@article{ author = {Bolourchi, Amin and Soleimani, Maryam}, title = {The Impact of Peer Feedback on EFL Learners’ Writing Performance and Writing Anxiety}, abstract ={The present study aimed at investigating the effect of peer feedback (PF) on EFL learners’ writing performance and writing anxiety. To this end, two intact classes including 48 intermediate EFL learners were selected and assigned into two groups of experimental and control (24 learners in each). This study had a quasi-experimental design including pre-test, treatment, and post-test to assess the students’ overall writing performance before and after the PF sessions. For data collection, the researchers used pre-test, post-test, 7 writing topics, and Cheng’s (2004) Second Language Writing Anxiety Inventory (SLWAI). The results of paired sample t-test and Mann-Whitney U Test revealed that the experimental group outperformed the control group due to the implementation of PF. Moreover, the researchers conducted Cheng’s SLWAI questionnaire at the end of the study. The findings indicated that the anxiety level of the experimental group receiving PF decreased to a significant extent. The implications are discussed in terms of writing instructors’ use of PF into writing classes to make the environment safer and more comfortable for the language learners to flourish their ideas.}, Keywords = {feedback, peer feedback, writing anxiety, writing performance, EFL learners}, volume = {6}, Number = {1}, pages = {1-15}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.1}, url = {http://ijreeonline.com/article-1-425-en.html}, eprint = {http://ijreeonline.com/article-1-425-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Sengsouliya, Souksakhone and Soukhavong, Sithane and Phonekeo, Say and Sengsouliya, Souk and Xaixanith, Toby}, title = {Mismatches in Teachers’ Teaching and Students’ Learning Styles in English Classes at a Secondary School Level: A Case Study of Laotian Secondary Schools}, abstract ={This study is aimed at (1) examining the preferred English learning styles among secondary school students; (2) exploring the mismatches in teachers’ English teaching styles and students’ learning style preferences. A quantitative approach was used to seek answers to the research questions. The sample of this research involved 204 students and 5 teachers of English from 5 different secondary schools in Vientiane Capital, Lao PDR. All student and teacher participants were invited to rate their agreement levels on a five-point rating scale, towards Reid’s (1995) six learning style preferences. The data collected were analyzed based on descriptive statistics. The findings reveal that student participants had more than one preferred learning styles. They preferred Kinesthetic, Group, and Audio learning styles in their English classes. For them, learning through doing, learning and working together with classmates, doing or resolving challenging tasks as well as listening to teachers and someone’s instructions through interaction made them learn more effectively. The study also finds that mismatches in styles between teachers’ teaching styles and students’ learning style preferences do exist in four out of the five sampled schools. Teachers are more oriented to Visual styles. For instance, they favor writing things on board, asking students to read from textbooks, provide activities that make students read rather than listen to instructions, while students are likely not to prefer the Visual learning style.  }, Keywords = {learning styles, mismatches, secondary schools, teaching styles}, volume = {6}, Number = {1}, pages = {16-33}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.16}, url = {http://ijreeonline.com/article-1-433-en.html}, eprint = {http://ijreeonline.com/article-1-433-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Karimzade, Sara and RabbaniYekta, Razieh}, title = {Effects of Using Narrative Sequential Images on Iranian High School EFL Learners’ Monologue Skill}, abstract ={A narrative monologue skill is required in learning English. Delivering a monologue is a challenging skill for most of the EFL students since it is difficult for them to utilize their lexical and grammatical knowledge. This study investigates the effects of narrative sequential images on the Iranian intermediate EFL students’ monologue skill. To this end, the study was conducted in two intact classes (one as the experimental group and the other as the control group) of 32 students within 2 months in a high school in Isfahan. To select homogenous participants, Oxford Placement Test and Oral Proficiency Interview were administered. A monologue pre-test was used at the beginning of the study. And the specific treatment was administered to the experimental group. Then, a parallel post-test was conducted. Based on the results, there was a significant difference in the scores of the experimental group in all aspects of fluency, coherence, lexical resources, grammar and accuracy, and pronunciation in using narrative sequential images before and after treatment. In other words, experimental group performed better on the four subscales of monologue skill than did the control group. Results, also, suggested that teachers use sequential images as a part of their instruction to help students develop their monologue skill.}, Keywords = {Images, Monologue, Narration, Picture Stories, Speaking Skill,}, volume = {6}, Number = {1}, pages = {34-48}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.34}, url = {http://ijreeonline.com/article-1-444-en.html}, eprint = {http://ijreeonline.com/article-1-444-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Movahedi, Neda and AghajanzadehKiasi, Ghasem}, title = {The Effect of Teacher vs. Learner-Assessment Activities on the Iranian Intermediate EFL Learners’ Writing Ability}, abstract ={The present study sought to investigate the effectiveness of teacher versus learner assessment activities on the Iranian intermediate EFL learners’ writing ability. In order to find an answer to the questions of this research, 30 intermediate students from Zaban Iran Language Institute in Rasht, Iran were selected via administering Solutions Placement Test (SPT). Next, they were divided into three groups of 10. Learners were randomly assigned into two experimental groups of peer assessment and self-assessment, and one control group, teacher assessment. A pre-test of writing was then administered before the groups received 8 sessions of treatment through peer, self-, and teacher assessment techniques. After the treatment period, a post-test of writing was administered to all groups. The results of descriptive and inferential analyses revealed that the peer assessment group attained the highest scores on the writing test, and a statistically significant difference among the effects of the teacher assessment, peer assessment, and self-assessment on Iranian Intermediate EFL students’ writing ability was reported. Also, the group using teacher assessment technique attained higher scores than the group that used the self-assessment technique. The implications of this study can be considered for EFL teachers, learners, materials developers, and syllabus designers.