@article{ author = {Lehman, Clayton and Heaviland, Lehm}, title = {Student Preferences of Student-Teacher Communication during Synchronous Online Classes}, abstract ={When students study in synchronous online classes, they decide on a preferred mode(s) of communicating with the teacher. This small-scale qualitative research study aimed to explore student preferred modes of communicating with the teacher during synchronous online classes. The researchers used an online questionnaire to acquire data from three different groups of students, each containing three participants. Two groups were university students in China and South Korea, and one group consisted of adult learners in Somalia. All participants were studying English language development courses in synchronous online classes with the researchers. The study found that while most participants were willing to use their cameras, they preferred using the chat box and microphone without using the camera to communicate with the teacher. Additional findings revealed that most participants opposed having a mandatory camera usage policy and for camera usage to affect their grades or marks in the course.  }, Keywords = {camera policy, student-teacher communication, synchronous online classes}, volume = {8}, Number = {1}, pages = {1-14}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-726-en.html}, eprint = {http://ijreeonline.com/article-1-726-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Tabatabaee-Yazdi, Mo}, title = {EFL Learner’s Crystallized Intelligence and Mental Lexicon}, abstract ={How easily people are able to initially learn foreign language vocabulary depends on a number of different factors including effective variables such as motivation, anxiety, the cognitive processes involved in utilizing different strategies, and most relevant to the present study, linguistic features of the words themselves which is also known as mental lexicon. Thus, one of the major problems learners face in language learning either in EFL or ESL settings is the issue of vocabulary or the mental lexicon that has been changing constantly over time. Therefore, the current study aimed to find out if EFL learners’ crystallized intelligence can significantly correlate with their mental lexicon. To this aim, 80 EFL learners were asked to fill out a C-test which is a reliable instrument to measure crystallized intelligence, and the Lex30 word association test to measure their mental lexicon. Moreover, the study aimed at finding any significant differences between male and female EFL learners concerning their mental lexicon and crystallized intelligence. To analyze the data, Pearson Correlation and Independent sample T-Test were run. The results showed that there is a significant positive relationship between crystallized intelligence and mental lexicon with no significant differences between males and females. This research has some implications for teachers, supervisors, as well as syllabus designers in a way to achieve better language acquisition.  }, Keywords = {crystallized intelligence, c-test, mental lexicon, vocabulary knowledge, word association}, volume = {8}, Number = {1}, pages = {15-28}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-704-en.html}, eprint = {http://ijreeonline.com/article-1-704-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {AzadeganDehkordi, Zahra and AghajanzadehKiasi, Ghasem}, title = {Task-Induced Involvement Loads and Iranian Intermediate EFL Learners’ Knowledge of Collocations and Level of Motivation}, abstract ={The study intended to investigate the impact of task involvement loads on Iranian EFL learnersˈ collocation knowledge and their level of motivation. To achieve these goals, a sample of 78 intermediate learners were selected based on Solutions Placement Test. The participants were divided into three experimental groups of 26 learners assigned to one of the experimental conditions, namely tasks with involvement load 3 (multiple-choice, MC), and involvement load 2 (Fill-in-the-blanks, FB), and 4 (sentence formation, SF). Before running pretest to the groups, their familiarity with the targeted collocations were tested. Over the treatment course, learners in MC were provided with the collocations requiring them to recognize the right collocations in the multiple-choice format tests. The learners in FB group were provided with the same collocations but were required to complete sentences with appropriate collocations given at the end of the text. Finally, the learners in SF group were asked to make their own sentences using the given collocations. At the end, a learning motivation questionnaire was administered to the learners to determine the possible association(s) of task involvement loads with the learners’ learning motivation. The results of a one-way ANOVA indicated the three groups showed different results on the posttests. However, the SF difference with MC and FB was the highest indicating the highest impact of SF on the learners’ L2 collocations. The results of a multiple regression analysis also indicated different associations between the involvement loads and learners’ motivation. The findings can have pedagogical and theoretical implications for EFL teachers, learners, and researchers.  }, Keywords = {task involvement, involvement load, collocations, motivation}, volume = {8}, Number = {1}, pages = {29-47}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-742-en.html}, eprint = {http://ijreeonline.com/article-1-742-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Rahmannia, Macan and BabaieShalmani, Hame}, title = {Elevate: On the Effects of All-In-One Learning Suites on the Learning of L2 Vocabulary and Grammar among Iranian Male and Female Intermediate EFL Learners}, abstract ={This study was carried out to explore the effects of a mobile application on the learning of L2 grammar and vocabulary among Iranian intermediate EFL learners. In this research study, the target population comprised 30 male and female EFL learners who were identified at the intermediate level of language proficiency based on their performance scores on a sample copy of the Oxford Solutions Placement Test (OSPT). The participants were selected from among 40 learners who were studying EFL at Talk English Institute in Rasht, Iran. Using a digital randomizer called Super Cool Random Number Generator, the final pool of qualified participants was randomly assigned into two groups of experimental and control, each consisting of 15 learners. Next, the experimental group received treatment on their English vocabulary and grammar during a four-week period where they were assigned to learn 20 grammar and 20 vocabulary items by playing games through a mobile educational game called Elevate. The control group, on the other hand, received treatment on the same L2 grammar and vocabulary items through a conventional method (i.e., teacher-fronted instruction). Analysis of the scores obtained on a post-intervention measure of L2 grammar and vocabulary knowledge revealed that both groups made significant progress over the course of the experiment; however, the experimental group performed significantly better than those who were trained using the conventional method. The results carry the implications that mobile applications provide a more felicitous condition for expanding learners’ L2 grammar and vocabulary repertoire.}, Keywords = {All-In-One learning suites, EFL learners, L2 grammar, L2 vocabulary, MALL}, volume = {8}, Number = {1}, pages = {48-70}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-744-en.html}, eprint = {http://ijreeonline.com/article-1-744-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Isaee, Hossein and Barjesteh, Hamed and NasrollahiMouziraji, Atefeh}, title = {Screening EFL Teachers’ Perception on ‘Prospect 1’: The Case of Internal and External Evaluation}, abstract ={Since 2012, the ELT experts of Iran’s Ministry of Education have developed and published series titled ‘Prospect’ which includes three successive textbooks designed for teaching English to the students of grades 7th, 8th and 9th of junior high schools of Iran. It is a fact that the key components of all educational programs are the textbooks, the efficiency of which contributes to the accomplishment of the pedagogical goals of the curriculum. With the goal of helping Iranian materials developers modify ‘Prospect’ series and improve the overall quality of the very textbooks, this study aimed to conduct evaluation over one of the series namely ‘Prospect 1’ through screening EFL teachers' perception who have been incorporating the textbook in their online and conventional classrooms at least during the last five years. By emulating a model provided by McDonough and Shaw (1993) on the basis of external and internal evaluation of textbooks, a 55-five-point Likert scale questionnaire was adapted by the researchers and the required data were gathered from 46 female and 58 male English teachers in urban and rural junior high schools of Gilan and Mazandaran provinces of Iran. The findings revealed that EFL teachers were relatively dissatisfied with some important facets of ‘Prospect 1.’ Our respondents believed that the textbook is really poor in printing quality, and it lacks attractive and motivating pictures and illustrations. Moreover, not incorporating variant dialects and authentic language, not using modern techniques such as typography and perceptual saliency, and not considering the needs of the learners or different learning styles, are among other shortcomings that seem to be in dire need of modification.  }, Keywords = {evaluation,perceptual saliency,textbook,typography}, volume = {8}, Number = {1}, pages = {71-91}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-729-en.html}, eprint = {http://ijreeonline.com/article-1-729-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Nejati, Reza and Ilchi, Hossei}, title = {Investigating the Role of Self-directed Learning and Personal Self-concept in Reading Comprehension of EFL Intermediate Students}, abstract ={In the field of foreign language education, self-directed learning and personal self-concept are essential as they can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively, and make use of language learning strategies. The main purpose of the present study was to investigate the role of self-directed learning and personal self-concept in reading comprehension. Moreover, the current study aimed to determine that whether self-directed learning and personal self-concept help to increase students’ scores in reading comprehension. The participants in this study were 170 EFL intermediate-level EFL students in two foreign language institutes named Diplomat and Safir in Tehran and Karaj. Gõni’s personal self-concept questionnaire and self-directed learning questionnaire were used and the students' reading skills were measured with the standard PET test. The obtained data were analyzed by multiple linear regression in SPSS software. Results of the study showed that there was a significant correlation between students’ comprehension scores and learners’ self-directed learning, but there was a little correlation between their self-concept and reading comprehension scores. Based on the research findings, it was concluded that self-directed learning has an important role in students’ comprehension, but not personal self-concept. It is possible to make students more successful in acquiring language skills by guiding students towards using self-directed strategies.  }, Keywords = {Intermediate-level students, personal self-concept, reading comprehension, self-directed learning}, volume = {8}, Number = {1}, pages = {92-104}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-750-en.html}, eprint = {http://ijreeonline.com/article-1-750-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Farahian, Majid and Noori, Tayebeh}, title = {The Effectiveness of Peer Feedback through Google Docs for Improving EFL Students’ Classroom Engagement and Writing Achievement}, abstract ={The present study sets to explore whether using peer feedback through Google Docs improves English as a Foreign Language (EFL) students’ classroom engagement. It also investigated the extent to which peer feedback through Google Docs improves EFL students’ writing achievement. Three groups of EFL students were involved in the study, namely control (N=23), experimental 1(N= 24), and experimental 2 (N=22). The control group received the treatment through the conventional writing course and the teacher read the writing task and provided feedback regarding the content, grammar, vocabulary, or punctuations. In addition to their regular in-class writing instruction, each student in the first experimental group was asked to choose a partner and email their drafts to them and the peers were required to provide feedback. In the second experimental group, the pairs provided the feedback through the Google Docs. One Way ANOVA was run to find any possible differences between the groups. Based on the findings, the second experimental group outperformed the other groups in their classroom engagement and writing achievement. The findings have implications for pedagogy as well as further research.  }, Keywords = {classroom engagement, Google Docs, peer feedback, writing achievement}, volume = {8}, Number = {1}, pages = {105-122}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-666-en.html}, eprint = {http://ijreeonline.com/article-1-666-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {ELYAZIDI, RACHID}, title = {Investigating the Interplay between the Use of ICTS and Students’ Academic Performance in Higher Education}, abstract ={The ICTs have invaded not only the fields of business, economics, and different sciences, but also the field of education and particularly language teaching and learning. This article addresses a crucial issue related to the use of ICTs at the university in Morocco and its impact on the academic performance of students. Many studies in the review of literature are presented and they mainly revolve around similar issues related to advantages and disadvantages of ICTs in general, however little attention has been devoted to the relationship between ICTs and academic performance. Thus, this article seeks to answer a set of research questions along with hypotheses which are tested and discussed following some statistical procedures. The researcher looks at the correlation between the use of ICTs in higher education and students’ academic performance. A questionnaire was designed and submitted to a sample of students composed of 108 students from four major universities in Morocco. Cronbach’s alpha was obtained to test the reliability of the instrument. The findings indicate that the implementation of ICTs in higher education is positively correlated with the academic performance of students. The implications of this study suggest that integrating ICTs into higher education can lead to improved academic performance of students. This has significant implications for educators and policymakers who can use this information to design and implement effective ICT-based teaching and learning strategies to enhance student learning outcomes. The study also highlights the importance of considering the relationship between ICT use and academic performance in educational research and policy-making. The results provide a foundation for further research on the use of ICTs in higher education and their impact on student success.  }, Keywords = {academic performance, attitudes, higher education, ICTs}, volume = {8}, Number = {2}, pages = {13-1}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-748-en.html}, eprint = {http://ijreeonline.com/article-1-748-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {KhomejaniFarahan, Aliakbar and Rezaee, Abbas Ali and WANG, WEI}, title = {The Relationship between L2 Motivational Self-system and Willingness to Communicate: The Mediating Effect of L2 Anxiety in the Chinese EFL Context}, abstract ={The current study used Structural Equation Modeling (SEM) as a statistical technique to test a hypothesized mediating model to uncover the underlying relationship between the L2 motivational self-system, L2 anxiety, and L2 willingness to communicate (L2 WTC). This study is significant because it considers the unique experiences of English as a foreign language (EFL) learner in the era of globalization by incorporating the L2 motivational self-system. The mediating effect of L2 anxiety was also accounted for, providing a deeper understanding of how emotional factors influence L2 WTC. The data were collected through a questionnaire administered to 260 students at six public universities in China. The results showed that (a) two subcomponents of the L2 motivational self-system (ideal L2 self and L2 learning experience) were positive predictors to L2 WTC; (b) the higher the degree to which learners were motivated by their ought-to L2 self, the higher the anxiety of English learning; and (c) L2 anxiety had a suppressing effect between the L2 motivational self-system and L2 WTC. Specifically, L2 anxiety weakens the direct positive effect of the L2 motivational self-system on L2 WTC, leading to a decrease in L2 WTC. Pedagogical implications and future research directions were also addressed.  }, Keywords = {willingness to communicate, L2 motivational self-system, L2 anxiety, individual factors, structural equation modeling}, volume = {8}, Number = {2}, pages = {14-29}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-762-en.html}, eprint = {http://ijreeonline.com/article-1-762-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Nizigama, Elvis and Fazilatfar, Ali Mohammad and Jabbari, Ali Akbar}, title = {Junior Secondary School Students’ Motivation for Learning Multiple Foreign Languages in Burundi: A Cross-sectional Study}, abstract ={This study investigated the motivation of Burundi junior secondary school students learning simultaneously three foreign languages: French, English, and Kiswahili.  A 65-item questionnaire was employed to sample the views of 348 (grade 7 through 9) learners from state schools. Using Dörnyei’s (2009) L2 motivational self-system as the main theoretical framework, this study specifically explored temporal changes in L2 motivation of the participants over the three-year period across the three target languages. In doing so, the present study adopted a quantitative research design with a cross-sectional approach and the obtained data were analysed by means of descriptive and inferential statistics namely a one-way analysis of variance (ANOVA) and stepwise multiple regression analyses. Statistical analyses were computed using SPSS - version 22. The results indicated that there were significant differences in most of the measured motivational scales across the three languages with ninth grade students scoring significantly lower than their peers from lower school grades. Moreover, the results revealed that L2 learning experience and ideal L2 self were the two variables that respectively predicted most the students’ intended effort to learn each language. One school grade-related difference was that international posture appeared as a significant factor among seventh grade students in relation to French learning and among ninth grade pupils regarding English learning. Another finding, which was unexpected, was that English (L3) appeared to be the most popular foreign language among these students. In the light of the results, pedagogical implications are discussed based on the socio-educational context of Burundi.  }, Keywords = {L2 motivation, L2 motivational self-system, school grade, simultaneous multiple language learning}, volume = {8}, Number = {2}, pages = {30-46}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-760-en.html}, eprint = {http://ijreeonline.com/article-1-760-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Ghafournia, Narjes}, title = {Exploring the Predicting Role of Emotional Intelligence (EQ) in Reading Comprehension Proficiency among Iranian EFL Learners}, abstract ={The present study scrutinized the probable significant correlation between Iranian language learners’ emotional intelligence (EQ) and reading proficiency.  Moreover, the significant predicting role of the participants’ EQ for their reading comprehension proficiency was investigated. To this end, 196 Iranian B.A. English language teaching students at Islamic Azad university of Neyshabur attended the study. They formed unequal proportion of gender. The study followed a quantitative descriptive design, in which the significant correlation between the variables and the significant predicting role of EQ were investigated. As the normality of data was proved through Kolmogrow-smirnow test, the parametric statistical analyses, including descriptive statistics, Pearson correlation coefficient, independent sample T-test, and linear regression analyses were employed.  