft Word (MS) Software on Iranian EFL Lecturers’ Grammar Knowledge}, abstract ={The current study was conducted to investigate the effects of using Microsoft Office Word on Iranian EFL lecturers’ grammar knowledge and their attitudes towards using them to support their grammar knowledge. To this end, 14 Iranian EFL lecturers, who had M.A. degrees in TEFL, containing eight males and six females participated in this study. The participants were randomly divided into equal groups of control and experimental. The participants in the experimental group worked with Microsoft Word and the participants in the control group worked with pens and papers during the study. The participants were asked to write a text about a specific subject and express their opinions about that subject. The results were collected and perused by the help of the supervisor of the study who had a Ph.D. degree in TEFL for checking the possible grammatical errors or mistakes. The results indicated that Microsoft Word was indeed beneficial to the grammar of the participants of experimental group because they got significantly higher grammar scores than the participants of the control group did. The results of this study offer practical implications for applying computer for language teaching and improvement of EFL learners’ writing skill.  }, Keywords = {EFL learner, grammar, Microsoft Word (MW)}, volume = {4}, Number = {1}, pages = {1-10}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تاثیر استفاده از نرم افزار مایکروسافت ورد بر دانش گرامری سخنرانان ایرانی زبان انگلیسی}, abstract_fa ={  مطالعه ی حاضر تاثیرات استفاده از نرم افزار مایکروسافت ورد را بر دانش /رامری سخنرانان ایرانی زبان انگلیسی و نگرش آنها نسبت به استفاده از آن ها برای پیشرفت دانش گرامری خود را بررسی میکند. به این منظور چهارده سخنران ایرانی زبان انکلیسی که دارای مدارک کارشناسی ارشد در تافل بودند که شامل هشت مذکر و شش مونث بودند که در این مطالعه شرکت کردند. شرکت کنندگان به طور تصادفی به دو گروه برابر کنترل و تجربی تقسیم شدند. شرکت کنندگان در گروه تجربی با برنامه ی ورد کار کردند و شرکت کنندگان در گروه کنترل از مداد و کاغذ استفاده کردند. از شرکت کنندگان خواسته شد که یک متن در مورد یک موضوع خاص بنویسند و نظر خودشان را در مورد آن موضوع بیان گنند. نتایج جمع آوری شد و با کمک استاد راهنمای این مطالعه که دکترای آموزش زبان انگلیسی دارند خطاهای احتمالی نوشته ها بررسی شد. نتایج نشان داد که برنامه ورد در حقیقت برای گرامر شرکت کنندگان گروه تجربی مفید بوده زیرا آنها نمرات گزامر به طور چشم گیرانه بالاتری نسبت به شرکت کنندگان گروه کنترل کسب کردند. نتایج این مطالعه دلالت هایی برای به کار بردن کامپیوتر برای تدریس زبان و پیشرفت مهارتهای نوشتاری فراگیران ایرانی زبان انگلیسی دارد.}, keywords_fa = {برر}, doi = {10.29252/ijree.4.1.1}, url = {http://ijreeonline.com/article-1-117-en.html}, eprint = {http://ijreeonline.com/article-1-117-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Akbari, Javad and Chalak, Azizeh}, title = {Contributory Role of Praise in Improving Collocational Knowledge of University Students Majoring in TEFL and Linguistics}, abstract ={The power of praise in changing student behavior is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations. Notably, praise plays a significant role in the rate and success of learning process in general, and in language learning classroom in particular. Accordingly, the present study sought to investigate the significant influence of praise on the growing trend of university students with different majors, namely, TEFL and linguistics. To this end, from the population of students majoring in English, at the Islamic Azad University, Isfahan, Iran, two classes of sophomore students were selected, each containing thirty participants. Subsequently, the experimental group was exposed to a wide variety of distinguishing instructor praise expressions throughout the entire term while the students in the control group were not praised and encouraged. The results of the t- test revealed that the group which was praised by the instructor during the term progressed substantially in comparison with the other group. Moreover, there appeared to be a positive correlation between instructor praise and learner progress. Evidently, the results of the present study may have practical implications for EFL teachers, materials developers, and syllable designers.  }, Keywords = {academic performance, instructor praise, learning process, learner progress}, volume = {4}, Number = {1}, pages = {11-21}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Contributory Role of Praise in Improving Collocational Knowledge of University Students Majoring in TEFL and Linguistics}, abstract_fa ={The power of praise in changing student behavior is that it both indicates teacher approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations. Notably, praise plays a significant role in the rate and success of learning process in general, and in language learning classroom in particular. Accordingly, the present study sought to investigate the significant influence of praise on the growing trend of university students with different majors, namely, TEFL and linguistics. To this end, from the population of students majoring in English, at the Islamic Azad University, Isfahan, Iran, two classes of sophomore students were selected, each containing thirty participants. Subsequently, the experimental group was exposed to a wide variety of distinguishing instructor praise expressions throughout the entire term while the students in the control group were not praised and encouraged. The results of the t- test revealed that the group which was praised by the instructor during the term progressed substantially in comparison with the other group. Moreover, there appeared to be a positive correlation between instructor praise and learner progress. Evidently, the results of the present study may have practical implications for EFL teachers, materials developers, and syllable designers.}, keywords_fa = {academic performance, instructor praise, learning process, learner progress}, doi = {10.29252/ijree.4.1.11}, url = {http://ijreeonline.com/article-1-129-en.html}, eprint = {http://ijreeonline.com/article-1-129-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Iqhrammullah, Muhammad and Zuelda, Natasy}, title = {Potential Use of AREL in English Song Analysis to Improve Argumentation Skills and English Proficiency}, abstract ={This study attempts to assess the potential use of AREL in English song activities as a learning method to improve the students’ ability in argumentation and English proficiency. AREL – stands for Assertion, Reason, Evidence, Link back has long been introduced as a basic structure for argument construction. Learning AREL has been a major challenge for the beginner debaters, not to mention their constraints in English proficiency. The data received in this study were analysed by means of frequency, percentage, and standard deviation. The students highly believed that the method used in this study was interesting (=3.79 SD=0.860) and comfortable (=3.86 SD=0.639), in which it indicates the enjoyable learning process and the absence of the students’ anxiety. Furthermore, this method was able to give a quick comprehension (=4.00 SD=0.654) on AREL, where applying AREL in song analysis was easier for the students, thus allow the students to gradually step up onto the real argumentation. That could be observed by the average test score where students obtained higher score for analysing song with AREL (=80) than for making real argumentation with AREL (=70). However, in order to make this method effective, the students’ attendance was a mandatory. Though no test on English proficiency conducted, nevertheless most of the students agreed that this method helped them improving their English proficiency, which included vocabularies (=4.64 SD=0.610) and figurative language (=4.50 SD=0.500) competencies.    }, Keywords = { English proficiency, song, critical thinking, competitive debate, senior high school}, volume = {4}, Number = {1}, pages = {22-36}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Potential Use of AREL in English Song Analysis to Improve Argumentation Skills and English Proficiency}, abstract_fa ={This study attempts to assess the potential use of AREL in English song activities as a learning method to improve the students’ ability in argumentation and English proficiency. AREL – stands for Assertion, Reason, Evidence, Link back has long been introduced as a basic structure for argument construction. Learning AREL has been a major challenge for the beginner debaters, not to mention their constraints in English proficiency. The data received in this study were analysed by means of frequency, percentage, and standard deviation. The students highly believed that the method used in this study was interesting (=3.79 SD=0.860) and comfortable (=3.86 SD=0.639), in which it indicates the enjoyable learning process and the absence of the students’ anxiety. Furthermore, this method was able to give a quick comprehension (=4.00 SD=0.654) on AREL, where applying AREL in song analysis was easier for the students, thus allow the students to gradually step up onto the real argumentation. That could be observed by the average test score where students obtained higher score for analysing song with AREL (=80) than for making real argumentation with AREL (=70). However, in order to make this method effective, the students’ attendance was a mandatory. Though no test on English proficiency conducted, nevertheless most of the students agreed that this method helped them improving their English proficiency, which included vocabularies (=4.64 SD=0.610) and figurative language (=4.50 SD=0.500) competencies.    }, keywords_fa = { English proficiency, song, critical thinking, competitive debate, senior high school}, doi = {10.29252/ijree.4.1.22}, url = {http://ijreeonline.com/article-1-133-en.html}, eprint = {http://ijreeonline.com/article-1-133-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Karimnia, Amin and Mohammdi, Narim}, title = {The Effects of Teachers’ Gender, Teaching Experience, and Brain Dominance on their Teaching Styles}, abstract ={This study investigates the effects of gender, teaching experience, and brain dominance on English teachers’ teaching styles. In doing so, 68 English teachers (males and females) were selected from several language institutes in Shiraz, Iran. Considering the degree of teaching experience, the participants were categorized into three groups, namely novices, the moderately experienced, and professionals. Two instruments, including Hemispheric Dominance Test and Teaching Style Questionnaire were used to collect data. Using statistical package for the social science (SPSS) 20, the collected data were analyzed. The results of independent samples t-test revealed that male and female teachers differed significantly in terms of teaching styles, as far as the sub-component “formality” was concerned. Furthermore, the results of multivariate analysis of variance (MANOVA) test indicated that teaching styles in the three groups of teachers significantly differed. However, the analysis of MANOVA regarding the difference between brain dominance and teaching styles did not reveal any significant difference. Some related issues were also discussed.  }, Keywords = {brain dominance, gender, teaching styles, teaching experience, hemispheric dominance }, volume = {4}, Number = {1}, pages = {37-46}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Effects of Teachers’ Gender, Teaching Experience, and Brain Dominance on their Teaching Styles}, abstract_fa ={This study investigates the effects of gender, teaching experience, and brain dominance on English teachers’ teaching styles. In doing so, 68 English teachers (males and females) were selected from several language institutes in Shiraz, Iran. Considering the degree of teaching experience, the participants were categorized into three groups, namely novices, the moderately experienced, and professionals. Two instruments, including Hemispheric Dominance Test and Teaching Style Questionnaire were used to collect data. Using statistical package for the social science (SPSS) 20, the collected data were analyzed. The results of independent samples t-test revealed that male and female teachers differed significantly in terms of teaching styles, as far as the sub-component “formality” was concerned. Furthermore, the results of multivariate analysis of variance (MANOVA) test indicated that teaching styles in the three groups of teachers significantly differed. However, the analysis of MANOVA regarding the difference between brain dominance and teaching styles did not reveal any significant difference. Some related issues were also discussed.  }, keywords_fa = {brain dominance, gender, teaching styles, teaching experience, hemispheric dominance }, doi = {10.29252/ijree.4.1.37}, url = {http://ijreeonline.com/article-1-196-en.html}, eprint = {http://ijreeonline.com/article-1-196-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Arianmanesh, Maha and Khani, Rez}, title = {A Comparative Study of Actual and Perceived Academic Competence of Iranian EAP Postgraduate Students}, abstract ={Academic writing is a major concern for many university students. Despite extensive literature on students’ academic writing, little attention has been focused on students’ writing experience and practice in higher education. To fill this gap, the present study compared actual and perceived academic writing competence of postgraduate students who were enrolled in English for Academic Purposes (EAP, hereafter) courses. First, measures of actual and perceived academic writing competence were developed and validated in Phase 1, using a separate sample of EAP postgraduate students (n = 391) in Ilam province, Iran. Phase 2 examined postgraduate students’ academic writing competence perceptions and the ways through which their perceptions might have differed from their actual academic performance. Then the developed measures of actual and perceived academic writing competence, which exhibited acceptable reliability and good model-data fit, were distributed among a sample of 210 EAP postgraduate students from nine different academic fields. The results of data analysis revealed significant differences in perceptions and actual academic practices of students across different academic fields of study.    }, Keywords = {academic writing, actual competence, EAP postgraduates, perceived competence, research articles}, volume = {4}, Number = {1}, pages = {47-68}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {مطالعه مقایسه ای دانش علمی فعلی و ادراکی دانشجویان ایرانی تحصیلات تکمیلی رشته انگلیسی برای اهداف اکادمیک}, abstract_fa ={ نوشتن آکادمیک نگرانی عمده بسیاری از دانشجویان است. علیرغم ادبیات گسترده در زمینه نوشتن اکادمیک دانش آموزان، توجه کمی برتجربه نوشتن دانش آموزان و تمرین در آموزش عالی متمرکز شده است. برای پر کردن این شکاف، در مطالعه حاضر، دانش اکادمیک واقعی و ادراکی دانش آموزان تحصیلات تکمیلی که در زبان انگلیسی برای اهداف تحصیلی ثبت نام کرده بودند را با هم مقایسه کرد. ابتدا در فاز 1، مقیاس های صلاحیت  نوشتن آکادمیک ، با استفاده از نمونه های جداگانه از دانشجویان تحصیلات تکمیلی (391 نفر) در استان ایلام، مورد مطالعه قرار گرفتند. در فاز 2، میزان درک توانایی نوشتن دانشجویان تحصیلات تکمیلی مورد بررسی قرار داده شد و راه هایی که   توانایی ادراکی دانشجویان با عملکرد واقعی تحصیلی آنها متفاوت بود مورد بررسی قرار گرفت. سپس ازمون توسعه یافته سنجش توانایی فعلی و حقیقی نوشتاری و توانایی ادراکی دانشجویان , که پایایی و  مدل مناسب را نشان داده بود ، در بین نمونه هایی از 210 دانشجوی کارشناسی ارشد و دکتری در9 رشته دانشگاهی مختلف توزیع شد. نتایج تجزیه و تحلیل داده ها، تفاوت های قابل توجهی در ادراکات و توانایی واقعی تحصیلی دانش آموزان در زمینه های مختلف تحصیلی دانشگاه نشان داد. }, keywords_fa = {نوشتن آکادمیک, توانایی واقعی, دانشجویان تحصیلات تکمیلی, انگلیسی برای اهداف اکادمیک, توانایی درک شده, مقالات پژوهشی}, doi = {10.29252/ijree.4.1.47}, url = {http://ijreeonline.com/article-1-137-en.html}, eprint = {http://ijreeonline.com/article-1-137-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Koumachi, Bani}, title = {The Digital Turn in Higher Education: A Try to demystify the Myth of the “Digital Natives”}, abstract ={Digital technology has recently become a ubiquitous feature of the modern era posing problems to higher education institutions. Digitization of the academic life has brought forth the claims that there is an evident disparity between the digital naturals and digital immigrants and that the myth of the former is “undemystifiable”. The claim that the new digitized generation has its own distinguished learning preferences, skills of learning and beliefs about how learning in such an era should make higher education authorities revisit their curricula and “reshuffle the academic cards” so that the digital immigrants could catch up with the fast-running pace of the digitized train and provide the digital natives with what they need for a successful academic life. The overall aim of the present work therefore is to investigate the extent to which the so-called digital natives really have control of the use of educational technology either as part of their self-directed learning practices or as part of a formal tertiary level teaching, the type of technologies they prefer to use, whether they possess the required digital skills that are important for their future careers, and how vital the digital skills are in boosting their employability. In line with the major findings of the present study, it could be concluded that the media change under the created discourse of “moral panic” has unveiled the singularity of this generation and has forced academic authorities to reconsider learning, teaching as well as both skills and employability of a such a generation for the betterment of a healthy academic higher education system.   }, Keywords = {Digital turn, digital natives/ naturals, higher education, technology, employability}, volume = {4}, Number = {1}, pages = {69-79}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Digital Turn in Higher Education: A Try to demystify the Myth of the “Digital Natives”}, abstract_fa ={Digital technology has recently become a ubiquitous feature of the modern era posing problems to higher education institutions. Digitization of the academic life has brought forth the claims that there is an evident disparity between the digital naturals and digital immigrants and that the myth of the former is “undemystifiable”. The claim that the new digitized generation has its own distinguished learning preferences, skills of learning and beliefs about how learning in such an era should make higher education authorities revisit their curricula and “reshuffle the academic cards” so that the digital immigrants could catch up with the fast-running pace of the digitized train and provide the digital natives with what they need for a successful academic life. The overall aim of the present work therefore is to investigate the extent to which the so-called digital natives really have control of the use of educational technology either as part of their self-directed learning practices or as part of a formal tertiary level teaching, the type of technologies they prefer to use, whether they possess the required digital skills that are important for their future careers, and how vital the digital skills are in boosting their employability. In line with the major findings of the present study, it could be concluded that the media change under the created discourse of “moral panic” has unveiled the singularity of this generation and has forced academic authorities to reconsider learning, teaching as well as both skills and employability of a such a generation for the betterment of a healthy academic higher education system.   }, keywords_fa = {Digital turn, digital natives/ naturals, higher education, technology, employability}, doi = {10.29252/ijree.4.1.69}, url = {http://ijreeonline.com/article-1-150-en.html}, eprint = {http://ijreeonline.com/article-1-150-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Sadeghi, Manijeh}, title = {A Shift from Classroom to Distance Learning: Advantages and Limitations}, abstract ={As there is a great improvement in technology, the demand for innovative ways of delivering education is increasing and this has led to changes in learning and teaching methods. Distance education, which is so different from traditional education, consists of studying from home where students and teachers are physically distant while classroom learning is the type of education system in which the learners and the teachers work under one roof. Electronic means are used to keep students in touch with teachers, provide access to communication between students and bridge the gap and distribute educational material though distance learning programs. Both learning systems have their own advantages and disadvantages. Choosing between these two learning methods highly depends on learners’ requirements. In this paper, the researcher aims to discuss history and theories of distance learning, review literature on distant learning, state advantages and disadvantages of distance learning, express implications of the study to learners and teachers, and finally mention suggestions for improving distance learning.    }, Keywords = {distance learning, history, theories, advantages, disadvantages, implications, suggestions}, volume = {4}, Number = {1}, pages = {80-88}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {تغییر از کلاس درس به آموزش از راه دور: فواید و محدودیت ها}, abstract_fa ={همانطور که پیشرفت زیادی در تکنولوژی وجود دارد، تقاضا برای روش های نوین آموزش افزایش یافته و این باعث تغییراتی در متدهای آموزش و پرورش شده است. آموزش از راه دور که بسیار متفاوت با آموزش سنتی است شامل مطالعه در منزل است که در آن دانش آموزان و معلمان از لحاظ جسمی از هم دور هستند؛ درحالی که در آموزش سنتی معلمان و دانش آموزان زیریک سقف هستند. در روش آموزش از راه دوربه منظور حفظ ارتباط بین معلمان و دانش آموزان، پرکردن شکاف و ارتباط بین دانش آموزان و توزیع مواد آموزشی از وسایل الکترونیکی استفاده می شود. هردو سیستم یادگیری دارای مزایا و معایب خاص خود هستند. انتخاب بین این دو روش یادگیری بسیار بستگی به نیازهای یادگیرندگان دارد.  }, keywords_fa = {یادگیری در کلاس درس, یادگیری از راه دور, تکنولوژی}, doi = {10.29252/ijree.4.1.80}, url = {http://ijreeonline.com/article-1-132-en.html}, eprint = {http://ijreeonline.com/article-1-132-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Nduwimana, Arcade}, title = {Pure Sciences Students’ Attitudes towards Learning English: The Case of University of Burundi}, abstract ={Burundi is the sole country in East African Community (EAC) using mainly French as an official language and having a national language – Kirundi – which is shared by nearly all Burundians. Therefore, English language is taught as a subject on the curriculum. Although English language is even taught to science university students in Burundi, it seems that the attitudes these students have towards learning English are not known. Thus, the present study was intended to investigate the attitudes that University of Burundi pure sciences students hold towards learning English. In doing so, it also examined whether there is a statistically significant difference in these students’ attitudes in terms of gender and field of study. This study adopted a quantitative approach, hence a survey research design. The data were collected by means of a five-point Likert scale questionnaire raging from ‘strongly disagree’ to ‘strongly agree’ that was administered to a total number of 65 students enrolled in the faculty of sciences. The questionnaire was based on the tripartite model of attitude and consisted of 40 items. The collected data were analysed by means of descriptive and inferential statistics that were computed using the statistical package SPSS 22. The findings revealed that the afore-mentioned students have overall positive attitudes towards learning English. An analysis of the results also indicated that there is no statistically significant difference in students’ attitudes both by gender and by field of study.  }, Keywords = { Attitudes, English language learning, pure sciences students, tripartite model}, volume = {4}, Number = {2}, pages = {1-13}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Pure Sciences Students’ Attitudes towards Learning English: The Case of University of Burundi}, abstract_fa ={Burundi is the sole country in East African Community (EAC) using mainly French as an official language and having a national language – Kirundi – which is shared by nearly all Burundians. Therefore, English language is taught as a subject on the curriculum. Although English language is even taught to science university students in Burundi, it seems that the attitudes these students have towards learning English are not known. Thus, the present study was intended to investigate the attitudes that University of Burundi pure sciences students hold towards learning English. In doing so, it also examined whether there is a statistically significant difference in these students’ attitudes in terms of gender and field of study. This study adopted a quantitative approach, hence a survey research design. The data were collected by means of a five-point Likert scale questionnaire raging from ‘strongly disagree’ to ‘strongly agree’ that was administered to a total number of 65 students enrolled in the faculty of sciences. The questionnaire was based on the tripartite model of attitude and consisted of 40 items. The collected data were analysed by means of descriptive and inferential statistics that were computed using the statistical package SPSS 22. The findings revealed that the afore-mentioned students have overall positive attitudes towards learning English. An analysis of the results also indicated that there is no statistically significant difference in students’ attitudes both by gender and by field of study.  }, keywords_fa = { Attitudes, English language learning, pure sciences students, tripartite model }, doi = {10.29252/ijree.4.2.1}, url = {http://ijreeonline.com/article-1-166-en.html}, eprint = {http://ijreeonline.com/article-1-166-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {khoramiFard, sajjad and Derakhshi, Zivar}, title = {On the Role of Dynamic Assessment on Promotion of Writing Linguistic Accuracy among EFL Learners: An Interventionist Model}, abstract ={This study is conducted under the domain of Vygotskian Socio-cultural Theory (SCT) of mind and the notion of dynamic assessment to elevate the linguistic accuracy of EFL learners’ writing skill. 40 homogenous intermediate EFL learners from four intact classes were divided into two dynamic assessment (DA) and non-dynamic assessment (NDA) groups. As a pre-test, the participants were given writing topics during a course to assess their writing linguistic abilities. After analyzing and scoring the compositions’ errors based on four consecutive stages to error analysis and a model of linguistic errors (grammatical, syntactic, substance, and lexical), the type and frequency of errors’ sub-categories related to each category (n=516) was detected. Afterwards, the DA group went through intervention/mediation (interventionist dynamic assessment) based on their pre-test errors in five sessions, while non-dynamic assessment group received no mediation and feedback. The pre-test-mediation-post-test design (sandwich model of dynamic assessment) was used in this study. After mediation, as a post-test, both groups entered the second course of language learning and like pre-test their compositions during the course were analyzed and scored to see the effect of dynamic assessment on learners’ writing ability. Analysis of data through descriptive statistics and statistical analysis showed that the experimental group who received mediations, unlike control group, solved their writing difficulties extensively and outperformed the control group with a significant difference. In other words, application of DA as an alternative procedure to standard testing has a positive effect on both test performance and writing linguistic accuracy of EFL learners.  }, Keywords = {dynamic assessment,interventionist,,sandwich format,zone of proximal development (ZPD),writing linguistic errors,}, volume = {4}, Number = {2}, pages = {14-28}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {On the Role of Dynamic Assessment on Promotion of Writing Linguistic Accuracy among EFL Learners: An Interventionist Model}, abstract_fa ={This study is conducted under the domain of Vygotskian Socio-cultural Theory (SCT) of mind and the notion of dynamic assessment to elevate the linguistic accuracy of EFL learners’ writing skill. 40 homogenous intermediate EFL learners from four intact classes were divided into two dynamic assessment (DA) and non-dynamic assessment (NDA) groups. As a pre-test, the participants were given writing topics during a course to assess their writing linguistic abilities. After analyzing and scoring the compositions’ errors based on four consecutive stages to error analysis and a model of linguistic errors (grammatical, syntactic, substance, and lexical), the type and frequency of errors’ sub-categories related to each category (n=516) was detected. Afterwards, the DA group went through intervention/mediation (interventionist dynamic assessment) based on their pre-test errors in five sessions, while non-dynamic assessment group received no mediation and feedback. The pre-test-mediation-post-test design (sandwich model of dynamic assessment) was used in this study. After mediation, as a post-test, both groups entered the second course of language learning and like pre-test their compositions during the course were analyzed and scored to see the effect of dynamic assessment on learners’ writing ability. Analysis of data through descriptive statistics and statistical analysis showed that the experimental group who received mediations, unlike control group, solved their writing difficulties extensively and outperformed the control group with a significant difference. In other words, application of DA as an alternative procedure to standard testing has a positive effect on both test performance and writing linguistic accuracy of EFL learners.}, keywords_fa = { s from four intact classes were divided into two d}, doi = {10.29252/ijree.4.2.14}, url = {http://ijreeonline.com/article-1-182-en.html}, eprint = {http://ijreeonline.com/article-1-182-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Namaziandost, Ehsan and Nasri, Mehdi and RahimiEsfahani, Farib}, title = {Pedagogical Efficacy of Experience-Based Learning (EBL) Strategies for Improving the Speaking Fluency of Upper-intermediate Male and Female Iranian EFL Students}, abstract ={Learning from experience is a central physiological and theoretical idea in adult language learning which has become increasingly important in the field of second language acquisition (SLA) and is closely connected to task-based language teaching (TBLT). Accordingly, this study was designed to investigate the role of experience-based learning strategies in developing male and female intermediate EFL learners’ speaking fluency. To this end, from the target population of 300 language learners attending evening English classes at a language institute, a sample of 50 intermediate participants were randomly chosen by administering an Oxford placement Test (OPT). The average age of the selected students ranged between 17 and 25. An interview was utilized as a pretest to determine participants’ speaking fluency entry behavior. Subsequently, they were divided into two groups labeled as experimental and control groups. While the control group students received instruction through a traditional method without any focus on experience-based activities and strategies, those in the experimental group were exposed to interactive solutions verbally participating in class discussions during task-based classroom sessions in which they discussed their experiences in performing carefully prepared two-way tasks. The analysis of the data obtained from the posttest interview indicated that the participants in the experimental group outperformed those in the control group. Moreover, the results reflected that experience-based tasks considerably improved language the learners’ speaking fluency. Notably, the findings of the present study may have certain insightful pedagogical implications for language instructors and material developers.  }, Keywords = {experience-based learning, speaking fluency, task-based instruction, two-way tasks}, volume = {4}, Number = {2}, pages = {29-41}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {اثربخشی آموزشی راهبردهای آموزش مبتنی بر تجربه (EBL) برای بهبود سلاست مهارت گفتاری دانش آموزان دختر و پسر ایرانی}, abstract_fa ={Learning from experience is a central physiological and theoretical idea in adult language learning which has become increasingly important in the field of second language acquisition (SLA) and is closely connected to task-based language teaching (TBLT). Accordingly, this study was designed to investigate the role of experience-based learning strategies in developing male and female upper-intermediate EFL learners’ speaking fluency. To this end, from the target population of 300 language learners attending evening English classes at a language institute, a sample of 50 upper-intermediate participants were randomly chosen by administering an Oxford Placement Test (OPT). The average age of the selected students ranged between 17 and 25. An interview was utilized as a pre-test to determine participants’ speaking fluency entry behavior. Subsequently, they were divided into two groups labeled as experimental and control groups. While the control group students received instruction through a traditional method without any focus on experience-based activities and strategies, those in the experimental group were exposed to interactive solutions verbally participating in class discussions during task-based classroom sessions in which they discussed their experiences in performing carefully prepared two-way tasks. The analysis of the data obtained from the post-test interview indicated that the participants in the experimental group outperformed those in the control group. Moreover, the results reflected that experience-based tasks considerably improved the learners’ speaking fluency. Notably, the findings of the present study may have certain insightful pedagogical implications for language instructors and material developers.  }, keywords_fa = {experience-based learning, speaking fluency, task-based instruction, two-way tasks}, doi = {10.29252/ijree.4.2.29}, url = {http://ijreeonline.com/article-1-160-en.html}, eprint = {http://ijreeonline.com/article-1-160-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Amari, Abdolamir and Gorjian, Bahm}, title = {The Effect of Eliciting Tasks on Listening Comprehension among Iranian Pre-Intermediate EFL Learners}, abstract ={This study investigated the effects of eliciting tasks on listening comprehension among Iranian pre-intermediate English as a foreign language (EFL) learners. To do the current study, 30 participants out of 40 were selected through administering an Oxford Quick Placement Test (OQPT). After that, the participants were divided into two equal groups; one experimental and one control group. Then, a listening comprehension pre-test was administered to assess the participants’ listening comprehension at the beginning of the course. The experimental group received the treatment through eliciting tasks. Then, the control group received common instruction and was engaged in the ordinary program of the classroom. After twelve sessions of instruction, a post-test of listening comprehension was administered to gather the sufficient data. Data were analyzed through independent and paired samples t-tests and the results indicated that both experimental and control groups had better performance on their post-test compared to their pre-test. More importantly, the results showed that there was a significant difference between the post-tests of both groups. In fact, the experimental group outperformed the control group on the post-test thanks to eliciting tasks activities. The study has implications for language teachers and learners; e.g., Eliciting tasks help to develop a learner-centered classroom and a simulating environment while making learning memorable by linking new and old information.