}, Keywords = {Peer assessment, self-assessment, teacher assessment, writing,}, volume = {6}, Number = {1}, pages = {49-63}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.49}, url = {http://ijreeonline.com/article-1-467-en.html}, eprint = {http://ijreeonline.com/article-1-467-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Hashemian, Mahmood and Farhang-Ju, Maryam}, title = {Analysis of Translation of Audiovisual Humor in Iranian Series}, abstract ={In recent years, audiovisual translation (AVT) has become omnipresent in different parts of the world; however, dubbing humor restrictions may hamper the translation in that maintaining the humor in the target language (TL) requires a high level of knowledge. Although several studies have attempted to describe the distribution of translation strategies, few systematic attempts are made to analyze the employed AVT strategies in humor series. The present study analyzed the Persian humor expressions’ appropriacy and their translated versions in English through a qualitative study. To this aim, the dominant strategies used to render humor in the translated versions of 3 dubbed Iranian series (i.e., Shamsolemareh, Chimney, and Medical Building) were analyzed. Furthermore, the typologies of the employed audiovisual humor in the series were analyzed. Data analysis illustrated that clumsiness and parody were the most frequent humor typologies used in the series. The 3 strategies of omission, word-for-word translation, and free translation were the most frequent ones. In conclusion, the results indicated the failure to accommodate the Iranian series’ humorous level, preventing the target audience from appreciating humor. Findings can contribute to the improvement of the quality of humor translation.}, Keywords = {Audiovisual Translation (AVT), Humor, Iranian Series,}, volume = {6}, Number = {1}, pages = {64-76}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.64}, url = {http://ijreeonline.com/article-1-470-en.html}, eprint = {http://ijreeonline.com/article-1-470-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Eshtiyaghi, Ehsan and PourhosseinGilakjani, Abbas}, title = {The Effect of Unit-of-Translation on Iranian Upper-Intermediate EFL Learners’ Achievement in Bizarre News Translation}, abstract ={The current study was an attempt to investigate whether the Unit-of-Translation has any effect on Iranian upper-intermediate EFL learners’ achievement in Bizarre News translation. In addition, it investigated whether there was any difference across gender regarding the effect of Unit-of-Translation on Iranian upper-intermediate EFL learners’ achievement in Bizarre News translation. To this end, 45 out of 88 EFL learners from three upper-intermediate language learners at two Language Institutes in Boumehen, Iran were selected based on Oxford Placement Test. Then, they were divided randomly into three groups; one control group (N=15) and two experimental groups (N=30). The first experimental group was male. The second experimental was female, and the third group was administered as the control group. The experimental groups received the instruction for unit of translation.  The instruction was given in five sequential sessions about 50 minutes. In contrast, the control group received no special instruction.  At the end of the course, a post-test was administered. To analyze the data, one-way ANOVA and independent samples t-test were run. The findings revealed that the Unit-of-Translation had a positively significant effect on Iranian upper-intermediate EFL learners’ achievement in Bizarre News translation. The results also indicated that concerning the effect of Unit-of-Translation on Iranian male upper-intermediate EFL learners had a better achievement in Bizarre News translation compared to their counterparts in the female group.}, Keywords = {Unit-of-Translation, Bizarre news translation, EFL learners}, volume = {6}, Number = {1}, pages = {77-93}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.77}, url = {http://ijreeonline.com/article-1-491-en.html}, eprint = {http://ijreeonline.com/article-1-491-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Alizadeh, Iman and shafaee, Fatemeh}, title = {An Investigation into English Language Teaching Textbooks Used at Medical Sciences Universities: Implications for Educational Justice}, abstract ={General English (GE) is a course offered in all education programs by the Iranian medical education system. However, no curriculum has been developed for the course and teachers develop their syllabus, which largely relies on textbooks. This study aimed to investigate what textbooks used for teaching GE at the Iranian medical sciences universities and what language skills are covered in the textbooks. To this end, six medical universities were targeted and the textbooks used by them were collected and analyzed. The results showed that the textbooks used in the universities differed in terms of number (one or many) and type (medical, non-medical, and a combination of them). Certain textbooks were used commonly in most universities. The textbooks also covered the language skills differentially with vocabulary and reading being the most popular and listening and pronunciation being the least popular ones. The study concludes that there is no harmony in the GE textbooks in the universities, which results from the lack of a unified national curriculum. The study argues that differences in the textbooks can adversely affect the quality of education and educational justice and has implications for organizing English language teaching at medical universities.}, Keywords = {English language, educational justice, textbooks, medical universities}, volume = {6}, Number = {1}, pages = {94-106}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.1.94}, url = {http://ijreeonline.com/article-1-494-en.html}, eprint = {http://ijreeonline.com/article-1-494-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Chiatoh, Blasius Agha-ah and KakiChia, Jude}, title = {Leading with Blindfolds? An Exploration of ESL Teachers’ Awareness of Semantic Differences}, abstract ={Teachers of English to Speakers of Other Languages (TESOL) assume different roles amongst which is leadership. To lead effectively, they need to possess some significant awareness of the language in order to adequately respond to learners’ needs. One domain of awareness is the ability to distinguish between structurally similar, yet semantically different structures. This study set out to assess ESL teachers’ level of semantic awareness in view of establishing their readiness to meet learners’ needs within their Zone of Proximal Development (ZPD).  