Journal of Applied Linguistics Studies (JALS) is a peer-reviewed, Open-Access Scientific Journal devoted to research into all aspects of applied linguistics. The journal is published twice a year in electronic formats. Journal DOI: 10.57647/jals Journal Abbreviation: J. Appl. Linguist. Stud. Journal Title Acronym: JALS Journal Owner: Islamic Azad University Keywords: Applied Linguistics, Scholarly Discourse, Theories and Research Methods, Interdisciplinary Connections, Linguistic Studies, Field Development Director-in-Charge: Ghasem Barani, PhD 0000-0001-6384-8170 Editor-in-chief: Behzad Ghonsooly 0000-0002-2478-540X
Student Attrition at English Language Institutes: An Explanatory Case Study
Although the number of students attending English language institutes (ELIs) is rising, many students withdraw from courses before completion. Student attrition is typically attributed to two categories of factors, i.e., compulsory and voluntary factors. However, little is known about the reasons for student attrition at ELIs. Drawing on an explanatory case study, we conduced in-depth, semi-structured, on-line interviews with 20 dis-enrolled students who could not complete their courses. Results based on the qualitative content analysis approach revealed three main themes that contribute to student attrition at ELIs - (i) "Dissatisfaction with Quality of Study Programs", (ii) "Academic Demotivation", and (iii) "Dissatisfaction with Instructors". We discuss the study's implications for practice, and several directions for future research. Ultimately, we conclude that ELIs need to redefine their student profiles in light of 21st century-born students as most institutes do not seem to be Generation-Allpha ready.
English language institutes (ELIs), dis-enrolled students, drop out, student attrition
Copyright (c) 2025 Shabnam Ettehad, Masoud Zoghi, Hanyieh Davatgary Asl (Author) https://creativecommons.org/licenses/by/4.0
Using Task-based Instruction to Develop EFL Learners’ Pragmatic Oral Fluency
Learning speech acts is a vital ability in successful conversations. English language learners need not only to know how to construct grammatical structures, but they also need to know the pragmatic functions of those utterances. The objective of the current research is to instruct learners in mastering the pragmatic functions of language, which is a significant challenge for Iranian learners. The current research investigates the efficacy of task-based instruction (TBI) in developing the pragmatic competence of oral fluency among advanced Iranian EFL learners. A quasi-experimental study with a pre-test and post-test was adopted to examine learners' problems in using pragmatic oral fluency through task-based exercises. The sample comprised 64 students selected from the research population in an English language institute. They were randomly assigned to a control group (CG) receiving a conventional approach (i.e., Presentation, practice, production, PPP), and an experimental group (EG) acquiring pragmatic competence of oral fluency. In a pretest, they passed conversation tests. Then they participated in intervention sessions of text-based exercises in the CG and TBI in the EG for a whole semester. Parametric statistics showed the outperformance of TBI over the PPP in the post-test. Implications of the study suggest the effective impact of TBI on students' pragmatic oral fluency.
Copyright (c) 2025 Bahman Gorjian, Farzaneh Mir (Author) https://creativecommons.org/licenses/by/4.0
Investment in Learning Among Iranian Teaching English as a Foreign Language (TEFL) Students: A Four-Component Model
The construct of investment in learning addresses critical questions about students' dedication to their educational pursuits. Accordingly, this research aimed to develop a construct-validated model of Iranian teaching English as a foreign language (TEFL) students' investment in learning by quantifying the construct using a researcher-made questionnaire. Based on a review of related studies, interviews with TEFL student teachers, and input from academics and field experts, a four-component model was designed. These components include learners' identities and potential selves, access to different capitals, commitment to learning, and professional facets of TEFL students. The study involved 443 Iranian TEFL student teachers from various universities selected through convenience sampling. The initial 38-item survey was refined following expert feedback, reducing it to 34 items. Exploratory Factor Analysis (EFA) was then conducted with 243 participants, leading to the retention of 28 items. A subsequent Confirmatory Factor Analysis (CFA) with 200 participants further refined the model, resulting in a finalized 25-item questionnaire. Its implications are significant for the field of TEFL education: understanding the components of investment in learning can inform the development of targeted teacher training programs and strategies, ultimately enhancing teaching practices and learning outcomes in diverse educational contexts.