}, Keywords = {listening comprehension,task-based language teaching,eliciting task,}, volume = {4}, Number = {2}, pages = {42-60}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Effect of Eliciting Tasks on Listening Comprehension among Iranian Pre-Intermediate EFL Learners}, abstract_fa ={This study investigated the effects of eliciting tasks on listening comprehension among Iranian pre-intermediate English as a foreign language (EFL) learners. To do the current study, 30 participants out of 40 were selected through administering an Oxford Quick Placement Test (OQPT). After that, the participants were divided into two equal groups; one experimental and one control group. Then, a listening comprehension pre-test was administered to assess the participants’ listening comprehension at the beginning of the course. The experimental group received the treatment through eliciting tasks. Then, the control group received common instruction and was engaged in the ordinary program of the classroom. After twelve sessions of instruction, a post-test of listening comprehension was administered to gather the sufficient data. Data were analyzed through independent and paired samples t-tests and the results indicated that both experimental and control groups had better performance on their post-test compared to their pre-test. More importantly, the results showed that there was a significant difference between the post-tests of both groups. In fact, the experimental group outperformed the control group on the post-test thanks to eliciting tasks activities. The study has implications for language teachers and learners; e.g., Eliciting tasks help to develop a learner-centered classroom and a simulating environment while making learning memorable by linking new and old information.  }, keywords_fa = { listening comprehension, task-based language teaching, eliciting task}, doi = {10.29252/ijree.4.2.42}, url = {http://ijreeonline.com/article-1-186-en.html}, eprint = {http://ijreeonline.com/article-1-186-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {SafariChaboki, Farzaneh and MashhadiHeidar, Davoo}, title = {The Impact of Guided Writing Practice on Iranian Extroverted/Introverted EFL Learners’ Speaking Ability at Pre-Intermediate Level}, abstract ={Speaking and writing are the productive skills of language and share similar components. In other words, writing and speaking are clearly related activities, but the modes of production are different. In addition, among a number of personality variables in predicting English language proficiency, extraversion/introversion has been extensively studied. This quasi-experimental study aims at exploring the impact of using guided writing practice on speaking proficiency of English as a foreign language (EFL) learners with extroverted and introverted orientation. For the purpose of the study, 60 homogenous students aged 18 to 28 were selected based on Oxford Placement Test (OPT) scores and Eysenck Personality Questionnaire (EPQ) among pre-intermediate participants from Mehraeen English language institute in Rasht, Iran. They were divided into experimental and control groups. The experimental group received guided writing practice and the control group was instructed based on the typical method of the institute. A series of t-test was conducted to evaluate extroverts and introverts’ speaking ability with respect to their personality type. The results of posttest revealed that using guided tasks improved speaking proficiency of the learners. Also, the treatment had a significant impact on extroverted learners in comparison with introverted learners.}, Keywords = {Guided writing,Speaking proficiency,Extroversion,Introversion,}, volume = {4}, Number = {2}, pages = {61-72}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Impact of Guided Writing Practice on Iranian Extroverted/Introverted EFL Learners’ Speaking Ability at Pre-Intermediate Level}, abstract_fa ={Speaking and writing are the productive skills of language and share similar components. In other words, writing and speaking are clearly related activities, but the modes of production are different. In addition, among a number of personality variables in predicting English language proficiency, extraversion/introversion has been extensively studied. This quasi-experimental study aims at exploring the impact of using guided writing practice on speaking proficiency of English as a foreign language (EFL) learners with extroverted and introverted orientation. For the purpose of the study, 60 homogenous students aged 18 to 28 were selected based on Oxford Placement Test (OPT) scores and Eysenck Personality Questionnaire (EPQ) among pre-intermediate participants from Mehraeen English language institute in Rasht, Iran. They were divided into experimental and control groups. The experimental group received guided writing practice and the control group was instructed based on the typical method of the institute. A series of t-test was conducted to evaluate extroverts and introverts’ speaking ability with respect to their personality type. The results of posttest revealed that using guided tasks improved speaking proficiency of the learners. Also, the treatment had a significant impact on extroverted learners in comparison with introverted learners.  }, keywords_fa = {guided writing, speaking proficiency, extroversion, introversion}, doi = {10.29252/ijree.4.2.61}, url = {http://ijreeonline.com/article-1-195-en.html}, eprint = {http://ijreeonline.com/article-1-195-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Ahmadi, Maryam and Izadpanah, Siros}, title = {The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students}, abstract ={One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.  }, Keywords = {language anxiety, learning autonomy, thinking style}, volume = {4}, Number = {2}, pages = {73-88}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Study of Relationship between Learning Autonomy, Language Anxiety, and Thinking Style: The Case of Iranian University Students}, abstract_fa ={O One of the important abilities of learners is to monitor their own learning process and take charge of their development. To this end and based on the correlational nature of the study design, total of 125 students (for the Winter semester of 2017) educating at Zanjan Universities (89 B.A. students of Islamic Azad University and 60 B.A. students of Payam-e-Noor University) were chosen as the statistical population. Using Cochran formula and stratified random sampling method (each university was considered as one separate strata), the sample size was determined as 108 (65 students educating at Islamic Azad University and 43 students educating at Payam-e-Noor University). To gather the information, Horwitz, Horwitz and Cope’s, Foreign Language Classroom Anxiety Scale, Sternberg’s Thinking Styles Inventory, and Learner Autonomy Questionnaire (LAQ) developed by Zhang and Li were used. The results of K-S test showed that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, a relationship was found between autonomy and language anxiety among Iranian university students. The other research question was an attempt to determine if there was a relationship between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the association between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this relationship. Findings of the current study suggest pedagogical implications for second or foreign language teaching and learning as well as textbook writers and curriculum designers.}, keywords_fa = { language anxiety, learning autonomy, thinking style}, doi = {10.29252/ijree.4.2.73}, url = {http://ijreeonline.com/article-1-141-en.html}, eprint = {http://ijreeonline.com/article-1-141-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Dabiri, Dina and PourhoseinGilakjani, Abbas}, title = {The Impact of Pre-Speaking Activities on Iranian Intermediate EFL Learners’ Oral Performance}, abstract ={This study aimed to investigate the impact of pre-speaking activities on Iranian intermediate English as a Foreign Language (EFL) learners’ oral performance. The study followed a quasi-experimental design in which subjects of the study were non-randomly selected. Oxford Placement Test (OPT) was used to select 100 intermediate EFL learners as the main sample. Then they were divided randomly into two experimental and control groups. Prior to the treatment, participants of both groups were given a pre-test of speaking to ensure their speaking ability. After a treatment of pre-speaking activities to members of the experimental group, a post-test of speaking was administered to seek the effect of it. A t-test was run to examine the difference between the mean scores of each group in post-tests. It was found that there was a statistically significant difference between the experimental and the control group. That is, the experimental group outperformed the control group in oral performance.}, Keywords = {EFL Learners, speaking, pre-speaking activities, oral performance}, volume = {4}, Number = {2}, pages = {89-104}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Impact of Pre-Speaking Activities on Iranian Intermediate EFL Learners’ Oral Performance}, abstract_fa ={This study aimed to investigate the impact of pre-speaking activities on Iranian intermediate English as a Foreign Language (EFL) learners’ oral performance. The study followed a quasi-experimental design in which subjects of the study were non-randomly selected. Oxford Placement Test (OPT) was used to select 100 intermediate EFL learners as the main sample. Then they were divided randomly into two experimental and control groups. Prior to the treatment, participants of both groups were given a pre-test of speaking to ensure their speaking ability. After a treatment of pre-speaking activities to members of the experimental group, a post-test of speaking was administered to seek the effect of it. A t-test was run to examine the difference between the mean scores of each group in post-tests. It was found that there was a statistically significant difference between the experimental and the control group. That is, the experimental group outperformed the control group in oral performance.  }, keywords_fa = {EFL Learners, speaking, pre-speaking activities, oral performance}, doi = {10.29252/ijree.4.2.89}, url = {http://ijreeonline.com/article-1-198-en.html}, eprint = {http://ijreeonline.com/article-1-198-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {ghasemi, Fian and Khany, Rez}, title = {EFL Teachers’ Emotional Intelligence, Emotional Support, and Their Classroom Leadership: A Structural Equation Modeling Approach}, abstract ={This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion),  teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables. Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.    }, Keywords = {classroom leadership,emotional intelligence,emotional support,EFL teachers,}, volume = {4}, Number = {3}, pages = {1-20}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {هوش هیجانی معلمان زبان انگلیسی، حمایت عاطفی و رهبری معلمان زبان انگلیسی در کلاس های درسی: رویکرد مدل سازی معادلات ساختاری}, abstract_fa ={هدف از این مطالعه بررسی رابطه هوش هیجانی معلمان زبان انگلیسی، حمایت عاطفی و رهبری انها در کلاسهای درسی است. بدین منظور، سه ابزار شامل هوش هیجانی (Schutte و همکاران، 1998)، مقیاس حمایتی عاطفی معلم (خانی و قاسمی در مطبوعات) و مقیاس رهبری معلمان در کلاس درسی (خانی و قاسمی، در مطبوعات) به 321 معلم زبان انگلیسی  در ایلام، ایران داده شد. تجزیه و تحلیل همبستگی دو جانبه  همبستگی معنی داری بین هر سه متغیر نشان داد. نه تنها تمام خرده مقیاس ها با مقیاس هایشان همبستگی داشتند بلکه همبستگی معنی داری میان آنها و سایر مقیاس ها و خرده مقیاس های مطالعه یافت شد. علاوه بر این، روش مدل سازی معادلات ساختاری (SEM) برای تأیید مدل فرضیه مورد استفاده قرار گرفت. نتایج زیر از SEM به دست آمده از مدل فرضیه (chiquared = 1/637، p <.001)، PGFI = 0.693 (> 0.50) و PNFI = 0.785 (> 0.50)، IFI = 0.981 (> 0.90) ، CFI = 0.981 (> 0.90)، SRMR = 0.031 (<0.05)، GFI = 0.947 (> 0.90) و RMSEA = 0.041 (<0.05). در نهایت آگاهی از مهارت های هیجانی و رفتارهای رهبری، معلمان به انها کمک خواهد کرد که مهارت های رهبری موثری را در کلاس بهبود بخشند. پیامدهای این مطالعه نیز مورد بحث قرار گرفته است.}, keywords_fa = {هوش هیجانی؛ حمایت عاطفی؛ رهبری کلاس درس؛ معلمان EFL؛ یک روش مدل سازی معادلات ساختاری}, doi = {10.29252/ijree.4.3.1}, url = {http://ijreeonline.com/article-1-138-en.html}, eprint = {http://ijreeonline.com/article-1-138-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {ZareToofan, Zohreh and Vaseghi, Reza and Zare, Mohse}, title = {Iranian EFL Learners’ Perceptions toward Paper Assessment in Mid-term and Final Exams in an English Language Institute}, abstract ={Assessment has been taken to demonstrate that learning is aligned with external standards which is almost related to students’ goals in a curriculum in English language teaching and it plays an integral role in the success of language learning program that is following by so many EFL teachers. Consistency in scoring (mid-term and final exams) highly depends on the way of conducting paper assessment, validation of the process, reliability, experience of teachers, and different interpretation of assessors to make justified decision. Hence, the present study was an attempt to probe Iranian EFL learners’ perceptions toward paper assessment in mid-term and final exams in a language institute. To this end, a total of 100 participants (50 males and 50 females) between ages of 15 to 28 at intermediate level, were selected based on Nelson Proficiency Test. Data were collected through scores of two sequential semesters and a Likert scale questionnaire. The findings of this study indicated that there is a direct positive relation between learners’ viewpoints on paper assessment and their progress. Generally speaking, paper assessment in both formative and summative assessment would be a great progress among female and male English language learners.  }, Keywords = {perception, mid-term exam, final exam, EFL learners, assessment}, volume = {4}, Number = {3}, pages = {21-41}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Iranian EFL Learners’ Perceptions toward Paper Assessment in Mid-term and Final Exams in an English Language Institute}, abstract_fa ={Assessment has been taken to demonstrate that learning is aligned with external standards which is almost related to students’ goals in a curriculum in English language teaching and it plays an integral role in the success of language learning program that is following by so many EFL teachers. Consistency in scoring (mid-term and final exams) highly depends on the way of conducting paper assessment, validation of the process, reliability, experience of teachers, and different interpretation of assessors to make justified decision. Hence, the present study was an attempt to probe Iranian EFL learners’ perceptions toward paper assessment in mid-term and final exams in a language institute. To this end, a total of 100 participants (50 males and 50 females) between ages of 15 to 28 at intermediate level, were selected based on Nelson Proficiency Test. Data were collected through scores of two sequential semesters and a Likert scale questionnaire. The findings of this study indicated that there is a direct positive relation between learners’ viewpoints on paper assessment and their progress. Generally speaking, paper assessment in both formative and summative assessment would be a great progress among female and male English language learners.  }, keywords_fa = {perception, mid-term exam, final exam, EFL learners, assessment}, doi = {10.29252/ijree.4.3.21}, url = {http://ijreeonline.com/article-1-247-en.html}, eprint = {http://ijreeonline.com/article-1-247-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {SaharkhizArabani, Arash and Fathi, Jalil and BalalaeiSomehsaraei, Reyhaneh}, title = {The Effect of Use of Native-accent and Non-native Accent Materials on the Iranian EFL Learners’ Listening Comprehension: An EIL Perspective}, abstract ={The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension. To this purpose, 60 primary EFL Iranian learners participated in the study. The participants were randomly divided into a control group (N=30) and an experimental group (N=30). First, a Quick Placement Test which consisted of vocabulary, grammar, and reading items was administered in order to ensure the homogeneity of participants. As the intervention of the study, the control group was provided with the listening materials accompanied by the use of their native-accent audio files, whereas the experimental group was exposed to the same listening tasks and materials which were pronounced by the non-native teacher. The experimental intervention lasted for six forty-minute sessions. To collect the data, the listening component of Pearson Test of English General (PTE General) was used as the pre-test and the post-test to measure listening comprehension of the participants. The results indicated that using non-native accent listening materials was more effective than using native-accent materials in enhancing listening comprehension of the EFL learners. These findings were discussed in the light of English as an International Language (EIL) debate and the theory of inter-language speech intelligibility benefit.  }, Keywords = {EFL learners, listening comprehension, listening materials, native speaker, EIL}, volume = {4}, Number = {3}, pages = {42-54}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Effect of Use of Native-accent and Non-native Accent Materials on the Iranian EFL Learners’ Listening Comprehension: An EIL Perspective}, abstract_fa ={The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension. To this purpose, 60 primary EFL Iranian learners participated in the study. The participants were randomly divided into a control group (N=30) and an experimental group (N=30). First, a Quick Placement Test which consisted of vocabulary, grammar, and reading items was administered in order to ensure the homogeneity of participants. As the intervention of the study, the control group was provided with the listening materials accompanied by the use of their native-accent audio files, whereas the experimental group was exposed to the same listening tasks and materials which were pronounced by the non-native teacher. The experimental intervention lasted for six forty-minute sessions. To collect the data, the listening component of Pearson Test of English General (PTE General) was used as the pre-test and the post-test to measure listening comprehension of the participants. The results indicated that using non-native accent listening materials was more effective than using native-accent materials in enhancing listening comprehension of the EFL learners. These findings were discussed in the light of English as an International Language (EIL) debate and the theory of inter-language speech intelligibility benefit.}, keywords_fa = {EFL learners, listening comprehension, listening materials, native speaker, EIL}, doi = {10.29252/ijree.4.3.42}, url = {http://ijreeonline.com/article-1-207-en.html}, eprint = {http://ijreeonline.com/article-1-207-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Ghalani, Leila and Pahlavani, Pante}, title = {Iranian EFL Learners’ Social Intelligence (SI) and Willingness to Communicate (WTC): The Relationship and Difference across Gender}, abstract ={Nowadays, English has become an international language and is used for communication and interaction among different countries and cultures across the world. So, the ability to communicate in a comprehensive way is one of the major goals of any second language educational setting. The aims of the present research were to investigate the relationship between Iranian EFL learners’ social intelligence (SI) and their willingness to communicate (WTC) across gender, as well as to find out any possible difference between male and female learners in SI and their WTC relationship. To this end, 240 male and female EFL learners from different institutions were selected as the participants of the study with different age ranges based on convenient sampling. Then two standardized questionnaires, i.e., SI and WTC, were administered for all participants to answer. After collecting the required data and its analysis, the findings revealed a positive and significant correlation between male and female SI and their WTC. In addition, further statistical analysis using  formula showed no difference between learners’ SI and WTC relationship across gender. The findings of the present research could be applicable for EFL learners, teachers, and material developers.   Keywords:  }, Keywords = {EFL learners,Gender,Social intelligence,Willingness to Communicate,}, volume = {4}, Number = {3}, pages = {55-69}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Iranian EFL Learners’ Social Intelligence (SI) and Willingness to Communicate (WTC): The Relationship and Difference across Gender}, abstract_fa ={Nowadays, English has become an international language and is used for communication and interaction among different countries and cultures across the world. So, the ability to communicate in a comprehensive way is one of the major goals of any second language educational setting. The aims of the present research were to investigate the relationship between Iranian EFL learners’ social intelligence (SI) and their willingness to communicate (WTC) across gender, as well as to find out any possible difference between male and female learners in SI and their WTC relationship. To this end, 240 male and female EFL learners from different institutions were selected as the participants of the study with different age ranges based on convenient sampling. Then two standardized questionnaires, i.e., SI and WTC, were administered for all participants to answer. After collecting the required data and its analysis, the findings revealed a positive and significant correlation between male and female SI and their WTC. In addition, further statistical analysis using  formula showed no difference between learners’ SI and WTC relationship across gender. The findings of the present research could be applicable for EFL learners, teachers, and material developers.    }, keywords_fa = {EFL learners, gender, social intelligence, willingness to communicate}, doi = {10.29252/ijree.4.3.55}, url = {http://ijreeonline.com/article-1-217-en.html}, eprint = {http://ijreeonline.com/article-1-217-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Rezaee, Afshin and Rahimi, Siamak and Mehrabi, Masomeh}, title = {Cultivating Grammar Knowledge of EFL Learners through Informed Peer-Dynamic Assessment}, abstract ={The present study set out to investigate if informed Peer Dynamic Assessment (P-DA), as an alternative to Dynamic Assessment (DA), can cultivate grammar learning of Iranian intermediate EFL learners. To accomplish the objectives, two intact classes including 15 female students, aged from 16 to 20, were selected and randomly assigned into two groups, namely, experimental and control at Iran Language Institute in Khorram Abad City, Lorestan Province. The experimental group was trained on principles and procedures of P-DA during two sessions to make sure that the participants know how to provide their peers with graduated feedback appropriately. Next, they were teamed up in groups of three in order to work on a number of grammatical structures embedded in their course book for ten sessions. In contrast, the control group worked on the same grammatical structures according to traditional approaches wherein feedback was given unsystematically by the teacher. Furthermore, three parallel grammar tests, designed and developed by a panel of well-experienced EFL teachers, were administered as pre-test, post-test, and delayed post-test to measure the participants’ grammar knowledge prior and after the instructions. The collected data were analyzed using ANCOVA test. Results revealed that there was a statistically significant difference between the experimental and control groups in terms of gain scores on the post-test. In addition, the findings indicated that the experimental group outperformed the control group on the delayed post-test. In light with the findings, some pedagogical implications were presented for EFL teachers and learners.  }, Keywords = {Dynamic assessment, Informed Peer-dynamic assessment, Grammar learning, EFL learners}, volume = {4}, Number = {3}, pages = {70-83}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Cultivating Grammar Knowledge of EFL Learners through Informed Peer-Dynamic Assessment}, abstract_fa ={The present study set out to investigate if informed Peer Dynamic Assessment (P-DA), as an alternative to Dynamic Assessment (DA), can cultivate grammar learning of Iranian intermediate EFL learners. To accomplish the objectives, two intact classes including 15 female students, aged from 16 to 20, were selected and randomly assigned into two groups, namely, experimental and control at Iran Language Institute in Khorram Abad City, Lorestan Province. The experimental group was trained on principles and procedures of P-DA during two sessions to make sure that the participants know how to provide their peers with graduated feedback appropriately. Next, they were teamed up in groups of three in order to work on a number of grammatical structures embedded in their course book for ten sessions. In contrast, the control group worked on the same grammatical structures according to traditional approaches wherein feedback was given unsystematically by the teacher. Furthermore, three parallel grammar tests, designed and developed by a panel of well-experienced EFL teachers, were administered as pre-test, post-test, and delayed post-test to measure the participants’ grammar knowledge prior and after the instructions. The collected data were analyzed using ANCOVA test. Results revealed that there was a statistically significant difference between the experimental and control groups in terms of gain scores on the post-test. In addition, the findings indicated that the experimental group outperformed the control group on the delayed post-test. In light with the findings, some pedagogical implications were presented for EFL teachers and learners.}, keywords_fa = {Dynamic assessment, Informed Peer-dynamic assessment, Grammar learning, EFL learners}, doi = {10.29252/ijree.4.3.70}, url = {http://ijreeonline.com/article-1-226-en.html}, eprint = {http://ijreeonline.com/article-1-226-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Trang, Nguyen Minh}, title = {Exploring University Students’ Politeness Via Vietnamese Students’ Emails of Requests}, abstract ={The study analyzed a corpus of 40 emails of requests composed by Vietnamese students to their university lecturers. The study purpose was to identify politeness strategies composed by Vietnamese students using Brown and Levinson’s model and Blum-Kulka, House and Kasper’s framework as guidelines. To obtain the results, a discourse analysis was implemented. The AnConc software was used as a research tool for the study. 40 emails from 80 students were collected and divided into three types of requestive emails: assistance, confirmation and consideration, and recommendation for data analysis. Syntactical and lexical modifiers were examined and politeness markers were identified manually by the assistance of the AnConc software. The results indicated that Vietnamese students often used status-stating, deferent and solidary politeness strategies to approach their professors for personal requests. While using these three strategies, the target students had to use syntactical and lexical devices such as modals, interrogatives, please, and hedges as speech acts or supportive moves to gain their requestive purposes. The study also identified a common pattern that Vietnamese students liked to use the email corpus in the direction of salutation, self-introduction, requests, reasons for request, and thank compliments. The study has pedagogical implications for language teachers and learners; e.g. email writing should be taught to students, especially ESP students as these students do not know the format and the appropriate language they should use in email composition. Language students should also pay attention to the correct formal form and cultural differences when composing requestive emails delivered to their professors.}, Keywords = { politeness, politeness strategies, positive and negative politeness, emails of requests}, volume = {4}, Number = {3}, pages = {84-99}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Exploring University Students’ Politeness Via Vietnamese Students’ Emails of Requests}, abstract_fa ={The study analyzed a corpus of 40 emails of requests composed by Vietnamese students to their university lecturers. The study purpose was to identify politeness strategies composed by Vietnamese students using Brown and Levinson’s model and Blum-Kulka, House and Kasper’s framework as guidelines. To obtain the results, a discourse analysis was implemented. The AnConc software was used as a research tool for the study. 40 emails from 80 students were collected and divided into three types of requestive emails: assistance, confirmation and consideration, and recommendation for data analysis. Syntactical and lexical modifiers were examined and politeness markers were identified manually by the assistance of the AnConc software. The results indicated that Vietnamese students often used status-stating, deferent and solidary politeness strategies to approach their professors for personal requests. While using these three strategies, the target students had to use syntactical and lexical devices such as modals, interrogatives, please, and hedges as speech acts or supportive moves to gain their requestive purposes. The study also identified a common pattern that Vietnamese students liked to use the email corpus in the direction of salutation, self-introduction, requests, reasons for request, and thank compliments. The study has pedagogical implications for language teachers and learners; e.g. email writing should be taught to students, especially ESP students as these students do not know the format and the appropriate language they should use in email composition. Language students should also pay attention to the correct formal form and cultural differences when composing requestive emails delivered to their professors. . }, keywords_fa = {politeness, politeness strategies, positive and negative politeness, emails of requests}, doi = {10.29252/ijree.4.3.84}, url = {http://ijreeonline.com/article-1-227-en.html}, eprint = {http://ijreeonline.com/article-1-227-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Karbalaei, Alireza and KordAfshari, Mohse}, title = {The Role of Innovative Concordnacing Instruction Method in Improving Iranian EFL learners’ Vocabulary}, abstract ={Vocabulary plays a pivotal role in second language learning and development. Concordance-based methods are considered as new techniques for improving teaching materials and motivating learners to improve their language ability with authentic texts. To this end, the present study aims to enhance the effect of Innovative Concordancing Instruction (ICI) on vocabulary knowledge by integrating principled instructional approaches. The participants included 90 university students at undergraduate level in Islamic Azad University in Tehran, Iran. First, after giving a proficiency test, the students were divided into innovative concordancing, traditional concordancing and control group. The participants in both experimental groups were given eight-week vocabulary instruction, while no special vocabulary instruction was considered for the sample in the control group. Based on the results, ICI had both better immediate and delayed instructional effects on increasing receptive and productive knowledge although the students in instructional groups improved in terms of receptive and productive knowledge. The present study could present some implications for teaching vocabulary when designing vocabulary curricula and developing materials for EFL learners and teachers.  }, Keywords = {,Innovative Concordancing Instruction,Traditional Concordancing Instruction,vocabulary,EFL context,}, volume = {4}, Number = {3}, pages = {100-114}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Role of Innovative Concordnacing Instruction Method in Improving Iranian EFL learners’ Vocabulary}, abstract_fa ={Vocabulary plays a pivotal role in second language learning and development. Concordance-based methods are considered as new techniques for improving teaching materials and motivating learners to improve their language ability with authentic texts. To this end, the present study aims to enhance the effect of Innovative Concordancing Instruction (ICI) on vocabulary knowledge by integrating principled instructional approaches. The participants included 90 university students at undergraduate level in Islamic Azad University in Tehran, Iran. First, after giving a proficiency test, the students were divided into innovative concordancing, traditional concordancing and control group. The participants in both experimental groups were given eight-week vocabulary instruction, while no special vocabulary instruction was considered for the sample in the control group. Based on the results, ICI had both better immediate and delayed instructional effects on increasing receptive and productive knowledge although the students in instructional groups improved in terms of receptive and productive knowledge. The present study could present some implications for teaching vocabulary when designing vocabulary curricula and developing materials for EFL learners and teachers.