@article{ 
author = {Luong, Quynh Huong},  
title = {Code-switching in Vietnamese EFL Context: Attitudes of Vietnamese ELF Teachers, Educators, and Students}, 
abstract ={This study aims to investigate university students’, teachers’ and educators’ attitudes toward the use of code-switching (CS) in the Vietnamese EFL context. It also measures the relationship between students’ type and level of anxiety with their preferences toward CS. Participants were five teachers and educators, and 94 non-English major students from a university in Vietnam. Both quantitative (FLCAS by Horwitz et al., 1986) and qualitative (semi-structured interviews) research methods were used to gather data. Results of the interviews highlight that both teachers and students had positive attitudes toward CS, claiming CS as an effective tool. This finding was in agreement with previous research and supported the use of CS in some situations (e.g. explaining complex grammar or vocabulary; medium of instruction; checking for understanding; expressing terms with no equivalent in L1/L2; showing solidarity; disciplining students; encouraging/ aiding learning process; saving time; and aiding students with low level of English proficiency). It also highlights that avoidance of CS is impractical and a natural process in EFL context. However, the educators in this study showed different views, indicating CS may hinder students from learning L2. Results of the questionnaire survey indicate a positive correlation between students’ type/level of anxiety and their preferences toward CS (r=.60). The results also reveal that students with high and moderate levels of anxiety preferred the use of CS in class to handle their test anxiety and fear of negative evaluation. Students with low anxiety, however, expressed negative views toward CS. Drawing upon the findings of this study, the article presents the benefits of CS in EFL context, especially for students with anxiety. It also suggests teacher training courses in Vietnam to offer supplementary advice and information about the use of CS in EFL classrooms.},  
Keywords = {attitude, code-switching (CS), English as a foreign language (EFL), foreign language classroom anxiety (FLCA).,},
volume = {7},
Number = {1}, 
pages = {1-15}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.1},
url = {http://ijreeonline.com/article-1-623-en.html},  
eprint = {http://ijreeonline.com/article-1-623-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Jalilifar, Alireza and Qahvei, Nooshin and Shushtari, Zohreh},  
title = {Genre Analysis of Case Reports: A platform for Training Academic Writing to Medical Students Abstract}, 
abstract ={The present study examined the macrostructure of published Case Reports (CRs) to provide information about the organizational structure of CRs and to develop a framework that can respond to the urgent needs of students at Kermanshah University of Medical Sciences (KUMS). Overall, 100 published reports were selected from the established journals and were analyzed following the Swealsian (1990) model of genre analysis. Another set of data included 32 CRs written by medical students who were invited to report a case, in English, they recently observed during their clinical courses in 2019. Following awareness raising tasks, the students’ reports were compared to published CRs. Findings demonstrated variations in the obligatory and optional moves and steps in each section of a case report. The differences can be ascribed to the specific nature of each case and the distinct medical procedures. The study concludes that familiarizing novice researchers with the generic structure of standard case reports can be helpful in understanding medical case reports.},  
Keywords = {Case Report, Genre Analysis, KUMS, Move, Step,},
volume = {7},
Number = {1}, 
pages = {16-36}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.16},
url = {http://ijreeonline.com/article-1-557-en.html},  
eprint = {http://ijreeonline.com/article-1-557-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Zahedi, Meghdad and Sabzalipour, Batoul},  
title = {The Impact of Lexical and Syntactic Simplification of Materials on Listening Comprehension of Intermediate EFL Learners}, 
abstract ={The aim of this study was to investigate the impact of lexical and syntactic simplification of materials on listening comprehension of intermediate EFL learners and to see whether or not there was any significant difference between learners who listen to authentic materials and those who listen to simplified ones. It was also intended to compare the lexically-simplified-material group with the syntactically-simplified-material group in order to examine which type of simplification leads to a greater gain in listening comprehension. To this end, three hundred Iranian EFL intermediate learners from different language institutes in Sari participated at the onset of the study. To choose a homogeneous sample, an OPT was administered and 150 subjects were selected. Then they were randomly assigned into 3 groups, one control group and two experimental groups. A pretest of listening was administered to assess the initial status of the participants. Then, the intervention was given for two hours in ten sessions. The control group listened to authentic materials, but the two experimental groups listened to lexically and syntactically simplified materials, respectively. Afterwards, a posttest was administered to compare the groups to see how much they improved. The scores of the three groups were analyzed through ANOVA. The results revealed a significant difference among the control group and the two experimental groups. Moreover, the group who listened to syntactically simplified materials outperformed the group who listened to lexically simplified materials.  },  
Keywords = {authentic materials, EFL intermediate learners, lexical simplification, listening comprehension, simplified materials, syntactic simplification},
volume = {7},
Number = {1}, 
pages = {37-48}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.37},
url = {http://ijreeonline.com/article-1-622-en.html},  
eprint = {http://ijreeonline.com/article-1-622-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Gholizadeh, Masumeh and TaghipourBazargani, Davoo},  
title = {On the Impact of Literature Reading on Iranian Upper-intermediate Male and Female EFL Learners’ Creative Writing Ability}, 