The Follow-up Explanatory Research Design was used.  Data on the cognitions of ESL teachers were elicited from a questionnaire survey while a test was used to quantify ESL teachers’ language awareness levels in the domain of semantics. The quantitative data from the test were analyzed using frequencies and simple percentages while the qualitative data were analyzed using the framework of Content Analyses. The findings reveal that though ESL teachers overestimate the level of their knowledge base in components that have a bearing on semantics awareness, a majority of them do not wield beyond a fundamental level of awareness as concerns applying that knowledge to differentiate the meanings of structurally similar pairs of sentences. It is therefore crucial for English language pre-service and in-service teacher training to seek ways of enhancing the professional knowledge base of ESL teachers especially in domains that are critical to establishing differences between pairs of sentences that tend to be similar.}, Keywords = {Semantics, Teacher Language Awareness, Scaffolding, Zone of Proximal Development, Interlingual Development, Feedback,}, volume = {6}, Number = {2}, pages = {1-20}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.10}, url = {http://ijreeonline.com/article-1-466-en.html}, eprint = {http://ijreeonline.com/article-1-466-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Hasani, Negar and Dastgoshadeh, Adel}, title = {The Effect of Oral and Written Contextualization of Collocation Instruction on the Learning and Retention of Semantically Semitransparent English Collocations}, abstract ={This study aimed to investigate the effect of oral and written contextualization of collocation teaching on the learning and long-term retention of semantically semitransparent collocations by Iranian EFL learners. To this end, 65 students were selected from a cohort of students who were studying English at an English language institute in Sanandaj, Iran. They were randomly divided into two groups based on whether they would receive oral and written contextualization. Then, each group was further subdivided into two groups based on whether they would receive instruction on the concept of semantic transparency, yielding two experimental groups each including 16 learners as the Written Practice Group plus and minus instruction on the concept of semantic transparency, two experimental groups as the Oral Practice Group plus and minus instruction on the concept of semantic transparency, including 16 and 17 learners, respectively. Their initial general English proficiency was measured through the Preliminary English Test (PET), and they were pretested on semitransparent collocations through a researcher-made collocation test. Finally, two equivalent researcher-made collocation tests were used to measure the participants’ learning and retention on the immediate and delayed posttests. The results of two-way ANOVAs revealed that the oral group outperformed the written group on the immediate and delayed posttests and the plus transparency instruction groups in each modality (oral and written) group outperformed the minus transparency instruction groups. The interpretations of the findings and their pedagogical implications have been discussed.  }, Keywords = {oral contextualization, written contextualization, semantic transparency, semitransparent collocations, retention}, volume = {6}, Number = {2}, pages = {21-37}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.21}, url = {http://ijreeonline.com/article-1-498-en.html}, eprint = {http://ijreeonline.com/article-1-498-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Shojaei, Zohreh and Fazilatfar, Ali and Samavarchi, Lail}, title = {Exploring the Characteristics of Iranian EFL Teachers from the Perspectives of Educators, Teachers and Learners}, abstract ={Research on the characteristics of effective EFL teachers integrates many constructs, which are treated independently in most cases. Consequently, the present study aims to explore the perspectives of teacher educators, teachers, and learners with regards to teacher effectiveness as an attempt to reduce the mismatches. To meet this aim, 34 teacher educators, 39 teachers, and 161 learners engaged in the context of university and language institute were selected on the basis of convenience and criterion sampling to respond to the 30 items on a 5- point Likert- scale questionnaire. The questionnaire comprised of items related to subject matter knowledge, teachers’ personal and interpersonal aspects, and approaches to language teaching. While the English questionnaire was distributed among the teacher educators and teachers, the Persian version of the questionnaire was handed over to the learners in the institute to be returned within a week’s time. Moreover, the questionnaire was available online to enrich the data collected. The ANOVA results indicated that the perceptions of teacher educators and teachers were quite similar, but were significantly different from the perspectives of the learners. Additionally, based on MANOVA analysis, it was revealed that the differences existed mostly in the category of ‘subject matter,’ whereas there was a strong agreement regarding ‘personal and interpersonal features’ of effective EFL teachers. The findings of the study may be fruitful for EFL curriculum developers, administrators, teacher educators, teachers and language learners.  }, Keywords = {Educational perspectives, Effective EFL teachers, Teacher educators, Teachers’ beliefs, Learners’ beliefs,}, volume = {6}, Number = {2}, pages = {38-51}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.38}, url = {http://ijreeonline.com/article-1-504-en.html}, eprint = {http://ijreeonline.com/article-1-504-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Zarearsanjani, Lida and FakhraeeFaruji, Laleh}, title = {The Effect of Unfocused versus Focused Metalinguistic Feedback on the Iranian EFL Learners’ Use of Dependent Clauses in Writing}, abstract ={This study attempted to investigate the effect of using focused vs. unfocused metalinguistic feedback on Iranian EFL learners’ use of dependent clauses in writing. On the basis of an Oxford Quick Placement Test, 60 learners out of 90 intermediate female EFL learners with the age range of 17 to 27 from Melal language institute in Karaj were chosen to participate in the study. They were assigned to two experimental groups. The homogeneity of the two groups in terms of writing ability was determined by comparing their means in a writing pretest. The treatment was done through using focused feedback for the first experimental group and unfocused feedback in the second experimental group during 14 session. At the end of the treatment, a writing test was conducted as the posttest. The results of Paired Samples t-test showed that the participants in both experimental groups performed better in writing posttest. However, the results of one-way ANCOVA showed that there was no significant difference between the two groups’ means on the posttest scores of achievements in accurate use of dependent clauses between two groups. The results were discussed in relation to some implications and recommendations for further research.