The data collection instruments were an ETS TOEFL reading comprehension test and Bar On’s (1997) inventory of emotional quotient. The findings demonstrated significant positive correlation coefficients between the participants’ reading proficiency and overall EQ as well as most of its subcategories. Three highest positive significant correlation coefficients were seen among the participants’ reading proficiency level, happiness, problem-solving, and emotional self-awareness successively. The results of linear regression analysis also reflected that EQ significantly predicted the participants’ reading proficiency. No significant differences were found between the genders concerning EQ. The findings laid emphasis on the influential importance of psychological non-linguistic factors in improving linguistic competence of language learners. Language teachers should be acutely conscious of the highly influential role of psychological paradigms in boosting language learning process of language learners.   }, Keywords = {emotional intelligence, language proficiency, non-linguistic factors, reading proficiency}, volume = {8}, Number = {2}, pages = {47-66}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-761-en.html}, eprint = {http://ijreeonline.com/article-1-761-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Ndoricimpa, Clement and Nduwimana, Arcade}, title = {The Impact of Genre-based Pedagogy in the Development of Critical Stance in MBA Students’ Writing}, abstract ={There has been a debate over the use of genre-based pedagogy to develop university students’ ability to create valued meaning in academic writing. Some researchers support an implicit genre-based instruction while others support an explicit genre-based instruction. However, few empirical studies move beyond this debate to investigate the effectiveness of genre-based approach to developing university students’ academic writing skills. Therefore, this study investigates the impact of genre-based pedagogy in developing MBA students’ ability to construe critical stance in their writing. The data consisted of 28219 words corpus of 40 essay assignments, collected pre-genre-based course and post-genre-based course. Using Hyland’ s (2005) model of intersubjective positioning and Martin and White’s (2005) theory of evaluation in discourse, the data were analyzed for the distribution of hedges, boosters, attitude markers, and disclaim markers through manual coding using UAM corpus tool.  The results showed a significant decrease in the use of key linguistic resources that function to make a text informal. In addition, the results showed a less significant increase and a less significant decrease in the use of key linguistic resources that function to construe critical stance in academic writing. These results have implication for the use of genre-based pedagogy in developing students’ ability to create valued meaning in academic writing. They show the extent to which genre-based pedagogy, implemented at the beginning or during subject learning, impacts students’ academic writing skills.  }, Keywords = {academic writing, critical stance, disciplinary writing, discourse community, genre-based pedagogy}, volume = {8}, Number = {2}, pages = {67-81}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-776-en.html}, eprint = {http://ijreeonline.com/article-1-776-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Tahmasbi, Somaye and RabaniEbrahimiPour, Kamr}, title = {The Effect of Mobile-Assisted Flipped Learning on Iranian EFL Learners’ Cohesive Devices Improvement in Writing}, abstract ={In recent years, some language teachers have made investments in approaches and models such as mobile assisted flipped language learning. Some studies in Iran have examined flipped learning impact on English as a foreign language (EFL) learners’ language skills as well as language systems. However, no researches have been conducted on the impact mobile assisted flipped learning might have on improvement of intermediate EFL learners’ cohesive devices and their motivation to learn cohesion which is the focus of the current study. To this end, 40 female intermediate EFL learners in an English language institute in Kerman, Iran were recruited. Employing a quasi-experimental design, subjects were assigned to two classes of experimental (EG- N = 20) and control (CG-N = 20). Oxford Placement Test, researcher-made writing achievement tests, and Academic Motivation Scale (AMS) were utilized to collect the required data. The findings indicate that participants in mobile assisted flipped language learning group outperformed those in the control group. Moreover, the results of a chi-square test showed a significant relationship between mobile assisted flipped language learning and intermediate EFL learners’ motivation to learn cohesive devices. The findings might help stakeholders design, introduce, and address mobile assisted flipped language learning to their context-specific needs, thereby facilitating the language learning process.  }, Keywords = {cohesive devices, flipped language learning, mobile assisted language learning, motivation, writing}, volume = {8}, Number = {2}, pages = {82-95}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-779-en.html}, eprint = {http://ijreeonline.com/article-1-779-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Mohammadi, Mohammad and Alavinia, Parviz and gholami, jav}, title = {A SEM Analysis of Predictive Factors Underlying Iranian EFL Teachers’ Motivation}, abstract ={The researchers in the current study were pinpointing the factors contributing to teacher motivation. Among the myriad of variables which were deemed liable to influence teacher motivation, the researchers opted for teacher motivation, namely teacher burnout, self-efficacy, emotional intelligence, and teaching style as the main predictive variables for teacher motivation. To conduct the study, a total of 200 English language teachers were asked to fill the study questionnaires. The target group encompassed teachers from both public school and language school contexts. The teachers were from both genders and came from a variety of age groups, years of experience, and language backgrounds. The participants were recruited from 10 cities across West Azarbaijan. To facilitate the data collection process, the questionnaires were sent to participants via Google forms link. The obtained data were analyzed through SEM (Structural Equation Modeling) to find the exact interrelationships between the four variables considered as predictors and teacher motivation. The findings pointed toward the existence of significant paths from burnout, self-efficacy, emotional intelligence (EI), and teaching styles toward teaching motivation. Additionally, EI, self-efficacy, and teaching styles were depicted to be significant predictors for burnout. The path from EI to self-efficacy was also significant. Furthermore, teaching style was significantly predicted by EI and self-efficacy. Finally, the findings obtained via interview analysis demonstrated that teacher motivation can be influenced by a variety of factors including low income and lack of environmental/social support, which can, in turn, lead to increased levels of burnout and hence diminish teaching efficacy and hence motivation. The implications of the findings are discussed throughout the paper.  }, Keywords = {Burnout, emotional intelligence, self-efficacy, teachers’ motivation, teaching styles}, volume = {8}, Number = {2}, pages = {96-111}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-775-en.html}, eprint = {http://ijreeonline.com/article-1-775-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {HeydarianLangeroudi, Elham and Khazaee, Hossei}, title = {Vocabulary Size and Flow Experience: Unexplored Realms of Game-Based Learning in Iranian EFL Programs}, abstract ={In the past few years, there have been many studies about how game-based learning can help people learn languages. Since little research has been conducted on games in the Iranian EFL context, a deeper study of how games affect vocabulary size and flow is needed. The current study, conducted as a quasi-experimental research design with a pre- and posttest control group structure, investigated this effect by recruiting 60 Iranian intermediate EFL learners through a convenience sampling procedure and assigning them to experimental and control groups. The researchers utilized the EF Standard English Test (EF SET) to ascertain the proficiency level of the participants. Before the treatment phase, version A of Nation and Beglar’s (2007) vocabulary size test was given to both groups, and their vocabulary sizes were measured. The experimental group then participated in an eight-week massively multiplayer online role-playing game. The control group only received traditional, ordinary instruction. After this, version B of Nation and Beglar’s test was conducted. Along with this, learners’ flow experiences in the experimental group were measured through a questionnaire adopted from Egbert (2004). A comparison of the experimental and control groups suggested a statistically significant difference between the vocabulary sizes of learners in the experimental and control groups, whereby an increase in the vocabulary sizes of learners in the experimental group was witnessed. Moreover, flow was observed in 83% of the participants in the experimental group. Implications of the study, including using games in language instruction in the Iranian EFL setting, have been considered.  }, Keywords = {flow experience, game-based learning, massively multiplayer online role-playing games, vocabulary size Test}, volume = {8}, Number = {3}, pages = {1-18}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-780-en.html}, eprint = {http://ijreeonline.com/article-1-780-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {SameniKeivani, Farsh}, title = {Predictors of Satisfaction in Virtual English Classrooms: The Case of Iranian EFL Learners}, abstract ={The concept of an old-style teaching approach has changed totally over the past decade. Face-to-face classes have not been a unique method of learning with the advent of information technology. Improving information technology has changed the education system. The goal of the study is to determine what factors impact student satisfaction in online English classes. To achieve this goal, the questionnaires were distributed to a random sample of students in three branches of Islamic Azad University in Guilan province, Iran, in 2022. The branches of the university were Roudsar and Amlash, Langroud, and Lahijan. This paper explains the impact of the interaction in online English classes and technology tools as independent variables on the level of student satisfaction as the dependent variable. A simple linear multivariate regression was used to determine the significant relationship between the independent and dependent variables of the research. The regression model was estimated by applying the OLS approach using SPPS software. All hypotheses were accepted, which means that both independent variables impact the dependent variable. In addition, technology tools are more important than interaction to influence student satisfaction. In the end, several solutions were presented to improve the level of student satisfaction in online English classes.  }, Keywords = {online English classes, technology tools, student satisfaction}, volume = {8}, Number = {3}, pages = {19-30}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-787-en.html}, eprint = {http://ijreeonline.com/article-1-787-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Yasmin, Farah Dib}, title = {Designing Online English Academic Program at Private Universities in Bangladesh: Issues and Challenges}, abstract ={This study is an attempt to determine problems and prospects associated with designing a fully online English program at private universities in Bangladesh and it reflects the experiences of faculty members and students who have participated in fully online semesters in private universities. It acknowledges that online education is no more a fantasy that receives criticisms at the beginning rather it is becoming a part of equal learning opportunity in global education where learners can carry out the desire for knowledge from any corner of the world. This paper aims at analyzing important factors and potential challenges regarding online English academic program in private university context in Bangladesh as the online academic program is becoming part of higher education around the world and COVID-19 has transformed all English programs into virtual classrooms and Bangladeshi private universities are performing the pioneering role in online education at this time of the pandemic. This study considers that traditional teaching-learning habits are challenging for online learning acculturation of learners in Bangladesh and it attempts to explore cultural contexts of online learning. It addresses the concept of research-based approaches that are required for an effective and quality e-learning environment which can be rightfully compared to face-to-face learning. Both qualitative and quantitative methods are followed for conducting this research and secondary data collection sources are also used to determine the impact of the teacherless classrooms in different settings. It represents data collected from 145 students and 20 teachers at five private universities in Bangladesh through questionnaire, interview, and focus group discussion. It reveals that online programs have many challenges but proper research based-policy and need-based programs can bring futuristic changes in higher education. Based on findings from collected data, some practical and pedagogical recommendations are discussed and some proposals are included for future research.  }, Keywords = {online learning, English program, private universities, learning culture, learning outcomes}, volume = {8}, Number = {3}, pages = {31-59}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-791-en.html}, eprint = {http://ijreeonline.com/article-1-791-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Abdi, Hamidrez}, title = {Idioms as Daunting Cultural Elements for Translators to Translate: The Case of Collins’s The Hunger Games}, abstract ={The present study aimed at investigating the translation strategies the Persian translator adopted for idioms from English into Persian. To do so, qualitative descriptive research, with special attention to idiom translation and to the way such problematic items were translated from English into Persian, was applied. Then, a comparison was made between idioms, which were extracted from Collins’s (2008) The Hunger Games, and their translation made by Akhtar (n.d.) according to Baker’s (1992) taxonomy of translation strategies, namely using an idiom of similar meaning and form, using an idiom of similar meaning but dissimilar form, translation by paraphrase, and translation by omission. Moreover, the chi-square test (X²) was used to see whether there is a significant relationship between the type of translation strategies and the number of them used by the Persian translator. The results revealed that Akhtar employed all four of Baker’s strategies to overcome idioms, of which the last two strategies were the most/least used strategies by him respectively. In addition, he preferred to apply the TT-oriented strategies rather than the ST-oriented ones. Misusing the TT-oriented strategies, in this case translation by paraphrase, did not allow him to create a good sense of some idioms in the TT and communicate effectively with the target audience. Thus, the translations he produced were not mainly acceptable and the target readers did not enjoy them to a great extent.  The findings of the current study should be beneficial to translation students, newly researchers, and translation teachers. This study also suggested some pedagogical implications that could be helpful for those who benefit from the results of the study.   }, Keywords = {translation, idioms, Baker’s taxonomy of translation strategies}, volume = {8}, Number = {3}, pages = {60-68}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-795-en.html}, eprint = {http://ijreeonline.com/article-1-795-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Allaf-Akbary, Omi}, title = {Unpacking the Functions of Multiple Intelligences in Using interactional Metadiscourse Markers: A Comparison across Proficiency Levels}, abstract ={Curiosity about metadiscourse markers (MMs) use in written performance of different proficiency levels has grown among discourse researchers. The current study was carried out to examine whether there was any realizable relationship between multiple intelligences (MI) and interactional metadiscourse (IM) use across proficiency levels. Particularly, it centered on exploring whether MI correlated with the employment of IM by intermediate and advance EFL written performance and whether MIs could predict their IM use in their performance. Data were collected from 90 Iranian EFL learners at two English language institutes, taking the Michigan Test of English Language Proficiency (MTELP), and the McKenzie's MI Inventory. The data were analyzed quantitatively running a multiple regression procedure through SPSS (version 22). The result of the data analysis showed that none of the MI types were predicators of IM use by intermediate EFL learners.  However, interpersonal intelligence was the only negative predictor of IM use by intermediate EFL learners. Advanced EFL learners’ IM use was highly and positively correlated with musical intelligence. The article suggests some implications for syllabus designers.  }, Keywords = {intelligence, metadiscourse, proficiency level}, volume = {8}, Number = {3}, pages = {69-81}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-811-en.html}, eprint = {http://ijreeonline.com/article-1-811-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Shafaei, Ali}, title = {Exploring the Relationship between Iranian English Language Teachers’ Sense of Autonomy and Perfectionism}, abstract ={Teachers play a crucial and influential part in teaching/learning contexts and teacher-related features have gained a great deal of attention in the realm of teacher education and development.  Among teacher-related factors, perfectionism and autonomy are regarded as two influential factors which play crucial roles in teachers’ and learners’ performance. Several research studies have tried to investigate their impacts on language teachers’ performance. However, no studies have so far explored the association between Iranian EFL teachers’ perfectionism and autonomy. Thus, the current research was undertaken to examine the association between Iranian EFL teachers’ perfectionism and autonomy. To do this, 82 English language teachers (34 males and 48 females) were selected as the participants of the study. They were asked to fill out teacher autonomy and perfectionism questionnaires. The results of the data analysis revealed that EFL teachers’ sense of perfectionism and autonomy were positively related. The findings of the present study can be helpful for syllabus designers, teacher educators, and language teachers.      }, Keywords = {autonomy, EFL teachers, perfectionism, teacher autonomy, teacher education}, volume = {8}, Number = {3}, pages = {82-93}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-808-en.html}, eprint = {http://ijreeonline.com/article-1-808-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Tizjang, Elham and Bijani, Houman and BaniOrabah, Salim Sai}, title = {Examining the Impact of Implementing Nicenet on Teaching Grammar Structures to Develop Writing skill among Iranian EFL Intermediate Learners}, abstract ={It is possible that technology possesses a unique place in language teaching and learning. Research on CALL in the Iranian L2 context is rather scarce. This research intends to explore the impact of administering Nicenet as one of the virtual learning environments (VLE)'s on linguistic use and grammar instruction in writing. The design of the research was quasi-experimental method having a pre-test and a post-test. The subjects were chosen through the convenience sampling strategy and were assigned randomly into experimental and control groups (female = 21, male = 21) and control (female = 21, male = 21). The independent variable in this research was the teaching linguistic use (grammar) through Nicenet. The dependent variable was the participants’ linguistic use (grammar) as reflected by the writing test. The participants were chosen concerning their performance on the Oxford Placement Test (OPT) and were homogenized accordingly. The outcome of inferential statistical tests, ran through Mann-Whitney, depicted that there was a statistically significant variation between the accomplishments mean scores of the learners of the experimental group who learned the grammar through computer and the control group who studied the same syntactic item utilizing the traditional strategy. The results also showed that the accomplishment in the post-test for both the experimental and control groups is related to the treatment. The results depicted that computer as an instrument and Nicenet as an application could assist learners to escalate their grammar acquisition.  }, Keywords = {computer assisted language learning, e-learning, grammar, Nicenet, technology, virtual learning environment}, volume = {8}, Number = {3}, pages = {94-107}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-809-en.html}, eprint = {http://ijreeonline.com/article-1-809-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {NdzotomMbakop, Antoine Willy}, title = {Rethinking Attitude towards English as a Foreign Language in Cameroon: A Case Study}, abstract ={The present work is a contribution to the debate around attitude towards English as a foreign language in Cameroon. By case-studying an under-searched area through a multi-component tool: the Attitude and Motivation Test Battery, it proposes a different reflection to the question. The test was administered to 211 Grade 11, 12, and 13 Francophone students from various urban and semi-urban schools in the city and its suburbs. It was based on the postulates that attitude is a dynamic characteristic that varies according to place and time on the one hand, and that it is far too complex to be examined from the prism of a single variable. The results revealed that of the six parameters that made up the three components of the tool, three were negative and three were positive, with the integrative orientation slightly outpacing the instrumental one. This underscores the need to envisage attitude as a multi-component variable, as well as the need to reckon with evolving social variables. In general, the results reveal that attitude towards EFL is not as desperate as usually thought. It can be intimated that recent socio-political initiatives aiming at reinforcing French-English bilingualism are gradually bearing fruits. Thus, socio-political ideologies appear to have significant effects on overall attitude towards EFL. }, Keywords = {attitude, EFL, official bilingualism, Cameroon, AMTB, index}, volume = {8}, Number = {4}, pages = {1-16}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-815-en.html}, eprint = {http://ijreeonline.com/article-1-815-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Askari, Noor}, title = {Relationship between Speed of Reading and Reading Comprehension Score in Undergraduate Students of EFLU: A Disquisition}, abstract ={The present study is an attempt to find if there is a relationship between silent reading speed and reading comprehension score in undergraduate students a pre-requisite study before starting a research involving factors related to metacognition and the affective domain. The sample of the study consists of twenty-four undergraduate students pursuing various foreign languages such as French, Russian, Arabic, Japanese, and German. To assess the reading comprehension of the students, two passages with multiple choice questions were selected from a book designed to check and improve reading speed and reading comprehension. The students worked in pairs, keeping a record of time taken to read for their partner. The word count of the passage was divided by the student’s speed of reading to analyze the reading speed simultaneously the students answered the multiple choice questions given after the passage which was used to assess the comprehension level. The findings of the t-test revealed that there is a significant difference between the reading speed and reading comprehension scores and the Pearson’s correlation shows that there is a positive and moderate relationship between the two variables. Secondly, it revealed that there is a significant difference between male and female students with respect to their reading comprehension scores and reading speed. In both cases the female students performed better in comparison to the male students. Finally, it reveals that there is a significant difference between the students pursuing different languages at their undergraduate level with respect to their reading comprehension and reading speed. The results indicated that the students from Japan had the highest scores, followed by those from Germany, France, Arabic, Spanish, and Russian.  }, Keywords = {reading comprehension score, reading speed, undergraduate student}, volume = {8}, Number = {4}, pages = {17-31}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-802-en.html}, eprint = {http://ijreeonline.com/article-1-802-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Nikbakht, Ahmadreza and Neysani, Madoud and Elhambakhsh, Seyedeh Elham}, title = {Revisiting Perceptions and Their Alignment with Practices among Iranian EFL Teachers in the Implementation of Communicative Language Teaching}, abstract ={Developing a learner’s ability to communicate in a second language is the goal of communicative language teaching (CLT). Many EFL teachers now accept and employ CLT as a teaching method. Although teachers’ views have a significant influence on how they practice CLT, there haven’t been many studies about teachers’ attitudes about CLT in a specific context, such as Iran. This was revealed through a study of related literature. The current study sought to examine how EFL teachers felt about CLT. The first aim of the present study is to ascertain how EFL teachers feel about CLT. Examining the fundamental causes of instructors’ attitudes is the second goal. Thirdly, determining whether there is a disconnect between instructors' perceptions about CLT and their classroom behavior. The researchers employed a mixed-methods strategy in this study. The study included 30 EFL instructors. Three phases made up the research design: firstly, a questionnaire for gathering quantitative data was used, then interviews and observations were used for gathering qualitative data. The findings of this study showed that, in general, EFL teachers had positive attitudes about the CLT’s tenets and exhibited CLT’s traits in their teaching. There was not much of a discrepancy between the teachers’ perceptions about CLT and their actual classroom actions. This study offers valuable insights that can inform curriculum development, teacher training, and policy decisions, ultimately enhancing the quality of English language education in Iran and similar contexts around the world.  }, Keywords = {communicative competence, concepts of CLT, attitudes of EFL teachers, communicative language teaching}, volume = {8}, Number = {4}, pages = {32-49}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-821-en.html}, eprint = {http://ijreeonline.com/article-1-821-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Safarzadeh, Mohadeseh and TaghipourBazargani, Davoo}, title = {Exploring Iranian ESP Teachers’ Assessment Practices in Online Specialized English Courses}, abstract ={As an integral dimension of instruction, assessment determines whether or not the educational goals are being fulfilled. The present study was an attempt to investigate Iranian ESP instructors’ common classroom assessment practices. To this end, based on convenience sampling, eight different ESP teachers teaching BA students from a variety of departments at Rasht Islamic Azad University, Iran were selected. An observation checklist containing 31 items was used as the only data-gathering instrument of this study. The results of the descriptive statistics revealed that some assessment practices including using portfolio to assess student progress, assessing group class participation, conducting item analysis for teacher-made tests, and writing matching questions were applied less frequently in the ESP classes. However, some assessment practices such as incorporating attendance in the calculation of grades and recognizing unethical, illegal, or inappropriate uses of assessment information were more likely to be used in the observed ESP classes. The instructors were also more likely to incorporate classroom behavior in the calculation of grades, incorporate extra credit activities in the calculation of grades, recognize unethical, illegal, or inappropriate assessment methods, and inform students how grades are to be assigned. It is concluded that ESP teachers utilize both traditional testing and alternative assessment for achieving a complementary process of assessment, and they call for an integration of them due to their importance in assessing both the process and product of learning.  The results of this study may hopefully be beneficial for curriculum developers, materials developers, course and syllabus designers, teachers and teacher trainers, and the other stakeholders in the fields of language teaching and learning as well.  }, Keywords = {classroom assessment practices, Iranian ESP teachers, online specialized English courses}, volume = {8}, Number = {4}, pages = {51-60}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-816-en.html}, eprint = {http://ijreeonline.com/article-1-816-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {YousefiAfshari, Zahra and PourhosseinGilakjani, Abbas}, title = {Investigating the Impact of Learning Styles on Reading Comprehension Skills and Self-Efficacy Perceptions: Evidence from Iranian Intermediate EFL Learners}, abstract ={The present study investigated the impact of learning styles on EFL learners’ reading comprehension skills improvement and self-efficacy perceptions. To this end, 60 intermediate male/female EFL learners at Pasargad Language Center in Langarud, Iran with the age range from 14 to 20 were selected based on the results of Michigan Test of English Language Proficiency. Next, they were randomly divided into two groups of 30. Then, the participants in both groups sat for a pretest of the English reading comprehension test, and answered the English proficiency background form, self-efficacy scale, and Maggie McVay Lynch learning style inventory. Next, the experimental group received learning-style-based activities, while the control group continued to work in the traditional way, with no regard for learning styles. Finally, the English reading comprehension test and self-efficacy scale were administered to both groups as posttests. The results of the study revealed that students’ learning style preferences have significant effects on their reading comprehension skills and English self-efficacy perceptions. The results also indicated that there is a statistically significant difference in the post-test scores between the control and experimental groups. That is, the experimental group performed better than the control group in the post-test of reading comprehension skills and English self-efficacy perceptions, and the progress in the experimental group was more than the control group. The findings of the present study can encourage teachers to use learning style preferences in English language teaching to help EFL learners increase their level of reading comprehension skills and self-efficacy perceptions.  }, Keywords = {learning styles, reading comprehension, self-efficacy perception, EFL learners}, volume = {8}, Number = {4}, pages = {61-80}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-874-en.html}, eprint = {http://ijreeonline.com/article-1-874-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Sabzalipour, Batoul and Shafiee, Sajad and Kolahdouzan, Maryam}, title = {Ethnographic Investigation of Academic Writing: Expectations and Practices in the MA TEFL Advanced Writing Course}, abstract ={The objectives of the present ethnography were three-fold: exploring the MA TEFL students' expectations of the Advanced Writing course taken as part of their coursework in the MA program, unearthing the actual classroom practices implemented, and eliciting any possible suggestions for its improvement. To this aim, stimulated recall and ethnographically-oriented qualitative research were used to interview nine MA students at IAU, Isfahan Branch and unravel their perspectives concerning the writing course they had passed. Non-participant observation was also used to triangulate the data and verify the students' responses regarding the expectations/problems of the course and the classroom practices besides cyclical data analysis to find the recurring patterns and themes in the data. Results showed the most serious problems were lack of enough writing practice during the course, limited class hours, and lack of feedback on students' writings. The prevalent classroom practices, on the other hand, were covering the APA writing style, teaching how to write the different sections of a research report, and working on essay writing during the first few sessions of the course. Finally, the top suggestions made by the students were adding practical writing activities to the course, having more writing courses, taking advantage of group work for students to monitor each other's work and provide peer feedback, and offering the course right before students take their thesis rather than in the first semester of the MA program. These findings can heighten the educator's awareness and contribute to a better understanding of students' needs/expectations regarding academic writing. Overall, by addressing the gap in understanding advanced EFL learners' expectations, this study can have practical implications that directly impact the teaching of writing. It can guide curriculum development, inform instructional approaches, enhance learner motivation and engagement, promote learner autonomy, and improve instructional materials, ultimately leading to more effective writing instruction and improved outcomes for advanced EFL learners.  }, Keywords = {advanced writing course, classroom practices, ethnography, students’ expectations and suggestions, MA TEFL}, volume = {8}, Number = {4}, pages = {81-99}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-885-en.html}, eprint = {http://ijreeonline.com/article-1-885-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Alizadeh, Mitr}, title = {Grammatical Transfer Between Languages and its Effect on Translation Competence Revisited: The Case of French Grammatical Categories of Auxiliaires and Présent Parfait}, abstract ={One of the main difficulties facing English as a Foreign Language learners in general and translation students in particular is their lack of mastery of the complexities of grammar in the target language they are learning. This study was an attempt to investigate the influence of categories of auxiliaries (auxiliaires) and present perfect (présent parfait) on Iranian sophomore translator trainees’ ability to use them in English. A total of 60 Iranian male and female sophomore EFL language learners participated in the study. They were chosen out of 90 participants through a piloted version of the Nelson-Danny Test as the homogeneity test. The selected participants were divided into two groups: an experimental group and a control group, with 30 students in each class. In the present study, the participants were subjected to a pretest, treatment, and posttest. Independent samples t-tests were used to analyze the data. The findings revealed that knowledge of French grammar, especially the présent parfait, significantly affected Iranian EFL learners' grammatical knowledge of the same notions in English. The findings could be employed by English teachers, EFL learners, and materials developers in the field of ELT in the Iranian context.  }, Keywords = {French auxiliaries (Auxiliaires), French present perfect (Présent parfait), translation trainees, translation competence}, volume = {8}, Number = {4}, pages = {100-111}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-886-en.html}, eprint = {http://ijreeonline.com/article-1-886-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {}, title = {Special Issue: Proceedings of the First National Virtual Conference on English Language Teaching in the Iranian Mainstream Education System}, abstract ={Proceedings of the First National Virtual Conference on English Language Teaching in the Iranian Mainstream Education System  }, Keywords = {}, volume = {8}, Number = {5}, pages = {0-0}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-906-en.html}, eprint = {http://ijreeonline.com/article-1-906-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {AbbasiShirsavar, Zeinab and Kiani, Mehdi}, title = {An Analysis of Developing Intercultural Competence in English Language Textbooks through Iranian EFL Teachers: The Case of New English File versus Vision Series}, abstract ={This study made an attempt to investigate and analyze the teachers’ perceptions of cultural elements of New English File and Vision series. To do so, fifty language teachers from different private language institutes and schools, participated in this study. Twenty-five teachers taught the vision series and the rest of the teachers taught the New English File series. An intercultural competence questionnaire was applied to gather the data. The necessary statistics were done using SPSS version 24 after the data had been gathered. In order to compare the gathered data, an independent samples t-test was performed. The findings showed that there was a statistically significant difference between the two textbook series—New English File and Vision—in terms of how language teachers perceived their IC. The New English File textbook was found to follow more cultural items and IC than the Vision textbook series. In order to highlight the culture significance in designing textbooks in ELT, this study offered various implications for educators, students, and even curriculum developers.  }, Keywords = {Intercultural competence, new English file, textbook, vision}, volume = {8}, Number = {5}, pages = {1-14}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-852-en.html}, eprint = {http://ijreeonline.com/article-1-852-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Anari, Zahr}, title = {The Effect of ARLOOPA Augmented Reality App on Vocabulary Learning and Retention of High School Students}, abstract ={English language literacy is a complicated learning process that every English Language student should acquire to communicate efficiently and to take part successfully in jobs and economy. Accordingly, the aim of the present research was to find out the effect of ARLOOPA augmented reality app on the vocabulary learning and retention of high school students. For obtaining the objectives of the study, 30 Iranian EFL female elementary students studying English in Kar Danesh vocational school were selected according to intact group sampling. First of all, the vocabulary pretest was conducted before the treatment to find about the learner’s initial vocabulary level. Then, while the experimental group practiced augmented reality-based instruction, the control class just practiced their routine way of instruction. After implementing 12 sessions of the treatment, a post-test same as the pre-test was carried out for the subjects to assess their vocabulary level as an effect of treatment. Furthermore, two weeks after the posttest, the participants retook the vocabulary test; these scores were recorded as their vocabulary retention scores. For examining the data, SPSS program was utilized to administer independent samples t-test to compare the test grades of both groups. The results of data analysis revealed a difference between the experimental and control classes mean scores, i.e. the experimental class performed better than the control class in vocabulary learning. Furthermore, the experimental class performed better than the control class in vocabulary retention. Though the mean score of experimental group was slightly higher in delayed-test than post-test.  }, Keywords = {ARLOOPA app, augmented reality-based instruction, vocabulary skill}, volume = {8}, Number = {5}, pages = {15-28}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-859-en.html}, eprint = {http://ijreeonline.com/article-1-859-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Ansari, Mohammad Jav}, title = {The Qualitative study of Stakeholders’ Perceptions on Challenges and Opportunities of Implementing Fundamental Reform Document of Education and English Teaching Programme in Iran}, abstract ={The current paper aimed to investigate the main stakeholders’ perception regarding Fundamental Reform Document of Education (FRDOE) in Iran and the related challenges and opportunities. To this end, the qualitative study was run by interviewing four groups of stakeholders, namely, one policy-maker, one material writer, three teacher trainers, and thirteen language teachers. After validating and evaluating the credibility, nine interview questions were run and inductive bottom up thematic analysis was applied in order to extract the codes. The findings illustrated that the ELT programme has not been regarded as the required necessity in FRDOE because of the political challenges with the West. It is not even considered as the L2 in the educational policy; therefore, the current trend in the EFL programme cannot be regarded as the fundamental reform. In order to fulfill the requirement of ELT in Iran and be at the satisfactory level, the FRDOE is recommended to be revised and the language teachers, in particular, should be involved in preparing materials for English setting in the Ministry of Education of Iran.}, Keywords = {language planning, language policy, perception, English language teaching}, volume = {8}, Number = {5}, pages = {29-38}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-860-en.html}, eprint = {http://ijreeonline.com/article-1-860-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Jamali, Amin and Aref, Shamsoddi}, title = {Virtual Pedagogical Internship Program in the Time of Covid-19: A Case of Iranian Pre-service EFL Teachers}, abstract ={To assess the impact of the lockdown imposed by the novel COVID-19 pandemic on Iranian EFL teacher trainees, an online survey was conducted to see if pre-service teachers (PSTs) expose a positive level of preparedness and have a sufficient level of ICT skills to integrate into their virtual pedagogical internship (VPI) course. Quantitative and qualitative data were collected through a Likert scale questionnaire and three open-ended structured interview questions. Forty-one PSTs both male (N=33) and female (N=8) from Farhangian Teacher Training University (FTTU) in Zanjan participated in this study. Quantitative data analysis showed that the VPI course had been a disturbing experience for many participants (over 75%). Qualitative data analysis indicated that more than 50% of the PSTs were negatively exposed as they thought that their involvement had been viewed as unimportant, uninteresting, unsatisfying, or downright weak. The results likewise indicated that most participants failed to establish rapport with the students in their internship classes. They felt unconfident and uncertain about trying new ICT and felt insecure about proceeding with ICT as they lacked preparedness and comfort as well as awareness and expertise in the field. Although this study has clear implications for pre-service teachers and teacher trainers’ future studies in the area may provide safe and sound results.  }, Keywords = {COVID-19, EFL, ICT skill, lockdown, pre-service teacher (PST), virtual pedagogical internship}, volume = {8}, Number = {5}, pages = {39-53}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-858-en.html}, eprint = {http://ijreeonline.com/article-1-858-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Daneshi, Sogand Sadat}, title = {Iranian EFL Teachers’ Level of Burnout and Coping Strategies in Post-Pandemic Era}, abstract ={The present study aimed to investigate and compare the prevalence and level of burnout among Iranian male and female EFL teachers. Furthermore, it intended to explore the selected EFL teachers’ perceptions of the strategies which can be adopted to cope with the burnout in the post-pandemic era. To do so, a mixed method research design was adopted in which 50 EFL teachers were selected based on convenience sampling from public schools and private language institutes in Yassoj. To collect the quantitative and qualitative data Shirom-Melamed Burnout Measure (SMBM) and an structured interview were utilized. The obtained data was analyzed using descriptive statics, chi-square test, and thematic analysis. The findings suggested that 28% of Iranian teachers perceive high levels of burnout in the post-pandemic era. Among the subscales of burnout, physical fatigue was found to have higher score. Significant associations were found between the EFL teachers’ gender and physical fatigue, cognitive weariness, emotional exhaustion, as well as the overall score of burnout, being that men perceive higher levels of burnout than women. With respect to the qualitative results, it was indicated that the respondents considered such strategies as engaging in a permanent  learning, establishment of  positive student-teacher relationship, increasing patience and tolerance, enhancing  interest in teaching, sharing the problems with colleagues, and respect to the moral consideration to cope with burnout after the pandemic.  Some implications are finally provided for decision-makers in the area of EFL pedagogy to improve EFL teachers’ autonomous motivation to reduce their burnout experience.  }, Keywords = {Burnout, EFL Teachers, Coping Strategies, Post-Pandemic, Gender}, volume = {8}, Number = {5}, pages = {54-63}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-857-en.html}, eprint = {http://ijreeonline.com/article-1-857-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Gaeani, Maryam and Soleimani, Hass}, title = {The Effect of Implementing Guided Discovery Tasks on Receptive Vocabulary Learning of Iranian EFL Learners in Blended Classes}, abstract ={There were lots of studies with different methods in the field of vocabulary learning to show a suitable way for learning vocabularies. But still there was a gap in this area; There was no study to combine guided discovery, blended learning, and receptive vocabulary to be performed in Iran. In the current research an OPT test assigned to 140 students of Behgouyesh institution in Ardabil and homogenized learners were determined. Among all the learners, 32 intermediate male learners selected randomly and divided into control and experimental group. To capture the initial performance of the control and experimental group, a pretest from TESTS HOME site was held. Regarding control group, students were given time to use discovery learning during each session; On the other hand, in Experimental group guided discovery and blended learning were combined together. It took 2 months to carry out the treatment. The sessions were carried out once a week with the total number of 4 to 5 sessions each month. For evaluating the possible differences between the control and the experimental group, independent sample t-test was used to the results of the pretest and the posttest of receptive vocabulary. Besides, paired sample t-test was utilized to check for the students' potential enhancement in receptive vocabulary learning from the pretest to the posttest. Finally, it was concluded that both groups progressed in the posttest of receptive vocabulary. However, this improvement was statistically significant simply for the experimental group (P≤.0001).  }, Keywords = {guided discovery, receptive vocabulary, blended learning}, volume = {8}, Number = {5}, pages = {64-82}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-870-en.html}, eprint = {http://ijreeonline.com/article-1-870-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Moradian, Mahmood Reza and Ramezanzadeh, Akram and GhaffariDoust, Fatemeh}, title = {An Exploration of EFL Teachers’ Knowledge of and Attitudes towards Post-modern Approach to Language Assessment: A Qualitative Inquiry into Iranian EFL Teachers at Private Language Institutes}, abstract ={Rested on postmodern thought patterns and their contributions to English language education in the guise of the alternative assessment paradigm, the present study investigated Iranian EFL teachers’ knowledge of and attitudes towards postmodern approach to language assessment. The thematic analysis proposed by Braun and Clarke (2006) was used for analyzing the data. Three core themes were extracted: low levels of assessment literacy among teachers, lack of alternative assessment tools, and the dominance of psychometric legacy. These themes were highly indicative of misalignment of participants’ stated knowledge and attitudes with the postmodern approach to language assessment. The concept of the alternative assessment paradigm and its virtues in education were vague for participant teachers. Indeed, teachers’ knowledge of and attitudes towards classroom assessment generally appeared to diverge from the major tenets of postmodern approach and were more inclined to modernist approach. In other words, the pendulum of the Iranian education system has not swung from the modernist testing paradigm to postmodern assessment paradigm. It is hoped that the insights gained in the light of the discussions be a short step in the long way journey to attain successful modes of classroom assessment.  }, Keywords = {Alignment, EFL Teachers’ attitudes, postmodern approach to language assessment}, volume = {8}, Number = {5}, pages = {83-94}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-862-en.html}, eprint = {http://ijreeonline.com/article-1-862-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Gheisari, Nouzar and Nouroddin, and Chaghazardi, Fatemeh}, title = {Investigating Different Types of Supervision on Teaching Practice of EFL Teachers in Iran}, abstract ={Familiarity with supervision models has its own constructive effect on both teacher classroom practice and positive classroom outcomes. In this line, this study investigated the pre-service and in-service EFL teachers’ attitudes towards prescriptive and collaborative supervision models. For this purpose, 200 participants, 100 pre-service and 100 in-service EFL teachers of schools and institutions in different levels and from both genders were recruited. The participants were selected through simple random sampling and the required data was collected through a 5-point Likert scale questionnaire. To analyze the data, descriptive statistics and chi-square  analysis were used. The results demonstrated that both pre-service and in-service EFL teachers had the same attitude towards prescriptive and collaborative models of supervision. Furthermore, most of the teachers of both groups were in agreement with the collaborative model. The results also revealed that gender did not have any significant effect on the preference for already-mentioned models of supervision albeit most of them were in agreement with the collaborative model. The findings of this study can be fruitful for supervisors and teacher mentors in order to inform them with new and more efficient supervision models to improve the teachers’ performance and educational programs as well.  }, Keywords = {Teacher supervision, Prescriptive model, Collaborative model, Pre-service teachers, In-service teachers}, volume = {8}, Number = {5}, pages = {95-111}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-863-en.html}, eprint = {http://ijreeonline.com/article-1-863-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Ghorbani, Vahid and Zarabi, Hamed and Gharani, Nadia and Abbaszadehbooket, Mi}, title = {The Critical Analysis of the Missing Links and Problems in Iran’s English Teacher Training Courses}, abstract ={This study critically analysed the missing links and problems in Iran's English teacher training courses. ‎The research questions addressed the impact of the lack of emphasis on Second Language Acquisition (SLA) ‎theories in teacher training courses, the perception and potential negative effects of the practicum ‎component, and other factors that hindered effective teacher preparation and professional development. The ‎study adopted an interpretivism paradigm and utilized an exploratory qualitative research approach. The ‎participants consisted of English teachers who had completed Teacher Training Courses (TTC) in Iran. ‎Convenience sampling was employed, and the researchers actively participated in 200 hours of TTC courses ‎for participant observation. Data collection methods included interviews and participant observation. The ‎data was analysed using inductive content analysis and thematic analysis. The findings indicated that SLA ‎theories were de-emphasized in TTC, leading to limited knowledge and understanding of language ‎acquisition processes. The practicum component was perceived negatively, with trainees experiencing ‎pressure and anxiety. Other identified factors hindering effective teacher preparation included the short ‎duration and intense coursework, financial constraints, limited impact of SLA theories on teaching ‎approaches, and a lack of modern facilities hindering innovation. The pedagogical implications suggested ‎enhancing the emphasis on SLA theories, redesigning the practicum component to create a supportive ‎learning environment, addressing financial constraints, providing modern facilities, extending course ‎duration, and fostering collaborative learning and peer support. The study provided valuable insights into ‎the problems and offered suggestions for improving the effectiveness of English teacher training courses in ‎Iran‎.  }, Keywords = {Critical Analysis, (English) Teacher Training Courses, Missing Links, Second Language Acquisition (SLA) theories, Trainees}, volume = {8}, Number = {5}, pages = {112-126}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-864-en.html}, eprint = {http://ijreeonline.com/article-1-864-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Moradi, Shahab}, title = {The Relationship between Students\' Perception of the Classroom Climate and their Academic Integrity among Iranian Male EFL Learners}, abstract ={In this research, the effect of students’ perception of the classroom climate(CC) on their Academic Integrity(AI) has been investigated in their English high school classes. This is a topic of pivotal importance since it may reveal factors contributing to Students’ academic dishonesty in language classrooms which can obstruct their language learning process. The sample of the study comprises 30 students of a high school in Arak City. To inform the study of the variables under investigation, two Likert-scale questionnaires (Gentry et al. CC questionnaire & McCabe’s AI for high school students questionnaire) were utilized to collect the participants’ perceptions simultaneously. The results of the study indicated that learners’ perception of CC has a statistically significant effect on their level of AI. These results implicate that assuring higher levels of AI in EFL contexts is dependent on the learners’ perception of CC. Therefore, both teachers and learners must be informed and required to establish a positive CC in order to acquire learning objectives through enhancing AI in the classroom.  }, Keywords = {Perception of classroom climate, Academic Integrity, Post-Pandemic Education, Language Learning Attitude, McCabe’s AI Questionnaire.}, volume = {8}, Number = {5}, pages = {127-139}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-865-en.html}, eprint = {http://ijreeonline.com/article-1-865-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Nasseh, Azin and AnaniSarab, Mohammad Reza and Nourmohammadi, Esmaeel and Nasseh, Mohammad Ami}, title = {The Effect of Adapting Textbook Activities to Make Them More Communicative on Classroom Communication Orientation: An Action Research Study}, abstract ={Classroom communication depends on many factors, including teacher, learner, syllabus, instructional materials, textbook activities and learning environment. Textbook activities can function as communication venues by either providing the learners with production and reception opportunities to engage in to be able to use the target language in a purposeful way or preparing scripts for learners’ communicative language practice. Establishing good communication between and among learners and teachers can mobilize the classroom atmosphere and stimulate learners’ attendance, engagement and achievement in a positive way. To get to know where the students need to improve, learners should be observed by the teacher through the use of video recordings of the learners’ performances. The present action research was intended to explore the effect of adapting textbook activities with the aim of making them more communicative on classroom communication orientation. Two English language classes were observed by the use of COLT observation scheme. In one class the teacher used textbook activities based on the guidelines provided in the book and teacher’s guide without making any modifications. In the second class, the teacher modified the textbook activities to make them more consistent with CLT principles. Numerical and descriptive comparisons of the main parameters of teachers and students’ verbal interactions of the study were done and the collected data were analyzed and interpreted. It was revealed that the use of textbook activities in a communicative way supports and facilitates classroom communication. The overall results lend weight to the idea that textbook activities are focal to cultivating classroom communication in EFL settings. Keywords: classroom communication, communicative language teaching (CLT), communicative orientation language teaching (COLT) observation scheme, textbook activities  }, Keywords = {classroom communication, communicative language teaching (CLT), communicative orientation language teaching (COLT) observation scheme, textbook activities}, volume = {8}, Number = {5}, pages = {140-157}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-866-en.html}, eprint = {http://ijreeonline.com/article-1-866-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Nejati, Ebrahim and Mohammadi, Mohamm}, title = {The Effects of Multiple-Intelligence Boosting Tasks on EFL Learners’ Willingness to Communicate}, abstract ={In modern language teaching, it is believed that students are supposed to have enough willingness to talk in the second or foreign language in order to acquire it. And, thus, students' willingness to communicate (WTC) in the classroom context is a longed-for and anticipated behavior. Consequently, this study investigated the effects of multiple-intelligence boosting tasks on Iranian EFL learners’ WTC inside the classroom context. To this end, two intact classes, each having 15 intermediate EFL learners, were selected as a Multiple Intelligence (MI) Group and a Traditional Task (TT) Group. Before the treatment, MacIntyre’s (2001) questionnaire was administered as the pre-test, and, after the intervention (i.e., at the end of session 15), it was applied as the post-test. Besides, a semi-structured interview with a number of the participants from both groups was carried out in order to record their attitudes towards task-oriented activities and their WTC after the intervention. The results obtained through a set of paired and independent samples t-tests, revealed: (1) a significant enhancement of the learners’ WTC in speaking, reading, writing, and listening comprehension from pre- to post-test in MI group, (2) a significant improvement of the participants’ WTC in TT group, (3) better performance of the MI Group than that of the TT Group, and (4) positive attitudes of the learners towards the application of tasks and their WTC inside the classroom context. Keywords: multiple intelligence task, traditional task, willingness to communicate}, Keywords = {multiple intelligence task, traditional task, willingness to communicate}, volume = {8}, Number = {5}, pages = {158-173}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-867-en.html}, eprint = {http://ijreeonline.com/article-1-867-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {YaghoobiHamgini, Azam and Abedini, Farahnaz}, title = {The Effect of Reflective Teaching on Iranian EFL Students` Achievement in 2000-2019: A Meta-Analysis}, abstract ={Numerous researches have been accomplished in the field of reflective teaching in Iran; however, the dearth of a comprehensive analysis and integration of these studies is still deemed to be essential. The current paper attempted to do a meta-analysis by analyzing of the effectiveness of reflective teaching on EFL (English as a foreign language) students` achievement. To do so, a comprehensive search was directed to collect empirical Iranian studies in the past two decades and a total number of 130 studies were explored; then, they were reviewed and coded, 10 studies with 931 participants acquired the inclusion gauges for doing the meta-analysis research. The analysis was performed using CMA2 software (Comprehensive Meta-Analysis-Version 2) following a random model. Based on Cohen's model interpretation of effect size, the results indicated a large effect size of g=0.794, (95% CI= 0.218, 1.267). By analyzing the categorical and continuous moderator variables it was recognized that sample size of the treatment group influenced the students` achievement scores negatively. Additionally, publication type had a meaningful impact on the effect sizes. The results of current study can be considered as a beneficial enlightening technique for both pedagogical and research purposes.  }, Keywords = {Meta-analysis, Effect size, Reflective teaching, Random model}, volume = {8}, Number = {5}, pages = {174-186}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-868-en.html}, eprint = {http://ijreeonline.com/article-1-868-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} } @article{ author = {Mohammadi, Reza and Borna, Pourya and Zoghi, Rashideh}, title = {The Effect of Employing Grammarly on Iranian EFL Learners\' Writing Performance}, abstract ={The present quasi-experimental investigation examines how well Grammarly promotes EFL students' writing in Iran. The process of selecting seventy male learners was non-random. Out of a total of 70 learners, a group of 43 students at the intermediate level was selected through OPT results. The study employed a non-random assignment of participants into two groups, namely the experimental group (N = 22) and the control group (N = 21). Subsequently, the experimental group went through treatment using the Grammarly tool, whereas the control group received traditional instruction. Following the completion of eight treatment sessions, the participants received a post-test in writing. Two raters assessed the writing tests according to the Jacobs' ESL Composition Profile which was served as the standard for evaluating the writings of the students. The gathered data were analyzed through the utilization of an independent sample t-test in the SPSS software. The research findings indicated that Iranian EFL students' writing performance was significantly influenced by Grammarly. Hence, the utilization of Grammarly has the potential to enhance the level of Iranian EFL students' ability to write. The researcher expects that this investigation will yield additional insights into this matter and that educators will apply the knowledge gained from this study to enhance their students' writing proficiencies.               }, Keywords = {CALL, Technology, Grammarly, Writing Performance}, volume = {8}, Number = {5}, pages = {187-197}, publisher = {Abbas Pourhosein Gilakjani}, url = {http://ijreeonline.com/article-1-869-en.html}, eprint = {http://ijreeonline.com/article-1-869-en.pdf}, journal = {International Journal of Research in English Education}, issn = {2538-3027}, eissn = {2538-3027}, year = {2023} }