abstract ={Since learners’ motivation and engagement have a considerable impact on learning a foreign language, the importance of humanizing the materials in today’s world of materials development is gaining much more attention. This study was designed to investigate the effectiveness of literature reading as one of the most important elements of humanizing the materials on Iranian upper-intermediate EFL learners’ creative writing ability. In so doing, 60 learners studying at Zehtaban English Institute in Rasht, with the age range of 19 to 23, were selected from among 160 participants based on their performance on a sample copy of QPT. The study employed a true-experimental design in which the participants were randomly assigned to two experimental groups and two control groups. First, a pretest of creative writing was administered. Then, the experimental groups received an eight-session treatment that was the instruction through literature reading. Meanwhile, the control groups received an eight-session placebo. A posttest of creative writing was then administered to all the participants. The use of two-way ANOVA revealed that the experimental groups with the treatment of instruction through literature reading outperformed the control groups in creative writing test scores. Based on the findings of the present study, all stakeholders, particularly materials developers and teachers are proposed to include literary texts in language teaching and learning materials so that remarkable opportunity for improving creative writing ability among learners would be provided.},  
Keywords = {Creative Writing, Creativity, Humanizing, Literature Reading, Writing ability,},
volume = {7},
Number = {1}, 
pages = {49-60}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.49},
url = {http://ijreeonline.com/article-1-633-en.html},  
eprint = {http://ijreeonline.com/article-1-633-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Asadian, Maryam},  
title = {The Effect of Phonetic Transcription of TV News on Iranian Intermediate EFL Learners’ Pronunciation Accuracy at Word Level}, 
abstract ={This study aimed to investigate the effect of phonetic transcription of TV news on Iranian intermediate EFL learners’ pronunciation accuracy at the word level. The question of this study sought to answer whether or not the phonetic transcription of TV news improves the pronunciation accuracy of Iranian EFL learners at the intermediate word level. To answer this question, the selection of participants was done among 30 intermediate language learners in Erfan Academic in Ramsar. They were divided into two groups with equal numbers of control and experimental group. Both of these groups received pretest and posttest of pronunciation which included twenty words. The experimental group practiced pronunciation via phonetic transcription of TV news while the control group practiced through the conventional method. After 5 sessions, the posttest was administered to both groups of study. Finally, the data were analyzed via applying an independent sample- T-test. The results of the study indicated that the mean of these two groups was significantly different (sig≤0/05) and the results can be of significance for language teachers, language learners, as well as language material designers.},  
Keywords = {phonetic transcription, Pronunciation, TV news, accuracy,},
volume = {7},
Number = {1}, 
pages = {61-71}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.61},
url = {http://ijreeonline.com/article-1-625-en.html},  
eprint = {http://ijreeonline.com/article-1-625-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Matroudy, Masoud and Ebrahimi, Seyed Fo},  
title = {Functional Analysis of Reflexive Metadiscourse in Dissertation Defense Sessions}, 
abstract ={Metadiscourse as one of the pivotal multifunctional linguistic features in spoken and written discourse has been investigated from two points of view; narrow and broad. In narrow point of view of metadiscourse, reflexivity in discourse is focused. Among the two points of view of metadiscourse, reflexivity is mostly used in spoken discourse, thus this study aims to trace the realization of functions of reflexivity metadiscourse in PhD dissertation sessions. To meet this end, four PhD dissertation defense sessions (totally 56837 words) were selected to make the corpus of this study. The transcription of the four sessions were analyzed for reflexive metadiscourse markers functions based on the model that includes four functional categories; “metadiscourse comments”, “discourse organization”, “speech act labels”, and “references to the audiences.”  The results showed that disciplinary speaking conventions have the most pivotal and significant impose on speakers to use categories of reflexive metadiscourse. For instance, it was found that in defense session on “Fosil Plant”, the “reference to audience” was the most frequent category while in defense session on “Music”, the “metalinguistic comments” has received the greatest attention for speakers. Findings of this study could contribute to the existing literature by helping EFL PhD candidates to understand and appropriately use reflexive metadiscourse markers. },  
Keywords = {defense session, metadiscourse, PhD Dissertation, reflexive metadiscourse, spoken genre, MICASE,},
volume = {7},
Number = {1}, 
pages = {72-85}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.72},
url = {http://ijreeonline.com/article-1-601-en.html},  
eprint = {http://ijreeonline.com/article-1-601-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Shrestha, Sagun and Gnawali, Laxman and Laudari, Sum},  
title = {Issues of Participant Retention in an Online Course for English as a Foreign Language Teachers}, 
abstract ={Online courses are popular around the world these days as people can access learning being in different times and spaces. At the same time, the retention of participants in any online course is always challenging. This qualitative case study investigated the issues related to participant retention in an online course and explored the effective ways to retain the participants in such courses. The data were collected through the interviews conducted with 12 teachers who partly or wholly participated in a year-long online course. Teacher participants’ online communication exchanges on Edmodo and Viber platforms during the course period also served as data for this study. The Edmodo and Viber extracts were originally in English while the interviews were conducted in Nepali; therefore, in the process of analysis, some key extracts were translated, especially focusing on the message they communicated. The findings based on thematic analysis reveal that the issues related to retention include facilitators’ delayed response, poor activity design and inappropriate selection of web tools, and need for additional time among others. This study is expected to assist course designers, institutions, and organizations that run online courses as well as teachers who plan to run and join online courses as they can be informed of the issues that play a role in the retention of participants in online courses.},  