Investment in Learning; Access to Different Capitals; Commitment to Learning; Learners' Identities and Potential Selves; Professional Facets
Copyright (c) 2025 Fatemeh Sokhanvar, Dr. Andisheh Saniei, Dr. Marzieh Bagherkazemi (Author) https://creativecommons.org/licenses/by/4.0
The Application of Text World Theory in Identifying Abstract Meanings in Sepehri's Poetry
The Text World Theory (Gavins, 2007), utilizing a cognitive poetics approach, opens a new window to discourse processing and comprehension through the mental representations of participants in communication. This theory aims to uncover the mental functions during the moments of text production and reception and to examine how these cognitive processes influence the text’s impact. From this perspective, participants' mental representations, aligned with situational context and personal and cultural experiences, help in processing meanings and achieving a deeper understanding of the text. This study, using a descriptive-analytical method, analyzes the text world within Sohrab Sepehri's poem collection: The Sound of Water's Footsteps. The analysis seeks to identify the core elements, driving propositions, and sub-worlds utilized in the poem to convey meanings and concepts. Findings indicate that the poet extensively uses references to the past and natural elements such as water, sky, and earth. These elements significantly contribute not only to the creation of mental and emotional atmospheres but also to the poem's narrative and descriptive structure. The analysis also reveals that the repetition of world-building elements—such as time, object, character, and place—alongside schematic and metaphorical symbols plays a major role in the poem’s semantic structure. By creating diverse referential sub-worlds, Sepehri challenges the audience's general beliefs and stereotypical thoughts. Through these elements, he invites readers to transcend their mental limitations and view the world in a new way. These sub-worlds, skillfully crafted by the poet, create a space where readers encounter multiple, sometimes conflicting, meanings, allowing for the decoding and understanding of deeper semantic layers. Overall, the results of this study demonstrate that Sepehri, through the use of contextual and driving factors, effectively creates a complex, multi-layered network of meanings in his poetry. This approach not only adds depth and appeal to the poem but also provides a fresh and profound experience of engagement with the text for the reader.
Copyright (c) 2025 Leila Neisy, Arezou Molavi Vardanjani, Shahin Ghasemi (Author) https://creativecommons.org/licenses/by/4.0
The Effect of Blended Metacognitive Writing Strategy Instruction on the Writing Performance and Metacognitive Awareness of Iranian Advanced EFL Learners: Stated Attitude versus Actual Practice
The present study examined the effect of blended metacognitive writing strategy instruction on academic writing performance and metacognitive awareness of Iranian advanced students within the three categories of complexity, accuracy, and fluency. In doing so, their stated attitude was compared with their actual practice. For this purpose, 60 advanced EFL students were assigned to two groups: experimental (n = 30) and control (n = 30). The experimental group received the blended metacognitive writing strategy instruction while the control group followed the conventional writing instruction. Results revealed that the experimental group outperformed the control group in terms of the academic writing performance and total metacognitive awareness scores. Besides, their stated attitude toward fluency and accuracy matched their actual performance in terms of writing fluency and accuracy. However, there was a mismatch between their stated positive attitude toward complexity and their actual writing complexity. Findings bear pedagogical implications for curriculum designers and material developers, which were reported at the end together with future lines of research in this regard.