}, Keywords = {Dependent Clauses, EFL Learners, Focused Metalinguistic Feedback, Unfocused, Metalinguistic Feedback, Writing,}, volume = {6}, Number = {2}, pages = {52-70}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.52}, url = {http://ijreeonline.com/article-1-502-en.html}, eprint = {http://ijreeonline.com/article-1-502-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {AkeleTwumasi, Rit}, title = {Attitudes of Students towards the Study of Ghanaian Languages in University of Cape Coast}, abstract ={Learner attitudes towards a target language and its speakers as well as the use to which the language is put is fundamental in defining levels of success for the learning of that language. Ghana is dominated by several indigenous local languages. However, the official language as a medium of instruction in schools in Ghana is English language. Notwithstanding the use of English language as both official language and medium of instruction in our schools, disciplines specialize in the study of Ghanaian languages as a programme of study at the tertiary level. The study investigated the attitude that Ghanaian students have towards the study of Ghanaian indigenous languages and the motivational factors for the study of these languages at University of Cape Coast. Using a quantitative approach, the study employed 100 questionnaires which were administered to 50 Ghanaian language students and 50 non-Ghanaian language students in the University of Cape Coast. First, the analysis showed that students have positive attitudes towards the study of Ghanaian indigenous languages. Second, students have instrumental reasons for the study of the language. The findings of the study have implications for theory and policy makers.}, Keywords = {Ghanaian language, language attitudes, language ideology, motivation}, volume = {6}, Number = {2}, pages = {71-88}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.71}, url = {http://ijreeonline.com/article-1-528-en.html}, eprint = {http://ijreeonline.com/article-1-528-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Tosun, Sibel}, title = {An Exploration of the Relationship between Listening Strategy Use and Listening Comprehension of Undergraduate EFL Students}, abstract ={Listening skill, which gains momentum with the increase of digitalized resources in the globalizing world, puts language learners who can make use of listening strategies one step ahead. This paper sought to investigate the listening strategy use of EFL undergraduate students in relation to their foreign language listening performance. 157 EFL students at a state university, who were aged between 18-23 participated in the study. This descriptive study employed a quantitative approach. Nakatani’s (2006) Oral Communication Strategy Inventory (OCSI) was used for data collection purposes. A listening test was also administrated to the participants in order to measure their listening comprehension. The statistical analyses revealed that the participants mostly employed negotiation for meaning strategy followed by scanning and getting the gist strategies. The results also indicated that only getting the gist strategy was a significant predictor of L2 listening performance. A statistically significant difference between high and low-achieving L2 listeners was also found on negotiation for meaning, getting the gist, scanning, and nonverbal strategies.}, Keywords = {EFL, listening comprehension, listening proficiency, listening strategies, OCSI,}, volume = {6}, Number = {2}, pages = {89-101}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.89}, url = {http://ijreeonline.com/article-1-516-en.html}, eprint = {http://ijreeonline.com/article-1-516-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Mohammadsharifi, Sepideh and HeidariShahreza, Mohammad Ali}, title = {Effect of MALL on the Acquisition of Receptive and Productive Knowledge of L2 Vocabulary by Iranian EFL Learners: The Case of Telegram}, abstract ={This study investigated the role of Telegram, a mobile messenger app, in mastering receptive and productive knowledge of vocabulary by Iranian EFL learners. In addition, it was intended to survey EFL learners’ attitude toward using telegram to learn English vocabulary. Therefore, both quantitative and qualitative design were used. So, 57 students were selected from a language institute in Isfahan, Iran. To homogenize the participants, Oxford Quick Placement Test (OQPT) was administered and the participants were divided into two groups accordingly, a Telegram group and a control group. At the beginning of the study a checklist of words was given to the participants. Afterward, during the study, the experimental group received the treatment (teaching words via telegram), while the control group received the target words traditionally. After 8 sessions, 20-30 minutes each, an achievement test was administered to the groups. The results of Independent Sample t-test revealed a statistically significant difference between the achievement test scores of the experimental and control group. Moreover, the participants had positive attitude about using Telegram to learn English vocabulary. The findings of this study may inspire teachers to use mobile applications and also course developers to modify and improve not only the curriculum, but also the methodology of teaching vocabulary.}, Keywords = {mobile application, productive vocabulary knowledge, receptive vocabulary knowledge, Social Networking Sites (SNS), Telegram,}, volume = {6}, Number = {2}, pages = {102-114}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.2.102}, url = {http://ijreeonline.com/article-1-500-en.html}, eprint = {http://ijreeonline.com/article-1-500-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Kayonde, O}, title = {The use of connectors in argumentative writing by EFL undergraduate students from the University of Burundi: A quantitative analysis}, abstract ={Although there is a large body of literature on the use of connectors by EFL learners in argumentative writing, African language learner groups are not represented and most studies have adopted a cross-sectional approach. This paper seeks to analyze how frequently connectors are used on the basis of pseudo-longitudinal data from first, second, and third-year undergraduate students from the Institute for Applied Pedagogy, University of Burundi. The study adopted the corpus linguistic and quantitative approaches. The data were collected through 2 writing assignments given to students in 2019.  