Keywords = {English as a Foreign Language (EFL) teachers, online courses, retention,},
volume = {7},
Number = {1}, 
pages = {86-98}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.1.86},
url = {http://ijreeonline.com/article-1-645-en.html},  
eprint = {http://ijreeonline.com/article-1-645-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Nameni, Afsaneh and Dowlatabadi, Hamidreza and Mohammadi, Ali Mohamm},  
title = {Ethnocentrism and Investment in Learning English in Multicultural English Classrooms: A Study of Iranian Medical Students}, 
abstract ={Medical practitioners’ ethnocentric orientations and English language skills contribute to the success or failure of intercultural communication in the context of health care. The present study aims to investigate the relationship between ethnocentrism and investment in learning English in the multicultural setting of English classrooms at an Iranian medical university. To this end, 200 Iranian medical students’ levels of ethnocentrism and investment in learning English were measured. The findings of this study revealed that the participants had relatively moderate levels of ethnocentrism and investment, and there was a strong negative relationship between the two constructs. Female medical students were found to be significantly less ethnocentric than male students, but were not significantly different from them in terms of investment. These findings were explained considering several contextual factors such as the participants’ linguistic loyalty, intercultural contact, and social comfort in English classrooms. Practical implications, direction, and limitations are discussed.  },  
Keywords = {Ethnocentrism, EAP, EFL, Intercultural Communication, Investment in Learning English, Iranian medical students,},
volume = {7},
Number = {2}, 
pages = {1-21}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.1},
url = {http://ijreeonline.com/article-1-653-en.html},  
eprint = {http://ijreeonline.com/article-1-653-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {AghajanzadehKiasi, Ghasem},  
title = {Realization and Development of the English Language Teachers’ Pedagogical Competence: A Principal Component Analysis}, 
abstract ={The present study aimed at realizing and developing a scale and a model of English language teachers’ pedagogical competence (ELTPC). By reviewing the related literature and adapting Thomas’s (1987) langugae teacher competence, TESOL (2010) standards of professional EFL teachers, and teaching skills and model of pedagogical competence developed by Olsson, Martensson, and Roxa (2010) resulted in a 5-point Likert scale questionnaire consisting of seven constructs, namely preparation, management, teaching, subject mastery, assessment, attitude, and belief with 87 variables. The questionnaire underwent the scrutiny of experts’ opinion and reliability estimates, which resulted in an instrument of 60 variables for the constructs. Next, the constructs were validated with 320 high school English teachers through a principal components analysis carried out via exploratory factor analysis. The result showed the constructs enjoyed high factor loadings, and with seven variables removed from the questionnaire, a 53-variable scale was developed. Finally, a model was developed based on the seven-construct questionnaire of ELTPC. The researcher hopes that English teachers and the educational system monitor, assess, and improve the quality of teaching based on the developed scale and model of ELTPC},  
Keywords = {Pedagogical competence, English language teachers, teacher education, exploratory factor analysis, principal components analysis,},
volume = {7},
Number = {2}, 
pages = {22-49}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.22},
url = {http://ijreeonline.com/article-1-640-en.html},  
eprint = {http://ijreeonline.com/article-1-640-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Taylor, Charlie},  
title = {Using Indigenous Folktales as EFL Materials to Increase the Foreign Language Enjoyment and Learning Motivation of Indigenous Taiwanese Students}, 
abstract ={This study seeks to determine whether or not using indigenous Taiwanese folktales as materials in EFL classes could help to improve the learning outcomes of indigenous Taiwanese high school students by increasing their foreign language enjoyment and motivation. Indigenous high school students in this study used two types of classroom materials: A graded reader set in a generic western milieu and then a series of indigenous folktales that had been translated into English. After each intervention, the students were asked to fill out a questionnaire that evaluated their enjoyment, interest, motivation, and self-perceived efficacy. Interviews and focus groups followed. The study found that students enjoyed the indigenous stories more by a statistically significant margin. The indigenous stories were also more effective in motivating students, while students perceived both types of material to be equally effective in terms of helping them learn new words and improve their proficiency. Implications for practitioners and policy makers are discussed.  },  
Keywords = {EFL, foreign language enjoyment, localized materials, Taiwanese indigenous},
volume = {7},
Number = {2}, 
pages = {50-64}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.50},
url = {http://ijreeonline.com/article-1-661-en.html},  
eprint = {http://ijreeonline.com/article-1-661-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {SinghNegi, Janak and Laudari, Sum},  
title = {Challenges of Developing Learner Autonomy of English as a Foreign Language (EFL) Learners in Underprivileged Areas}, 
abstract ={Learner autonomy, which emphasizes learners’ engagement in self-dependent learning to enhance their ability to become self-reliant learners, is the key element in the language learning process. Although many studies have been carried out on learner autonomy, very little is known about the students' engagement in autonomous learning in the resource poor areas. This research uses a mixed-method research design and collected both qualitative and quantitative data from students (n=84) and teachers (n=20) from different colleges (n=15) located in Far Western Nepal and explores students’ engagement in autonomous learning and discusses the challenges and practices of learner autonomy in an EFL context in difficult circumstances. This research reveals students' over-dependence on their teachers, and teachers seemed to spoon-feed their students during their instructional practices. This research suggests how learner autonomy can be fostered in the actual instructional practices which can be of interest to the teachers, material designers, policymakers, and researchers working in developing the proficiency level of English language learners in remote and resource-poor areas.  },  