Copyright (c) 2025 Mahedeh Moshirirad, Amir Marzban, Shaban Najafi Karimi (Author) https://creativecommons.org/licenses/by/4.0
Investigating the Interconnections Between Dimensions and Components of Grammar Learning Strategies and Developing a Comprehensive Model for Iranian EFL Learners
Grammar learning is an essential part of second language acquisition; however, much research has been inclined to overlook the interaction among various grammar learning strategies (GLS) in particular educational settings, such as Iran. Although strategy-based teaching has undergone some improvement, few studies have developed empirically grounded models tailored to Iranian EFL learners. This study explored correlations among various Grammar Learning Strategies (GLS) and validated a comprehensive model tailored for Iranian EFL learners. Data were gathered from 270 simple random sampling participants using a self-made questionnaire covering cognitive(0.699), metacognitive (0.792), memory(0.680), affective (0.689), social (0.687), communicative (0.712), and resource-based strategies (0.780), with an overall reliability of 0.71. Analysis via Smart PLS revealed significant correlations, highlighting the frequent use of communicative and metacognitive strategies, suggesting a preference for practical language use and self-regulation. Memory strategies were less utilized, indicating potential instructional gaps. The validated model demonstrated strong reliability and validity, emphasizing the need for tailored teaching approaches to enhance GLS effectiveness. These findings contribute to the understanding of GLS interactions and offer insights for improving grammar instruction, potentially aiding in the language proficiency development of Iranian EFL learners. The study sets a foundation for future research on grammar learning strategies in diverse educational contexts.
Copyright (c) 2025 Ebrahim Zeinali, Shahram Afraz, Fazlollah Samimi (Author) https://creativecommons.org/licenses/by/4.0
The Impact of Interactional Scaffolding on the Complexity and Accuracy of Argumentative Writing: A Study of Iranian EFL Learners
This study analyzed the impact of interactional scaffolding on the complexity and accuracy of argumentative writing among EFL learners in Iran. The eight-week study involved 60 intermediate-level EFL learners drawn from 90 enrolled at a language institute in Hamedan, Iran. These participants were randomly assigned to either an experimental group (n = 30) or control group (n = 30) based on their scores on the Oxford Placement Test (OPT). The study employed a pretest-posttest design, and assessed participants' argumentative writing skills using the IELTS writing rubric with one of two blind rater's scoring. Inter-rater reliability was used to calculate the Kappa statistic. Research data revealed that the experimental group, who received interactional scaffolding (teacher feedback, teacher prompts, teacher questions grounded in Vygotsky’s sociocultural theory emphasizing the role of social interactions in learning), had significantly improved their complexity and accuracy of argumentative writing in less time than the control group, who received no interactional scaffolding. The findings are highlight the efficacy of interactional scaffolding in supporting EFL learners with their argumentative writing. The study offers implications for EFL instructors, curriculum designers and materials developers about integrating interactional scaffolding with writing instruction.
Copyright (c) 2025 Nastaran Seify, Saeid Najafi Sarem (Author) https://creativecommons.org/licenses/by/4.0
A Cognitive Analysis of Conceptual Metaphors in Ahmad Mahmoud’s Novel "The Fig Tree of Temples"
Grounded in the belief that metaphor was not merely a stylistic feature but a fundamental structure of human thought, this research approached language as a reflection of cognition and culture. Conceptual metaphors shaped the way individuals perceived, experienced, and articulated the world around them. This study examined the use of conceptual metaphors—structural, orientational, and ontological—in body-part expressions in Ahmad Mahmoud’s novel The Fig Tree of Temples, employing Lakoff & Johnson’s (1980) cognitive framework. The analysis revealed significant variation in the frequency of these metaphors, with structural metaphors being the most prevalent (p < 0.05), followed by orientational and ontological metaphors. The findings highlighted the role of body-part terms in conveying cognitive meanings and reflected the influence of cultural and environmental factors on metaphorical expression. This research contributed to the understanding of conceptual metaphors in Persian literature and their cognitive underpinnings.