In total, 622 essays, amounting to 306,664-word tokens, were collected. Data preparation followed three steps, namely, typing the handwritten essays, preparing the TXT files, and metadata for the corpus. The latter was searched using AntConc tool, on the basis of a comprehensive list of 95 connectors, classified into 6 categories. The tool availed frequency information, that is, how often each connector occurs in the corpus. Percentages were computed using XLS facility and are presented in tables and graphs.  Results indicate that 19 connectors were frequently used by learners, the most frequent ones being those which add information followed by those expressing a result relationship. However, connectors expressing transition and summation were found to be rarely used in the corpus. Another discovery is that learners in all three years of study seem to have the same preferences in terms of connectors. Furthermore, cases of misuse such as wrong combinations and incorrect spelling, semantic, stylistic and syntactic errors were observed at all levels. The findings of this study can be useful to learners, teachers, and material designers.  }, Keywords = {Connectors, EFL learners, preference, misuse, argumentative writing,}, volume = {6}, Number = {3}, pages = {1-20}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.1}, url = {http://ijreeonline.com/article-1-521-en.html}, eprint = {http://ijreeonline.com/article-1-521-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Izadpanh, Siros and Abdollahi, Maryam}, title = {The Washback Impacts of Task-based Assessment on Iranian EFL Learners’ Vocabulary Learning and Grammatical Ability}, abstract ={This study was an investigation of the washback impacts of task-based assessment on Iranian EFL learners’ vocabulary learning and grammatical ability at the intermediate level. For this purpose, 184 male and female students who were in their third year of school were chosen from 12 schools of (X) (X).  This election was done via a multistage cluster random sampling technique using the Cambridge Placement Test (2010). All of the sessions were divided into two parts, 20 minutes were considered for teaching grammar and 20 minutes were for teaching vocabulary. The components of this study were Oxford Practice Grammar Intermediate Diagnostic Test and a standard vocabulary test extracted from TOEFL exams between 2017-2020. The researchers prepared a test for every two groups at the end of every three sessions.  It was found that by removing the pre-test factor, the covariance, the task-based evaluation’s washback impact makes the grammatical and vocabulary learning of students better. Considering the reality that every academic endeavor contains planned testing and evaluation techniques to maximize academic achievement and progress, the findings hint that TBLA as an academic measurement device can nicely replace the traditional evaluation techniques.    }, Keywords = {grammatical ability, task-based assessment, vocabulary learning, washback impact,}, volume = {6}, Number = {3}, pages = {21-40}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.21}, url = {http://ijreeonline.com/article-1-522-en.html}, eprint = {http://ijreeonline.com/article-1-522-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Sabzalipour, Batoul and Shafiee, Sajad and Ashtari, Afagh}, title = {EFL Teachers’ Behavior: Effects on Iranian Intermediate EFL Learners’ Willingness to Communicate in English}, abstract ={This study examined the effects of EFL teachers' behavior on intermediate L2 learners’ WTC in English. To this end, a proficiency test was administered to 150 female learners, and 98 intermediate learners aged 16 to 26 were recruited as the participants. Subsequently, a WTC questionnaire was distributed among them to measure their level of WTC. Moreover, interviews were carried out with 30 volunteers who agreed to participate in this phase of the study. The results of the analysis of the WTC questionnaire showed that the WTC level of the learners could be rated as above-average. Besides, the results of the interviews revealed that different kinds of teachers’ behavior affected learners’ WTC both positively and negatively: teachers’ sense of humor and rapport could positively affect learners’ WTC; on the other hand, teachers’ methods of error correction while learners’ speaking and teachers’ lack of support could negatively affect learners’ WTC. Additionally, according to learners’ perspectives, there were a number of ways through which a language teacher could increase the learners’ WTC in English such as encouraging learners to read extra-curricular topics and highlighting learners’ strengths instead of their weaknesses. Several implications were proffered at the end of the study to heighten the awareness of L2 teachers, teacher-trainers, and language institute managers regarding the issue under investigation.}, Keywords = {Teachers' Behavior, EFL Learners, Willingness to Communicate (WTC),}, volume = {6}, Number = {3}, pages = {41-59}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.41}, url = {http://ijreeonline.com/article-1-526-en.html}, eprint = {http://ijreeonline.com/article-1-526-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Alizadeh, Iman and Ramazanzad, Yasaman and Sharifi, Safour}, title = {Creating Medical Terminology Flashcards for Use in Specialized Language Courses at Medical Sciences Universities}, abstract ={This study aimed to create medical terminology flashcards in the form of teaching and learning aids for use in the specialized language and medical terminology courses at Guilan University of Medical Sciences, Iran. To achieve the objective of the study, first, a needs analysis was conducted, which showed the scarcity of such educational materials and students’ needs for them. Next, the structure and the content of information of the flashcards were developed; then, the designed flashcards were examined and modified. Afterwards, professors who were experienced in teaching medical terminology and specialized language courses evaluated the flashcards using a questionnaire. Moreover, an interview was conducted with the professors on ways to improve the quality of the flashcards. The results showed that the professors were satisfied with the potential learning effects, the structure, and the content of  information of the flashcards. They also suggested a few modifications to the flashcards and recommended that the flashcards should be used in the university courses. The study has implications for the development of educational materials in the form of teaching and learning aids.