Keywords = {learner autonomy, EFL learners, underprivileged area},
volume = {7},
Number = {2}, 
pages = {65-80}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.65},
url = {http://ijreeonline.com/article-1-689-en.html},  
eprint = {http://ijreeonline.com/article-1-689-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Farahian, Majid and Rajabi, Yusef},  
title = {An Investigation into the Level of Reflection and Barriers to EFL Teachers’ Reflective Practice}, 
abstract ={The present study aimed at investigating English as a foreign language (EFL) teachers’ level of reflection and the barriers to their reflection. To do so, based on an experimental research method, 98 EFL teachers were recruited and the English language teacher reflection inventory (ELTRI) was distributed among them. To consolidate the findings of the inventory, 20 volunteers from the same pool were interviewed.  As the next phase of the study, to investigate the barriers to the teachers’ reflectivity, the same participants were given an open-ended questionnaire to probe their ideas about barriers to reflective practice. Based on the obtained data and the related literature, a Barriers to Reflective Practice Questionnaire (BRPQ) was developed and distributed among the participants. To analyze the data, descriptive statistics, one sample t-test, and content analysis were employed. The findings revealed that EFL teachers did not practice reflection at high levels. They considered top-down curriculum, disrespect for teachers’ authority, teachers’ inclination to the conventional teaching practice, lack of appropriate context for reflection, teachers’ workload, and lack of appropriate training courses as the most important factors which bar their reflection. Teacher education programs should raise EFL teachers’ awareness regarding the concept and use of reflective practice.  },  
Keywords = {EFL teacher, barriers, Iranian context, reflection, reflective practice,},
volume = {7},
Number = {2}, 
pages = {81-100}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.81},
url = {http://ijreeonline.com/article-1-665-en.html},  
eprint = {http://ijreeonline.com/article-1-665-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Davari, Maedeh},  
title = {Online Reformulation and Collaborative Feedback: Its Effect on EFL Learners’ Writing Performance during the COVID-19
Pandemic}, 
abstract ={The present study examined the effect of the online reformulation and collaborative feedback on Iranian learners’ writing in an English as a foreign language (EFL) context. To this end, three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental group 1 was provided with online writing feedback in the form of reformulation. Experimental group 2 received online feedback through reformulation followed by general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences. The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. To measure writing proficiency, IELTS task 2 was administered as the pre-treatment and the post-treatment test. One-way ANOVA and Post-hoc Tukey Test were used to compare the mean score of the composition tests between groups. The significant effect of online reformulation and collaborative feedback on writing was confirmed. This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners’ writings.  },  
Keywords = {corrective feedback, online collaborative feedback, online reformulation,},
volume = {7},
Number = {2}, 
pages = {101-118}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.101},
url = {http://ijreeonline.com/article-1-656-en.html},  
eprint = {http://ijreeonline.com/article-1-656-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Chalak, Azizeh and Karimi, Mahz},  
title = {Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus}, 
abstract ={Technology-supported collaborative writing has gained popularity in L2 writing pedagogy. The study investigated the effects of Edmodo as an online social platform on the writing accuracy of 50 Iranian intermediate EFL learners, who were chosen through the convenience sampling method. The researchers utilized a quasi-experimental pretest-posttest design and assigned the participants to an experimental and a control group. The participants of the control group sent their assignments and received feedback asynchronously through email; whereas, the learners of the experimental group used Edmodo to work collaboratively on their writing assignments. Finally, after eight treatment sessions, the scores of the pretest and posttest were analyzed through using a paired-sample t-test and MANOVA. The results revealed that the application of Edmodo had a significant effect on writing accuracy.  Moreover, the participants’ attitudes were assessed by running a Likert-scale questionnaire. According to the findings, they had a positive attitude towards integrating Edmodo into their writing curriculum.  This study could bring about pedagogical implications for EFL writing courses.  },  
Keywords = {attitudes, collaborative writing, edmodo, social network, writing accuracy,},
volume = {7},
Number = {2}, 
pages = {119-133}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.2.119},
url = {http://ijreeonline.com/article-1-671-en.html},  
eprint = {http://ijreeonline.com/article-1-671-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {H.Monterde, Ramir Brian and E.Ramos, Deo Benidicte and A.Francisco, Kient Joy and A.Lim, Rex},  
title = {The Viability of Video Conferencing Applications in an Online Classroom through the Lens of Technology Acceptance Model}, 
abstract ={This study aims to determine whether the perceived ease of use and perceived usefulness can significantly predict the students’ intention to use video conferencing applications in an online classroom. This study utilized a descriptive predictive quantitative research design. This study used the survey questionnaires adopted from the study of Salloum et al. (2019). The researchers conducted an online survey using Google form for over a month. Out of 153 target respondents, 130 responded to the survey questionnaire. Linear regression was initiated using JASP 0.16.0.0. The findings revealed that the two variables perceived ease of use and perceived usefulness can both significantly predict the students’ intention to use video conferencing applications in an online classroom. The results further showed that the perceived ease of use can better predict the students’ intention to use video conferencing applications in an online classroom as compared to perceived usefulness. The findings imply that video conferencing applications used in the teaching and learning process should be user-friendly and pedagogically relevant to support students’ desire to use video conferencing applications.  },  