Ahmad Mahmoud’s novel The Fig Tree of Temples
Copyright (c) 2025 Leila Holakopour, Aerzo Molavi Vardanjani, Mohammad Alipour (Author) https://creativecommons.org/licenses/by/4.0
Aligning Pedagogical Beliefs with Teaching Practices in Grammar Intervention
This study examines the key factors that influence language learning, with a specific focus on grammar instruction. Using a qualitative research design, semi-structured interviews were conducted with 15 experienced language instructors from the South Tehran Branch of Azad University. Participants were selected through purposive sampling until theoretical saturation was achieved. The data were analyzed through thematic analysis, following a three-stage process: identifying basic themes, organizing these into broader categories, and developing overarching themes. The analysis identified six main dimensions impacting grammar instruction: teaching experience, academic background, educational beliefs, instructional approaches, feedback mechanisms, and personal beliefs. These factors significantly shape the strategies instructors adopt when teaching grammar. The findings indicate that the interplay between instructors' experiences and their educational and personal beliefs plays a crucial role in shaping their instructional practices. The proposed cognitive model enhances the understanding of grammar instruction by providing a framework that aligns instructional strategies with teachers' underlying beliefs. This study offers valuable insights for educators, particularly in higher education, on improving grammar instruction through targeted pedagogical interventions. The findings can inform the development of professional training programs tailored to the specific needs and beliefs of language instructors, potentially leading to effective teaching practices in language education.
Copyright (c) 2025 Mohammad Sadegh Ghalibafan, Shadab Jabbarpoor (Author) https://creativecommons.org/licenses/by/4.0
The Impact of Machiavellianism on EFL Reading Comprehension: The Role of Reading Comprehension Test-Taking Strategies Instruction
Understanding the psychological traits influencing second language reading comprehension is a critical focus in applied linguistics research. However, the role of Machiavellianism in reading comprehension is unexplored. Therefore, this study scrutinized the impact of Machiavellianism behaviour on Iraqi EFL learners’ reading comprehension. Furthermore, the study aimed to explore the usefulness of reading comprehension test-taking strategies instruction for Machiavellianism lower-level and higher-level learners. The study followed a quasi-experimental design. Through convenience sampling, a total of 42 male students were chosen to participate in the study. The students’ first language was Arabic. Oxford Quick Placement Test was utilized to ensure the homogeneity of participants, who were at intermediate EFL proficiency level. The MACH-IV, a 20-item scale developed by Christie and Geis, was employed to gauge the participants’ level of Machiavellianism. The reading section of a paper-based TOEFL was utilized to measure the participants’ EFL reading comprehension. Moreover, the Reading comprehension test-taking strategies presented in ‘Longman Complete Course for the TOEFL Test ‘ were taught to the Participants as treatment. SPSS version 26 was used to analyse the data. The results of independent samples t-test revealed no significant difference between the Machiavellianism higher-level Group and the Machiavellianism lower-level Group in relation to EFL Reading Comprehension. Besides, the results of ANCOVA revealed that Reading comprehension test-taking strategies instruction did not affect reading comprehension of EFL learners with lower and higher levels of Machiavellianism differently. These findings offer theoretical insights into the limited role of personality traits in reading comprehension and suggest pedagogical implications about reading strategies instruction.
Higher-Level Mach; Lower-Level Mach; Machiavellianism; Reading Comprehension; Reading Comprehension Test-Taking Strategies
Copyright (c) 2025 Hayder Yousif Hussein, Hossein Ahmadi (Author) https://creativecommons.org/licenses/by/4.0
A Mixed-methods Approach to Investigating Self-efficacy and Motivation Strategies: a Case of Writing Accuracy and Fluency
Learners’ writing development involves various psychological factors that may influence their performance. Among these contributing factors, self-efficacy and motivation strategies as two distinct constructs have been investigated in this research. To this end, 75 upper-intermediate EFL learners from a university in Rasht participated in this study. Employing an explanatory sequential mixed-methods design, quantitative data were collected via pretest-posttests with writing assessments, validated self-efficacy (Gaumer-Erickson et al., 2018) and motivation (Bai et al., 2022) questionnaires from 75 purposively sampled learners randomly assigned to control (n=25), self-efficacy strategy (n=25), or motivation strategy (n=25) groups. Qualitative data were gathered through criterion-based sampling of 11 domain experts (saturation at Interview 9). Analysis techniques included ANCOVA, correlations, and thematic analysis. The results of the analyses revealed that there was a significant positive relationship between self-efficacy strategies and both writing accuracy and fluency. The results also indicated that motivation strategies were significantly positively correlated with learners’ writing accuracy and fluency. In fact, both self-efficacy and motivation strategies demonstrated substantial synergistic effects on writing outcomes according to qualitative findings. These findings showed that integrated self-efficacy and motivation strategies can effectively enhance writing performance among EFL learners. The pedagogical implications and suggestions for further studies were also highlighted.