}, Keywords = {flashcards, medical terminology, educational materials, professors}, volume = {6}, Number = {3}, pages = {60-68}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.60}, url = {http://ijreeonline.com/article-1-536-en.html}, eprint = {http://ijreeonline.com/article-1-536-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Shabani, Gholamhossein and Abbasidogolsara, Shokoufeh}, title = {A Comparative Study on the Effects of Multiple-choice vs. Sentence-writing Modes of Test Practice Manipulation on Intermediate EFL Learners’ Collocation Learning}, abstract ={Within the realm of lexis, the area of collocation is of prime importance to producing natural-sounding language for anyone learning a foreign language. This study aimed at investigating the effects of two modes of sentence writing versus multiple-choice test practice manipulation on Iranian intermediate EFL learners’ lexical collocation learning. For this purpose, to ensure the homogeneity of the participants, Preliminary English Test (PET) was administered to 87 students studying English at two English institutes of Ofoghhaye Nour and Nourmahdi in Roudsar, Guilan, through which 60 students were selected as the target participants. They were intermediate students with the age range between 17 and 23. They were then divided into two equal comparison groups: Sentence-writing Group (SRG) and Multiple-choice Group (MCG). A piloted pretest of lexical collocation was administered to both groups. Then both groups underwent a 7-session treatment. SRG was treated by the virtue of sentence-writing practice for the target collocations, and MCG was instructed through recognition practice, here multiple-choice practice. After the treatment period, the same version of lexical collocation test was administered to both groups as posttest to examine the effectiveness of the treatments. The results of paired-samples and independent samples t-tests indicated that both groups had collocation gains but the effectiveness of multiple-choice test manipulation on learners’ lexical collocation outweighed that of the sentence-writing mode of test practice manipulation. The implications and recommendations were also presented.  }, Keywords = {Lexical Collocation, EFL Learners, Multiple-choice, Sentence-writing, Test Practice,}, volume = {6}, Number = {3}, pages = {69-85}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.69}, url = {http://ijreeonline.com/article-1-556-en.html}, eprint = {http://ijreeonline.com/article-1-556-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Tavanapour, Shahla and Chalak, Azizeh}, title = {Impact of Inquiry Learning Method on the Grammatical Accuracy of Iranian EFL Learners’ Writing}, abstract ={Writing as one of the important skills needed for communication has always been the topic of research in English teaching contexts. To improve the writing of English students, teachers employ different methods. This study was designed to investigate the impact of the inquiry learning method on the grammatical accuracy of Iranian EFL learners’ writing. To do so, 90 intermediate EFL learners from Abadan Medical University were selected through the Oxford Placement Test (OPT) and participated in a quasi-experimental study, and then they were randomly divided into experimental and control groups (EG & CG).  Their ages ranged between 20 to 30.  A pretest was administered to compare the results of their performance at the beginning of the study. The inquiry learning method was taught to the EG as the treatment, while the conventional method was employed for the CG. In the experimental class, the teacher did not teach everything directly, and the learners were expected to discover the knowledge and generate rules, but the presentation of materials in the CG was conventional without any discussion, and the students in the CG were mainly passive. After the instruction, a posttest was given to both groups to observe the impact of the inquiry learning method on the grammatical accuracy of their writings. The analysis of the data was accomplished through the application of a dependent sample t-test and an independent-samples t-test to compare the mean scores, and the results indicated that the inquiry learning method improved the EGs̕ writing, and they outperformed the CG. The findings of this study could have implications for the EFL learners, teachers, and material designers that may help them in EFL language learning and teaching.  }, Keywords = {Conventional Method, Inquiry-Learning Method, Iranian EFL Learners, Language Learning, Writing,}, volume = {6}, Number = {3}, pages = {86-95}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.86}, url = {http://ijreeonline.com/article-1-555-en.html}, eprint = {http://ijreeonline.com/article-1-555-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {KhandaghiKhameneh, Ashraf and Hashamdar, Mohamm}, title = {Iranian EFL Teachers’ Perspective towards the High School English Textbook, Vision3: An Evaluation Based on Communicative Approach}, abstract ={Textbook evaluation seems to be inevitable where textbooks are the main source of teaching and learning processes. This study aimed to investigate to what extent ''Vision 3'' (the last volume of the English book series entitled “English for schools”) has the characteristics of a CLT syllabus based on teachers’ points of view. To fulfill the objectives of this study, 60 male and female high school English teachers, teaching at different high schools answered an online questionnaire adapted from AbdelWahab (2013) which is a 3-point Likert scale checklist (i.e. poor, satisfactory, & good). The design of the scale enabled the researchers to evaluate the book in terms of four main criteria including; (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary materials, (3) learning/teaching content, and (4) language skills. The analysis of the data indicated that EFL teachers had a positive attitude towards the English textbook based on the CLT principles except for cultural considerations. The conclusion indicates that the book needs to be modified to include some aspects of cultural values about the target language culture. The results can guide the teachers, syllabus designers, textbook writers, evaluators, and curriculum designers in their planning and designing of future textbooks.  }, Keywords = {communicative approach, textbook evaluation, vision 3}, volume = {6}, Number = {3}, pages = {96-116}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.3.96}, url = {http://ijreeonline.com/article-1-540-en.html}, eprint = {http://ijreeonline.com/article-1-540-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {KhezrMinaei, Farid and Gholami, Mahvash}, title = {Integrative Systemic Therapy in Foreign Language Learning: A Practical Framework for Managing Foreign Language Listening Anxiety among Iranian EFL Learners}, abstract ={This study aimed at proposing a framework based on Integrative Systemic Therapy (IST) for addressing foreign language listening anxiety (FLLA) among Iranian learners of English as a Foreign Language (EFL). The effectiveness of the framework in reducing the levels of FLLA among language learners was investigated when implemented by a therapist as well as by learners independently. To this end, 30 intermediate EFL learners with high level of listening anxiety were selected as participants through convenience sampling. They were then randomly assigned into control group (n=10), therapist group (n=10), and self-therapy group (n=10). The therapist group met with an experienced therapist once a week for a month and self-therapy group was just instructed on how to use the framework independently during the same period. The control group received no treatment. The scale developed by Kim (2000) for measuring FLLA and an IELTS listening test were used to explore the effectiveness of the framework. The results of the study revealed that the proposed framework was effective in reducing the levels of FLLA both when implemented by the therapist and by EFL learners independently. The findings reflected the importance of personalization when selecting foreign language anxiety-reducing strategies to enhance the effectiveness of the foreign language anxiety management}, Keywords = {Foreign language anxiety, Foreign language listening anxiety (FLLA), Integrative Systemic Therapy (IST), Foreign language listening anxiety scale, EFL learners,}, volume = {6}, Number = {4}, pages = {1-17}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.1}, url = {http://ijreeonline.com/article-1-543-en.html}, eprint = {http://ijreeonline.com/article-1-543-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Koleini, Niloufar and Hashemian, Mahmoo}, title = {Comic Strips and Grammar Development among Iranian Teenage EFL Learners}, abstract ={This study was an attempt to examine the effect of using comic strips on improving grammar recognition and performance among Iranian young EFL learners. To this end, one experimental and one control groups were formed, each having 45 preintermediate participants chosen via convenience sampling. The researcher-made pretests of grammar and speaking assured the researchers that the participants did not know the grammatical points targeted in this study. In continuation, the experimental group received grammar instruction with the aid of comic strips, and the control group was taught the same grammar points through conventional methods of grammar teaching. After 16 sessions, both groups sat for a researcher-made grammar posttest and speaking test. Also, an interview was conducted to evaluate the extent to which the treatment for the experimental group and conventional instruction for the control group were effective. Data collected from the groups were, then, submitted for data analysis including ANOVA and t test. Results indicated that the implementation of comic strips could have a positive effect on grammatical competence and performance.}, Keywords = {Comic strips, Grammar recognition, Grammar instruction, Language teaching,}, volume = {6}, Number = {4}, pages = {18-35}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.18}, url = {http://ijreeonline.com/article-1-529-en.html}, eprint = {http://ijreeonline.com/article-1-529-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Ghavidel, Masoumeh and Valipour, Valeh}, title = {Iranian EFL Instructors’ Educational and Professional Backgrounds and Their Awareness of Assessment Strategies and Teaching Skills}, abstract ={Within the framework of professional development, teachers adapt, develop, and complement their pedagogical competences and behavior, and they become an agent of change. In this regard, teachers’ awareness of the components of pedagogical competence plays an important role. The current paper addressed the components of assessment strategies and teaching skills and investigated Iranian university instructors’ awareness of these components with regards to their personal, professional, and educational backgrounds. In so doing, a 29-item questionnaire already established in terms of validity and reliability was administered to 72 university instructors practicing teaching in Guilan universities. Analysis of the results revealed that the instructors used different assessment strategies and employed various teaching skills with regard to their gender, teaching experience, fields of study, and university degrees. The results may be practically utilized by education authorities to provide instructors with appropriate trainings to augment the instructors’ teaching and learners’ learning in the end.  }, Keywords = {pedagogical competence, assessment strategies, teaching skills, EFL instructors, personal, professional, educational backgrounds,}, volume = {6}, Number = {4}, pages = {36-56}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.36}, url = {http://ijreeonline.com/article-1-606-en.html}, eprint = {http://ijreeonline.com/article-1-606-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {ShirbanSasi, Abolfazl and Lai, Jiin Chyuan Mark}, title = {Error Analysis of Taiwanese University Students’ English Essay Writing: A Longitudinal Corpus Study}, abstract ={Writing is considered one of the most difficult skills in EFL/ESL. Thus, meticulous recognition and classification of students’ errors in certain contexts is a worthwhile endeavor which provides us with both diagnostic and prognostic power. Accordingly, a total of 430 students in 15 English writing classes held during 12 consecutive semesters in a private university in central Taiwan were the subjects of this study. They composed 5703 essays which were rated and coded by the authors. Adopting and modifying the error taxonomy proposed by Zheng & Park (2013), the authors classified a sum of 63460 errors into four main groups with their subsequent subcategories. This study revealed that the highest problematic areas for Taiwanese university students were ‘misformation’ with 51.55% of the whole including errors in tenses, parts of speech, prepositions, subject/verb agreements, and run-on sentences. Then, ‘omission’ errors ranked second with 21.30% including errors in articles, plural suffix-s, and relative pronouns. Finally, the third and fourth error types were ‘others’ with 15.13% including spelling, capitalization, and wrong vocabulary, and ‘addition’ with 12.01% containing errors in articles, unnecessary words, and conjunctions. This study provides numerous genuine samples from the students’ compositions being annotated based on the applied error taxonomy. Thus, the data presented in this study can provide researchers with a practical framework for future studies in error analysis, as well as pedagogical implications in the field.