Keywords = {technology acceptance model (TAM), online classroom, video conferencing applications},
volume = {7},
Number = {3}, 
pages = {1-15}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.1},
url = {http://ijreeonline.com/article-1-660-en.html},  
eprint = {http://ijreeonline.com/article-1-660-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Moradi, Bit},  
title = {Intervention in EFL Learners’ Reading Comprehension, Motivation, and Anxiety: A Team-Based Multi-Strategy Instruction}, 
abstract ={Reading education and reading affective factors significantly affect school-age students’ academic achievement. Nevertheless, most teachers disregard scientific strategy-based reading instructions and scholars have recently regarded L2 reading affective factors, namely reading motivation and anxiety. Moreover, technology-aided EFL reading courses for primary schoolers have been neglected. Accordingly, the current study aimed to implement seven L2 reading strategies suggested by Yapp et al. (2021a), and evaluate the effect of these strategies on English reading comprehension, motivation, and anxiety at virtual environment by using online team-teaching. The EFL fifth graders and pre-service teachers of the study were selected via volunteer sampling. The students (n = 28) were randomly assigned to two groups (n = 14 for each group) and the teachers (n = 4) were randomly assigned to two groups (n = 2 for each group) as well. One group was given Traditional Instruction (TI) and taught by two instructors whereas the other group received Strategy-Based Instruction (SBI) and was taught by the other two instructors. To assess L2 reading motivation and anxiety, the questionnaires by Dhanapala (2008) and Saito et al. (1999) were administered. The within- and between-group analyses using paired-sample t-tests and ANCOVAs indicated that although both groups’ reading comprehension, motivation, and anxiety were enhanced, the SBI participants outperformed the TI participants. Moreover, the interview with the SBI group demonstrated their positive attitudes toward the SBI course. The current study would encourage EFL teachers to base reading instruction upon reading strategies when teaching young EFL learners.  },  
Keywords = {reading strategies, technology-aided instruction, online team-teaching, reading motivation, reading anxiety,},
volume = {7},
Number = {3}, 
pages = {16-31}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.16},
url = {http://ijreeonline.com/article-1-673-en.html},  
eprint = {http://ijreeonline.com/article-1-673-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Bijani, Houman and Hashempour, Bahareh and SaidBaniOrabah, Salim},  
title = {Development and Validation of a Training-Embedded Speaking Assessment Rating Scale: A Multifaceted Rasch Analysis in Speaking Assessment}, 
abstract ={Performance testing including the use of rating scales has become widespread in the evaluation of second/foreign oral language assessment. However, no study has used Multifaceted Rasch Measurement (MFRM) including the facets of test takers’ ability, raters’ severity, group expertise, and scale category, in one study. 20 EFL teachers scored the speaking performance of 200 test-takers prior and subsequent to a rater training program using an analytic rating scale consisting of fluency, grammar, vocabulary, intelligibility, cohesion, and comprehension categories. The outcome demonstrated that the categories were at different levels of difficulty even after the training program. However, this outcome by no means indicated the uselessness of the training program since data analysis reflected the constructive influence of training in providing enough consistency in raters’ rating of each category of the rating scale at the post-training phase. Such an outcome indicated that raters could discriminate the various categories of the rating scale. The outcomes also indicated that MFRM can result in enhancement in rater training and functionality validation of the rating scale descriptors. The training helped raters use the descriptors of the rating scale more efficiently of its various band descriptors resulting in a reduced halo effect. The findings conveyed that stakeholders had better establish training programs to assist raters in better use of the rating scale categories of various levels of difficulty in an appropriate way. Further research could be done to make a comparative analysis between the outcome of this study and the one using a holistic rating scale in oral assessment.  },  
Keywords = {Bias, Interrater consistency, Intrarater consistency, Multifaceted Rasch Measurement (MFRM), Rater training, Rating scale,},
volume = {7},
Number = {3}, 
pages = {32-45}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.32},
url = {http://ijreeonline.com/article-1-668-en.html},  
eprint = {http://ijreeonline.com/article-1-668-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Safdari, Saee},  
title = {Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices}, 
abstract ={Teaching English through virtual online platforms has been practiced by language teachers during Covid-19 pandemic. The present mixed-methods study aimed to investigate EFL learners’ and teachers’ perceptions of virtual online classes and examine the potential (non)alignment between their perceptions as well. To do so, 80 learners and 30 teachers took part in the quantitative part and then, 18 learners and 12 teachers of English were selected for the qualitative part of the study. In the quantitative part, the participants responded to a self-report questionnaire on their experiences with online classes. In the qualitative part, the participants took part in online semi-structured interviews. After the questionnaire data provided a general profile of the learners’ and teachers’ opinions, analysis of the qualitative data resulted in the emergence of two major themes of 1) using online instruction as a productive device in language learning; and 2) efficient learning through communication. EFL teachers’ data revealed their belief in 1) fostering interactive classroom through online instruction; and 2) learners’ involvement and enthusiasm for classroom participation. It was also found that both learners and teachers expressed satisfaction with virtual online classes and creation of an interactive learning atmosphere through virtual classes, which indicated the existence of relative alignment between their perceptions. The findings of the study contributed to the EFL teachers’ awareness of applying online instruction in order to create an interactive learning environment for EFL learners and assist them to be enthusiastically involved in classroom communication.          },  