}, keywords_fa = {Innovative concordancing instruction, Traditional concordancing instruction, vocabulary, EFL }, doi = {10.29252/ijree.4.3.100}, url = {http://ijreeonline.com/article-1-197-en.html}, eprint = {http://ijreeonline.com/article-1-197-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Behyar, Marjan and Nabilou, Mahmou}, title = {The Combined Effects of Pre-task and Careful Online Planning on EFL Learners\' Written Discourse}, abstract ={The present study aimed at examining the combined effects of pre-task and online planning time on complexity, accuracy, and fluency in narrative-based texts produced by Iranian intermediate EFL learners. Overall, the implemented studies in this regard point to the facilitative impacts for both pre-task and careful online planning on complexity, accuracy, and fluency with some recorded trade-off effects. Using a between-groups design, sixty homogeneous participants were randomly assigned to four performance conditions: no planning (NP), careful online planning (OLP), pre-task planning (PTP), and both pre-task and careful online planning (POLP). The findings revealed that pre-task and careful online planning don’t have any significant effects on the level of complexity. The results also suggested that whereas the provision of abundant online planning time increases the accuracy level, the opportunity to plan prior to performance leads them to generate more fluent written discourse. In addition, compared with the NP condition, pre-task in tandem with careful online planning time enable the participants to produce more accurate, and fluent written discourse that lend support to the Dual-Mode system and Limited Attentional Capacity Model. The findings are of pedagogical significance in that they speak of the efficacy of planning as an important metacognitive learning strategy capable of helping teachers achieve the desirable pedagogical objective of enhanced complexity, accuracy, and fluency of learners’ task-based production. Theoretically, the results underscore the effectiveness of planning time in helping language learners overcome the limitation of their attentional capacity and direct them towards aspects of form and meaning.  }, Keywords = {accuracy, complexity, fluency, on-line planning, pre-task planning, written discourse,}, volume = {4}, Number = {4}, pages = {1-12}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Combined Effects of Pre-task and Careful Online Planning on EFL Learners\' Written Discourse}, abstract_fa ={The present study aimed at examining the combined effects of pre-task and online planning time on complexity, accuracy, and fluency in narrative-based texts produced by Iranian intermediate EFL learners. Overall, the implemented studies in this regard point to the facilitative impacts for both pre-task and careful online planning on complexity, accuracy, and fluency with some recorded trade-off effects. Using a between-groups design, sixty homogeneous participants were randomly assigned to four performance conditions: no planning (NP), careful online planning (OLP), pre-task planning (PTP), and both pre-task and careful online planning (POLP). The findings revealed that pre-task and careful online planning don’t have any significant effects on the level of complexity. The results also suggested that whereas the provision of abundant online planning time increases the accuracy level, the opportunity to plan prior to performance leads them to generate more fluent written discourse. In addition, compared with the NP condition, pre-task in tandem with careful online planning time enable the participants to produce more accurate, and fluent written discourse that lend support to the Dual-Mode system and Limited Attentional Capacity Model. The findings are of pedagogical significance in that they speak of the efficacy of planning as an important metacognitive learning strategy capable of helping teachers achieve the desirable pedagogical objective of enhanced complexity, accuracy, and fluency of learners’ task-based production. Theoretically, the results underscore the effectiveness of planning time in helping language learners overcome the limitation of their attentional capacity and direct them towards aspects of form and meaning.}, keywords_fa = {accuracy, complexity, fluency, on-line planning, pre-task planning, written discourse}, doi = {10.29252/ijree.4.4.1}, url = {http://ijreeonline.com/article-1-213-en.html}, eprint = {http://ijreeonline.com/article-1-213-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Niloufari, Rashvand and Dastgoshadeh, Adel}, title = {Possible Selves as Correlates of EFL Teachers’ Self-Efficacy and Students’ Achievement}, abstract ={The present study was intended to investigate possible relationships of the development of EFL teachers’ possible selves with teacher efficacy and students’ achievement. Eighty seven teachers were selected through convenience sampling from different Language Institutes participated in this study and filled in EFL teachers’ Possible Selves Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous terms. The results of data analyses indicated significant relationships of teachers’ possible selves development with their self-efficacy and students’ achievement. To investigate which components of possible selves might have more predictive power in predicting teacher’s self-efficacy and students’ achievement, the researchers employed regression analysis. The four subscales of possible selves – ideal, ought-to, actual, and feared selves- were found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with students’ achievement. The researchers concluded by suggesting that a sense of self-efficacy as well as a concern for students’ achievement as two main senses of selves should be incorporated into the possible selves of EFL teachers through implementing specific pre-service as well as in-service teacher education programs.  }, Keywords = {possible selves development, possible selves subcomponents, self-efficacy, EFL teachers, students’ achievement}, volume = {4}, Number = {4}, pages = {13-26}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Possible Selves as Correlates of EFL Teachers’ Self-Efficacy and Students’ Achievement}, abstract_fa ={The present study was intended to investigate possible relationships of the development of EFL teachers’ possible selves with teacher efficacy and students’ achievement. Eighty seven teachers were selected through convenience sampling from different Language Institutes participated in this study and filled in EFL teachers’ Possible Selves Development Questionnaire as well as Teacher Self-Efficacy Scale (TSES). The participants were also requested to specify the mean scores of the achievement tests they administered to their students in the previous terms. The results of data analyses indicated significant relationships of teachers’ possible selves development with their self-efficacy and students’ achievement. To investigate which components of possible selves might have more predictive power in predicting teacher’s self-efficacy and students’ achievement, the researchers employed regression analysis. The four subscales of possible selves – ideal, ought-to, actual, and feared selves- were found to be good predictors of teacher self-efficacy and only three subscales of possible selves including ideal, ought-to, and actual selves were strongly correlated with students’ achievement. The researchers concluded by suggesting that a sense of self-efficacy as well as a concern for students’ achievement as two main senses of selves should be incorporated into the possible selves of EFL teachers through implementing specific pre-service as well as in-service teacher education programs. .}, keywords_fa = {possible selves development, possible selves subcomponents, self-efficacy, EFL teachers, students’ achievement}, doi = {10.29252/ijree.4.4.13}, url = {http://ijreeonline.com/article-1-236-en.html}, eprint = {http://ijreeonline.com/article-1-236-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Amini, Shahrzad and MahmoudiLargani, Farzad and hedayat, behnam}, title = {Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching}, abstract ={By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning–based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers’ attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers’ knowledge and attitude toward task and task-based language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.  }, Keywords = {attitudes, EFL teachers, high school, private institute, task-based language teaching,}, volume = {4}, Number = {4}, pages = {30-30}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching}, abstract_fa ={By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning–based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers’ attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers’ knowledge and attitude toward task and task-based language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.  }, keywords_fa = {attitude, EFL, high school, institute, task}, doi = {10.29252/ijree.4.4.30}, url = {http://ijreeonline.com/article-1-242-en.html}, eprint = {http://ijreeonline.com/article-1-242-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Hajimaghsoodi, Arezoo and SaghaiehBolghari, Mi}, title = {From Collective Activity to Autonomous Learning: Fostering Learner Autonomy in Light of Activity Theory}, abstract ={Autonomous learning and social activity have excessively been the focus of interest in second language acquisition over the past decades. The present study aimed to explore how activity theory-as a branch of sociocultural theory focusing on social context-can promote Iranian EFL learners’ autonomy. To this end, fifty-six EFL students studying English translation at the Islamic Azad University, Tehran Central Branch, participated in the study. The participants were assigned to two groups, one experimental group and one control group. At the beginning of the semester, both groups took a language proficiency test to ensure their homogeneity. They also completed an autonomy questionnaire as the pre-test and post-test. The instruction in both groups was based on a five-step process of developing the academic writing skill, including prewriting, organizing, writing the first draft, revising and editing, and writing a new draft. However, only the experimental group received the instruction through an e-learning platform designed based on the six elements of activity theory-subjects, objects, mediating artifacts, rules, community, and division of labor-suitable for EFL writing classrooms. The results revealed that integrating activity theory to e-learning had a decisive role in enhancing the students’ learner autonomy. It is hoped that the findings raise both teachers and students’ awareness of implementing activity theory as a social learning framework to foster autonomous learning in EFL contexts.                                                                                                                                                                               }, Keywords = {activity theory,autonomy,e-learning,sociocultural theory,}, volume = {4}, Number = {4}, pages = {40-54}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {From Collective Activity to Autonomous Learning: Fostering Learner Autonomy in Light of Activity Theory}, abstract_fa ={Autonomous learning and social activity have excessively been the focus of interest in second language acquisition over the past decades. The present study aimed to explore how activity theory-as a branch of sociocultural theory focusing on social context-can promote Iranian EFL learners’ autonomy. To this end, fifty-six EFL students studying English translation at the Islamic Azad University, Tehran Central Branch, participated in the study. The participants were assigned to two groups, one experimental group and one control group. At the beginning of the semester, both groups took a language proficiency test to ensure their homogeneity. They also completed an autonomy questionnaire as the pre-test and post-test. The instruction in both groups was based on a five-step process of developing the academic writing skill, including prewriting, organizing, writing the first draft, revising and editing, and writing a new draft. However, only the experimental group received the instruction through an e-learning platform designed based on the six elements of activity theory-subjects, objects, mediating artifacts, rules, community, and division of labor-suitable for EFL writing classrooms. The results revealed that integrating activity theory to e-learning had a decisive role in enhancing the students’ learner autonomy. It is hoped that the findings raise both teachers and students’ awareness of implementing activity theory as a social learning framework to foster autonomous learning in EFL contexts.                                                                                                                                                                             }, keywords_fa = {activity theory, autonomy, e-Learning, sociocultural theory}, doi = {10.29252/ijree.4.4.40}, url = {http://ijreeonline.com/article-1-254-en.html}, eprint = {http://ijreeonline.com/article-1-254-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Ndoricimpa, Clément}, title = {Scaffolding ESL Tertiary Students’ Challenges with Essay Genre: A Systemic Functional Linguistics Perspective}, abstract ={Essay genres are often employed to assess learning at higher education. Students are sometimes required to write essay in examinations and assignments. The expectations of assessors in writing essays are students’ ability to present analytical and reasoned arguments and to engage with alternative viewpoints. In fact, in evaluating essays, assessors consider the extent to which a student is able to meet these expectations. However, students may have challenges meeting these expectations and instructors, particularly instructors in the discipline, may not be prepared to provide students with an explicit linguistic description of how these expectations are met. Thus, this study draws from Systemic Functional Linguistics (SFL) to scaffold students’ challenges in meeting the expectations of essay genre. In fact, it uses Dreyfus et al’s (2010) 3 x 3 linguistic toolkit to analyze essays written by postgraduate students in the department of English at one university in India. The 3 x 3 linguistic toolkit is used to zoom in student’s challenges in controlling the resources of SFL’s three metafunctions (ideational, interpersonal, and textual) at the level of whole text, paragraph, and sentence. After the analysis, the findings revealed that students face challenges controlling the resources of the three modes of meaning at all levels. These challenges include difficulties in grammar, lexical choices, punctuation, following expected organization, answering the question, the use of signposts to create a coherent text, and the use of engagement resources to develop a consistent argument. This study has implications for teaching and assessing academic writing.  }, Keywords = {academic writing,argumentative writing,essay genre,second language writing,systemic functional linguistics,}, volume = {4}, Number = {4}, pages = {55-69}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {Scaffolding ESL Tertiary Students’ Challenges with Essay Genre: A Systemic Functional Linguistics Perspective}, abstract_fa ={Essay genres are often employed to assess learning at higher education. Students are sometimes required to write essay in examinations and assignments. The expectations of assessors in writing essays are students’ ability to present analytical and reasoned arguments and to engage with alternative viewpoints. In fact, in evaluating essays, assessors consider the extent to which a student is able to meet these expectations. However, students may have challenges meeting these expectations and instructors, particularly instructors in the discipline, may not be prepared to provide students with an explicit linguistic description of how these expectations are met. Thus, this study draws from Systemic Functional Linguistics (SFL) to scaffold students’ challenges in meeting the expectations of essay genre. In fact, it uses Dreyfus et al’s (2010) 3 x 3 linguistic toolkit to analyze essays written by postgraduate students in the department of English at one university in India. The 3 x 3 linguistic toolkit is used to zoom in student’s challenges in controlling the resources of SFL’s three metafunctions (ideational, interpersonal, and textual) at the level of whole text, paragraph, and sentence. After the analysis, the findings revealed that students face challenges controlling the resources of the three modes of meaning at all levels. These challenges include difficulties in grammar, lexical choices, punctuation, following expected organization, answering the question, the use of signposts to create a coherent text, and the use of engagement resources to develop a consistent argument. This study has implications for teaching and assessing academic writing.}, keywords_fa = {academic writing, argumentative writing, essay genre, second language writing, systemic functional linguistics}, doi = {10.29252/ijree.4.4.55}, url = {http://ijreeonline.com/article-1-209-en.html}, eprint = {http://ijreeonline.com/article-1-209-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {Pakdaman, Sanaz and PourhoseinGilakjani, Abbas}, title = {The Impact of Collocation Activities on Iranian Intermediate EFL Learners’ Knowledge of Vocabulary}, abstract ={The primary aim of this study was to open up new ways with which teachers could help learners improve their knowledge of vocabulary via collocation activities. This study investigated the effect of collocation activities on Iranian intermediate EFL learners’ vocabulary knowledge in order to solve their vocabulary problems. To this end, 60 female students from Pardis Institute in Lahijan, Iran participated in this study. They were divided into two groups of 30, one as an experimental group that received collocation activities as the treatment and a control group which received traditional method of vocabulary instruction. The researchers used a quasi-experimental, pre-test/post-test control group design. The data were analyzed using an Independent Samples T-test and a series of paired Samples T-tests. The findings of this study showed that collocation activities improved significantly participant learners’ vocabulary knowledge. The findings from paired-sample t-test indicated that the learners in the experimental group outperformed the control group in vocabulary knowledge.  }, Keywords = {collocation, vocabulary, knowledge of vocabulary, EFL learners}, volume = {4}, Number = {4}, pages = {70-82}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {The Impact of Collocation Activities on Iranian Intermediate EFL Learners’ Knowledge of Vocabulary}, abstract_fa ={The primary aim of this study was to open up new ways with which teachers could help learners improve their knowledge of vocabulary via collocation activities. This study investigated the effect of collocation activities on Iranian intermediate EFL learners’ vocabulary knowledge in order to solve their vocabulary problems. To this end, 60 female students from Pardis Institute in Lahijan, Iran participated in this study. They were divided into two groups of 30, one as an experimental group that received collocation activities as the treatment and a control group which received traditional method of vocabulary instruction. The researchers used a quasi-experimental, pre-test/post-test control group design. The data were analyzed using an Independent Samples T-test and a series of paired Samples T-tests. The findings of this study showed that collocation activities improved significantly participant learners’ vocabulary knowledge. The findings from paired-sample t-test indicated that the learners in the experimental group outperformed the control group in vocabulary knowledge.  }, keywords_fa = {collocation, vocabulary, knowledge of vocabulary, EFL learners}, doi = {10.29252/ijree.4.4.70}, url = {http://ijreeonline.com/article-1-316-en.html}, eprint = {http://ijreeonline.com/article-1-316-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} } @article{ author = {AndualemDesta, Minwuyelet}, title = {An Investigation into English Foreign Language Learning Anxiety and English Language Performance Test Result: Ethiopian University Students in Focus}, abstract ={The purpose of this study was to investigate the students’ English foreign language learning anxiety and English language performance test result. Thus, the objective of the study was to assess the relationship between students’ English foreign language learning anxiety and their English language performance. To attain this objective, a descriptive survey research design was employed.  Students’ first semester English final examination result was used to explore the relationship between students’ English classroom anxiety and their English performance test result.  In line with this, foreign language classroom anxiety scale and the students’ language performance scores were used to collect data.  One hundred and seventy six (176) first year students were involved in the study. Multiple instruments that included questionnaire and document analysis were used to gather data.  Both quantitative and qualitative data analysis methods were employed to analyze the data. The findings indicated that most of the students were found to be anxious. Furthermore, the findings showed that there was a significant negative relationship between students’ English foreign language learning anxiety and their English performance test result. Also, the findings of the study revealed that anxiety is much more prevalent in line with the subjects of the study and had negative correlations with their English language performance exam result. Finally, it was recommended that EFL instructors should acknowledge anxiety feelings as legitimate and attempt to lesson students’ feelings of inadequacy and failure by providing positive experiences and feedback to counter act anxiety.    }, Keywords = {anxiety, English foreign language, language performance, test anxiety}, volume = {4}, Number = {4}, pages = {83-100}, publisher = {Abbas Pourhosein Gilakjani}, title_fa = {An Investigation into English Foreign Language Learning Anxiety and English Language Performance Test Result: Ethiopian University Students in Focus}, abstract_fa ={The purpose of this study was to investigate the students’ English foreign language learning anxiety and English language performance test result. Thus, the objective of the study was to assess the relationship between students’ English foreign language learning anxiety and their English language performance. To attain this objective, a descriptive survey research design was employed.  Students’ first semester English final examination result was used to explore the relationship between students’ English classroom anxiety and their English performance test result.  In line with this, foreign language classroom anxiety scale and the students’ language performance scores were used to collect data.  One hundred and seventy six (176) first year students were involved in the study. Multiple instruments that included questionnaire and document analysis were used to gather data.  Both quantitative and qualitative data analysis methods were employed to analyze the data. The findings indicated that most of the students were found to be anxious. Furthermore, the findings showed that there was a significant negative relationship between students’ English foreign language learning anxiety and their English performance test result. Also, the findings of the study revealed that anxiety is much more prevalent in line with the subjects of the study and had negative correlations with their English language performance exam result. Finally, it was recommended that EFL instructors should acknowledge anxiety feelings as legitimate and attempt to lesson students’ feelings of inadequacy and failure by providing positive experiences and feedback to counter act anxiety.   .  }, keywords_fa = {anxiety, English foreign language, language performance, test anxiety}, doi = {10.29252/ijree.4.4.83}, url = {http://ijreeonline.com/article-1-317-en.html}, eprint = {http://ijreeonline.com/article-1-317-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-4015}, eissn = {2538-3027}, year = {2019} }