}, Keywords = {addition, error, misformation, mistake, omission, others, taxonomy,}, volume = {6}, Number = {4}, pages = {57-74}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.57}, url = {http://ijreeonline.com/article-1-609-en.html}, eprint = {http://ijreeonline.com/article-1-609-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Mokhtarzadeh, Monireh}, title = {Investigating the Relationship between Engagement and Achievement in Iranian Online English Classes in the COVID-19 Era}, abstract ={Online education, as a type of distance education, has attracted the attentions of administrators, instructors, and students in recent decades. In the midst of the Covid-19 epidemic, online education has become an unavoidable need. Students' participation in such programs may have an impact on their learning and achievement. The current study looked at the link between engagement and achievement in online classrooms. As a result, the study used a correlational design to address the research questions using Dixon's Online Student Engagement Scale and a researcher-created achievement exam. The questionnaire was developed in 2015 and comprises four categories and 19 items on a seven-point Likert scale. In 2020, the questionnaire was modified with Google Form and distributed to 297 students enrolled in general English courses via a university LMS. The second instrument was a 40-item test of reading comprehension developed by the researcher. The examination was created on the basis of reading theories and was given as a final exam. The one-sample t-test findings indicated that students’ achievement and engagement levels are adequate. Quantile regression revealed a strong link between top achievers’ engagement and achievement. However, bivariate correlation revealed no statistically significant link between typical students’ engagement and achievement. However, students’ level of engagement perception was satisfactory. The concept of engagement applies to high achievers but not to ordinary or low performers, making measurement error possible.}, Keywords = {Online education, Engagement, Engagement Perception, Achievement, Covid-19,}, volume = {6}, Number = {4}, pages = {75-90}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.75}, url = {http://ijreeonline.com/article-1-611-en.html}, eprint = {http://ijreeonline.com/article-1-611-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Koumachi, Bani}, title = {Evaluating the Evaluator: Towards understanding Feed-back, Feed-up, and Feed-forward of Moroccan Doctorate Supervisors’ Reports}, abstract ={Supervisor’s feedback is both a naysaying and a puzzling concern that has always tormented academics in higher education. Particularly, written feedback on pre-final or final versions of a submitted doctoral dissertation is indisputably the most significant step toward granting a doctoral student supervisee the right to defend his/her research project. It also constitutes a rich source on how students are to academically go about writing their dissertation and even go public as they are supposed to produce one or two articles before their vivas. The present research explores the written comments provided by supervisors on Moroccan doctorate supervisees’ dissertations. It principally focuses on both overall and in-text comments and whether they serve as feed-back to take corrective actions for the errors made, feed-up to focus on strategies to attain the academic goal, or feed-forward to be proactive and avoid disturbances that might affect the quality of the final work. A total of 40 supervisees from the English department at FLLA, Ibn Tofail University belonging to Language and Society Research Laboratory participated in the study. Data were collected using an online questionnaire through available Google forms platform. The results revealed that the total majority of supervisees tended to get a mixture of written remarks with a central focus on the quantity rather than on form. This is therefore a plus as to the agreement as well as the variance of the Moroccan supervisors in the use of these evaluation criteria while evaluating their supervisees’ doctoral dissertations targeting different types of feedback with a huge focus of the cyclicity of their utilization.  }, Keywords = {Feed-back, feed-forward, feed-up, supervisor, supervisee, research, dissertation,}, volume = {6}, Number = {4}, pages = {91-105}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.91}, url = {http://ijreeonline.com/article-1-615-en.html}, eprint = {http://ijreeonline.com/article-1-615-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} } @article{ author = {Rajaeian, Parvaneh and RabbaniYekta, Razieh}, title = {Comparing Lexical Bundles in Hard Science Lectures; A Case of Native and Non-Native University Lecturers}, abstract ={Researchers stated that learning and applying certain set of lexical bundles of native lecturers by non-native lecturers would help students improve their proficiency through incidental vocabulary input. The present study shed light on the lexical bundles in hard science lectures used by Native and Non-native lecturers in international universities with the main purpose of analyzing the structural and functional similarities and differences in their usage. The secondary purpose was to finalize and present a list of explored lexical bundles employed by Native lecturers in these lectures which could be helpful for students and also Non-Native lecturers. The corpus of this study consists of five and a half hours of three different native university lecturers’ lectures and about five and a half hours of three different non-native university lecturers’ lectures who were teaching hard science (nuclear physics and electronic engineering). The data were analyzed using n-gram tool in lextutor.ca website which is a free online software to analyze the lexical bundles of more than two corpora and compare them. Functional and structural analysis gave the following results. Findings showed that lexical richness of both Native and Non-Native lecturers was not good enough to expose students to rich environments to help them improve their English proficiency. In light of structural classification, the results revealed that dependent clause fragments in addition to verb structure phrases were the most widespread and Noun phrase + of-phrase fragments were the least employed structures of the identified lexical bundles in the lectures of Non-Native and Native lecturers. In terms of structural analysis, it was concluded that stance bundles were the most frequent function bundles used by both groups. Therefore, there were both similarities and differences in the structural and functional classifications of lexical bundles in the lectures of native and non-native lecturers.}, Keywords = {lexical bundles, frequency, structural classification, functional classification, corpus,}, volume = {6}, Number = {4}, pages = {106-127}, publisher = {Abbas Pourhosein Gilakjani}, doi = {10.52547/ijree.6.4.106}, url = {http://ijreeonline.com/article-1-605-en.html}, eprint = {http://ijreeonline.com/article-1-605-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2021} }