Keywords = {learners’ perceptions, teachers’ perceptions, virtual online classes,},
volume = {7},
Number = {3}, 
pages = {46-57}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.46},
url = {http://ijreeonline.com/article-1-674-en.html},  
eprint = {http://ijreeonline.com/article-1-674-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Jena, Ananta Kumar},  
title = {Assessing the Status of Phonemic and Auditory Symptoms, and Examining the Effects of Dyslexic Phonemic R3 Approach on Reading Development of Indian Children with Dyslexia}, 
abstract ={Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R3 is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was 1) to evaluate the current state of the phonemic and auditory symptoms of children with dyslexia and 2) To study the effects of the Dyslexic Phonemic R3 Approach on the reading development of children with dyslexia. The Dyslexic Phonemic R3 Approach was the only experimental group in the case study, which examined the prevalence of dyslexia among the participants. There was no control group. 45 students with dyslexia were the participants chosen from thirty schools in the Indian town of Silchar. These adolescents were chosen from a population of 12–13-year-olds with auditory and phonemic deficiencies after getting the consents of their parents. The Dyslexic Phonemic R3 Approach significantly improved the reading, and spelling habit of student with dyslexia. The dyslexic phonemic R3 approach was developed in Assam University, Silchar, India by Dr. Ananta Kumar Jena. Vowels in this context are phonemic patterns that are primarily divided into two types: long and short vowels, and syllables (closed and open). In many situations, short vowels are most frequently utilised. The Dyslexia-Phonemic R3 technique uses these three procedures to diagnose dyslexia.  },  
Keywords = {auditory and phonemic deficiency,dyslexic phonemic R3 approach,phonological awareness,phonological development of dyslexia,},
volume = {7},
Number = {3}, 
pages = {58-75}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.58},
url = {http://ijreeonline.com/article-1-702-en.html},  
eprint = {http://ijreeonline.com/article-1-702-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {AbbasiDogolsara, Shokoufeh and Ahangari, Saeideh and Seifoori, Zohreh},  
title = {Improving the Fluency of the Iranian EFL Learners’ Oral Performance through Task Variation}, 
abstract ={Researchers have extensively studied factors that impact the development of fluency in L2 oral production while there is scant evidence regarding task variation-related effects. Therefore, this study sought to investigate the effects of task variation involving group dialogue, dialogue unscrambling, and dialogue completion on Iranian EFL learners’ oral speech fluency. To this end, 80 EFL learners were assigned to three experimental groups (EXG1, EXG2, and EXG3) and one control group shown as CONG. The EXG1 was treated by three tasks, i. e., dialogue completion, dialogue unscrambling, and group dialogue, the EXG2 through two tasks involving dialogue completion and dialogue unscrambling, the EXG3 by dialogue unscrambling task, and the CONG was instructed by teacher conventional method. The groups were pretested and posttested through the speaking section of Preliminary English Test (PET). The participants’ interview transcriptions were then coded for scoring and statistical analysis of fluency to show the effects of treatment for each group. The four groups received their required instructions for ten sessions. The findings revealed that task variation made significant differences in the learners’ oral fluency achievement. The analyses made through running ANOVA and Post Hoc yielded to the conclusion that EXG1, instructed through a combination of the three tasks, outperformed the other groups regarding fluency achievement. The findings of this study have pedagogical implications for teachers, EFL learners, and syllabus designers.  },  
Keywords = {EFL learners, fluency, L2 oral performance, task variation},
volume = {7},
Number = {3}, 
pages = {76-93}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.76},
url = {http://ijreeonline.com/article-1-687-en.html},  
eprint = {http://ijreeonline.com/article-1-687-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {DelavariKhalifehkari, Gholamreza and PourhoseinGilakjani, Abbas},  
title = {A Comparative Study of Effects of Computer-Assisted Language Learning (CALL) and Conventional Methods of Instruction on Intermediate EFL Learners’ Vocabulary Learning}, 
abstract ={The present study aimed at investigating the effect of CALL on intermediate EFL learners’ vocabulary learning and comparing it with traditional teaching method. To this end, a quasi-experimental design was used in which 80 students were chosen based on their performance in an Oxford Placement Test (OPT), and were randomly assigned to the experimental and control groups. Six reading comprehension passages consisting of 72 new words were selected from the book “504 essential words” and used as the pretest of the study. Then, the experimental group received twelve sessions of treatment which was teaching vocabulary through different tools in the computer such as related pictures, video, textual highlights, PowerPoint slides, or Narsis software while the control group received the traditional way of teaching such as providing oral pronunciation of words, explaining their parts of speech, and offering a direct translation of words in Persian. Afterward, both groups attended the post-test of vocabulary at the end of the study. The scores of learners in pretest and posttest were analyzed statistically via running independent T-test. The findings revealed that CALL instruction was more effective in enhancing learners’ vocabulary learning in comparison to the traditional vocabulary instruction. The findings indicated that the experimental group had a better performance than that of the control group, and the learners in the CALL group learned more vocabulary than the learners in the traditional group. The findings of this research have implications for teachers and learners as teachers can use CALL in EFL classes to help them be independent learners, and make vocabulary learning more attractive and enjoyable to learners. The findings can help material developers and syllabus designers to consider the importance of CALL while planning textbooks and materials.  },  
Keywords = {Vocabulary, vocabulary learning, EFL, CALL, traditional teaching method},
volume = {7},
Number = {3}, 
pages = {94-104}, 
publisher = {Abbas Pourhosein Gilakjani},

doi = {10.52547/ijree.7.3.94},
url = {http://ijreeonline.com/article-1-720-en.html},  
eprint = {http://ijreeonline.com/article-1-720-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Ghadiri, Niloufar and MashhadiHeidar, Davoo},  
title = {The Impact of Collaborative Output Tasks-based Instruction on Iranian Intermediate EFL Learners’ Knowledge of Active/Passive Voice}, 
abstract ={Abstract The present study was conducted to investigate the impact of collaborative output tasks on Iranian intermediate EFL learners’ knowledge of active/passive voice. The main question this study tried to investigate was whether there would be any significant difference between the means of the two participant groups in a grammar posttest if the groups were taught with two different teaching methods. The participants of the study comprised 40 EFL learners. They were divided into two experimental and control groups. Each group consists of 20 participants. The control group received the traditional treatment while the experimental group was taught active/passive voice through collaborative output tasks. Two similar tests were prepared as the pretest and posttest to measure the students’ active/passive voice knowledge at the beginning and end of the study. To analyze the data, a series of paired sample t-tests and independent sample t-tests were run. The results showed that participants in the experimental group had a better performance than the control group. Consequently, it was concluded that the utilization of collaborative output tasks in teaching active/passive voice led to a higher level of knowledge improvement.  },  
Keywords = {collaborative, output tasks, passive voice, active voice, EFL learners},
volume = {7},
Number = {4}, 
pages = {1-13}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-679-en.html},  
eprint = {http://ijreeonline.com/article-1-679-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Abdi, Hamidrez},  
title = {Delving into the Translator’s Achievement in the Translation of Humor from English into Persian: The Case of Teule’s the Suicide Shop}, 
abstract ={The present study made an attempt to determine the translator’s choices made, both at macro and micro levels, to render humor from English into Persian. To this end, the English version of Teule’s (2008) The Suicide Shop and its Persian translation, which was made by Karamveisi (2017), was carefully investigated to extract humor and Persian translations. Then, Chiaro’s (2010) taxonomy of translation strategies, including replace the source VEH with a different instance of VEH in the TL, replace the source VEH with an idiomatic expression in the TL, ignore the VEH altogether, and leave the VEH unchanged, were applied to examine the translation strategies employed by Karamveisi to cope with humor. Karamveisi’s overall strategy for the whole text was also probed on the basis of Nida’s (1964) formal and dynamic equivalences. As the results indicated, Karamveisi was interested in the employment of the TT-oriented translation strategies rather than the ST-oriented ones that led his overall strategy at macro level to be the TT-oriented and his translation to be dynamic. Hence, Karamveisi was able to create the humorous effect on the recipients and amuse them successfully.  },  
Keywords = {Dynamic Equivalence, Formal Equivalence, Humor, Humor Translation},
volume = {7},
Number = {4}, 
pages = {14-24}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-672-en.html},  
eprint = {http://ijreeonline.com/article-1-672-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Ghavidel, Masoumeh},  
title = {Exploring Iranian EFL Students’ Reflections of E-Learning during the COVID-19 Pandemic}, 
abstract ={COVID-19 pandemic has been a worldwide grave issue that unfavorably affected people’s life, including education. This study aimed to examine the impact of the COVID-19 pandemic on students’ learning in Iran EFL context. A mixed method research design was employed in carrying out the study. The quantitative data were gathered through an online survey questionnaire from 139 students in Islamic Azad university (IAU) selected on convenience sampling method and six semi-structured interviews were conducted to collect qualitative data. The quantitative data analyzed through Statistical Package for Social Sciences (SPSS) showed that the students were not involved in a continual online teaching and learning during the COVID-19 pandemic. They also revealed that the pandemic unspeakably affected students’ learning in Iran. In addition, the qualitative data coded and analyzed thematically showed that the students had problems with the Internet and technological facilities, and they suggested that the IAU design and introduce a resourceful online platform which will be free for and accessible to poor Internet connection users because some of the students live in areas where the Internet speed is very slow. The finding of the study may help educational managers and higher education leaders to review and adopt policies for teaching and learning in emergency cases. It will also help lecturers to design a proper plan and improve their instruction in these cases.  },  
Keywords = {COVID-19 pandemic, students’ reflections, E-learning, LMS},
volume = {7},
Number = {4}, 
pages = {25-36}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-697-en.html},  
eprint = {http://ijreeonline.com/article-1-697-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Yasmin, Farah Dib},  
title = {English Language Teaching: Teaching Pronunciation in Bangladesh in Focus}, 
abstract ={This study aims to explore the treatment of pronunciation in English language teaching and presents the position of pronunciation teaching at the tertiary level in Bangladesh. Many English language learners in Bangladesh have pronunciation problems both from production and perception perspectives.  This research is mainly significant because it focuses on the key factors of effective pronunciation teaching implementation in the Bangladeshi context. Moreover, it explores the practical implications of learners’ pronunciation development. This research includes a combination of both qualitative and quantitative data and research procedures. It represents data collected from a total of 111 students and 20 teachers at five private universities in Bangladesh through a questionnaire, interview and focus group discussion. The results of this study show key elements for the upgrading of pronunciation education and recommend effective techniques of teaching and learning for improving knowledge of pronunciation. It reveals that English pronunciation classrooms should not only emphasize theoretical knowledge but also encourage learners to practice more for practical skills and suggests possible pedagogical implications for teachers, researchers and policymakers. Finally, this study emphasizes on effective approaches and techniques based on Bangladeshi learners’ requirements.  },  
Keywords = {Treatment of pronunciation,speaking proficiency,tertiary level,internet-based material and motivation,},
volume = {7},
Number = {4}, 
pages = {37-72}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-736-en.html},  
eprint = {http://ijreeonline.com/article-1-736-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Hashempour, bahare and Mobini, Farib},  
title = {The Effect of Interactive Jigsaw Method on Iranian EFL Learners’ Reading Skill and Anxiety}, 
abstract ={The present study trailed a proper experimental design to examine jigsaw reading method in our setting. The data collection process encompassed qualitative and quantitative evaluations. The scrutinization aimed to influence the interactive jigsaw method on EFL intermediary Iranian learners’ reading capability and anxiety. 205 Iranian learners acquired the Oxford Placement Test, 135 intermediary learners were selected as the research sample. A random control group (CG) and an experimental group (EG) were designated to the participants. The instrumentation was pre-and post-tests for evaluating the reading performance, and the subjects replied reading anxiety questionnaire, which was validated by Zoghi (2012). The EG outperformed the CG in their reading performance comprehension, which is indicated in the results. Also, EG participants’ reading anxiety reduced after considerable management. The outcomes also did not reveal any significant variance among the two age groups. The findings might accord creative intuitions in jigsaw interactive learning and reading, and the situation could encompass the conclusions of the associated literature. The research results can be advantageous to instructors by invigorating their learners’ L2 reading ability. Moreover, learners become skilled in regulating their anxiety and acting more assertively amid the tasks.   },  
Keywords = {anxiety, intermediate Iranian learners, jigsaw interactive method, reading conception},
volume = {7},
Number = {4}, 
pages = {73-88}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-716-en.html},  
eprint = {http://ijreeonline.com/article-1-716-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Isaee, Hossein and Barjesteh, Hame},  
title = {Book Review: The Art of Public Speaking}, 
abstract ={The art of public speaking comes into play in many places. It is important not only in the delivery of speeches and public talks, but also in professional presentations, training events, and motivational speaking. ELT teachers, teacher trainers, lecturers and university professors, all have a reason at times to speak in front of others. A lackluster speaker can make a topic or proposal seem less than enticing, while a polished speaker can add allure to an otherwise mediocre proposition. Stephen E. Lucas’ “The Art of Public Speaking” is the leading public speaking textbook in the field. Whether a novice or an experienced speaker when beginning the course, every page-turner will learn how to be a better public speaker through Lucas’ clear explanations. Vivid examples, creative activities, annotated speech samples, and foundation of classic and contemporary rhetoric provide learners a strong understanding of public speaking. Lucas’ book which is under review in this paper reminds us that the most ordinary person can become extraordinary by developing their God-given potentials and unique gift of speech to be an inspiration and positive influence in the lives of others.  },  
Keywords = {ELT,,public speaking,speaking skill,},
volume = {7},
Number = {4}, 
pages = {89-94}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-727-en.html},  
eprint = {http://ijreeonline.com/article-1-727-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}

@article{ 
author = {Babakhani, Arefe and Tabatabaee-Yazdi, Mo},  
title = {Digital Game-based Activities as a Predictive Power of Iranian EFL Learners’ Willingness to Communicate and Cooperate}, 
abstract ={Gamification is an innovative pedagogical approach where digital games are used in an educational setting which provides tools to consider the instructions from the engagement aspects. Accordingly, since language classes are not always attractive for learners, instructors are looking for new strategies and techniques to provide opportunities to increase learners’ communication and cooperation skills in classrooms. Therefore, nowadays, teachers try using gamification tools to enhance learners’ communication skills. In this case, the present study aimed to investigate the effect of gamification, as one of the motivating ways, on Iranian EFL learners’ willingness to communicate and cooperate. A total of 50 Iranian intermediate EFL learners were chosen through convenience sampling and categorized into two groups (experimental and control groups). The classes were held online on the Adobe Connect platform. Two gamification websites (Flippity & Wordwall) were applied in the experimental group as the treatment, and the traditional method was used for the control group to teach three chapters of American English File book 1. In the experimental group, in the middle of the class, a link was given to the learners. They were randomly grouped through the spin wheel of the Flippity app and were asked to click on the link to start the game that appeared on their screen through the Wordwall and Flippity applications. The results demonstrated that gamification as a treatment in the experimental group was effective and applying gamified activities had a significant effect on Iranian intermediate EFL learners’ willingness to communicate and cooperate. However, there was not any significant difference between male and female willingness to communicate and cooperate using gamification. The results of this study can aid teachers and students in better implementation of gamified tools.  },  
Keywords = {EFL learners, gamification, online classrooms, willingness to communicate, willingness to cooperate},
volume = {7},
Number = {4}, 
pages = {95-104}, 
publisher = {Abbas Pourhosein Gilakjani},
url = {http://ijreeonline.com/article-1-743-en.html},  
eprint = {http://ijreeonline.com/article-1-743-en.pdf},  
journal = {International Journal of Research in English Education},  
issn = {2538-3027}, 
eissn = {2538-3027}, 
year = {2022}  
}