Copyright (c) 2025 Fatemeh Ghanbarbeheshti, Omid Pourkalhor, Atefeh Nasrollahi Mouziraji (Author) https://creativecommons.org/licenses/by/4.0
Literary Translation during the Second and Third Wave of Globalization: A Case Study of Novels
So far, only a few studies have examined the relationship between globalization and translation practice. This study examines how globalization influences translation practices, focusing on the degree of foreignization and domestication. Robertson (2003) enumerates three waves of globalization and elaborates on them separately. The focus of the study was on the third and second waves of globalization based on Robertson (2003), starting from the late of the 19th century to the early 1980s, and from the late 1980s onwards respectively (between 1333 and 1382 S.H.). The corpora of the study consisted of ten English novels and their Persian translations by two Persian translators, Ibrahim Younesi and Najaf Daryabandari. The theoretical framework of the study was according to the approach of domestication and foreignization by Venuti (1995). It was assumed that the translations practiced during the third wave of globalization are more foreignized compared to those of the second wave. The data in the study consisted of foreignized and domesticated items in the corpora. The results indicated that foreignization has been introduced as the most pervasive translation strategy applied all over the corpora implying that globalization has much to do with foreignization strategy in translation.
Domestication, Foreignization, Translation Procedures, Globalization, Literary Translation.
Copyright (c) 2025 Leila Alinouri, Hamed Badpa (Author) https://creativecommons.org/licenses/by/4.0
Comparative Critical Gender Analysis in Iranian News Papers between Persian and English Art and Culture Sections
There is a type of discourse analytical research that dealing with the way social power misuse, dominance and imbalancement are approved, replicated and resisted via text and talk in the political and social context, this kind of research is called Critical Discourse Analysis. Analysts in the field of critical discourse aim to understand, expose and ultimately to resist social imbalancement. This study investigated gender representation in political sections of two Persian newspapers (Jame Jam and Hamshahri) and two English newspapers (Tehran Times and Iran Daily). To attain the purpose of the study, 20 articles (10 Persian and 10 English articles) were selected from the newspapers to be investigated Fairclough's (2001) three-dimensional model was selected and adopted as the model of study.Five factors were selected and art and culture sections of the newspapers were investigated using these factors, (i.e. characters of male and female), social roles of them, titles of male and female, order of appearance, and finally the pictorial representation of both genders. The results demonstrated that there are not any significant differences in gender representation in Persian and English newspapers. The findings also demonstrated that regarding all of these factors, males dominated females. In other words, the number and percent of males′ representation were more than females′.
Copyright (c) 2024 Journal of Applied Linguistics Studies
The Effect of Technology-Integrated Multiple Intelligences Instruction on EFL Learners’ Burn Out and Vocabulary Learning
The purpose of this quasi-experimental study was to investigate the impact of technology-integrated multiple intelligences instruction on vocabulary learning and burnout of English language learners at a private primary school in Kerman. Over 6 months, two groups of 30 learners (15 students in two intact classrooms) were exposed to two forms of multiple intelligences instruction: the traditional and technology-integrated ones. The instruction was based on designing tasks to activate all intelligences in both groups. In the control group, participants received MI instruction from the teacher using classroom facilities with no use of technology. In the experimental group, participants received MI instruction through computer tools. Both groups received 24-week vocabulary training at a 30-minute interval at the beginning of each conversation class. Pre-tests and post-tests were used to measure learners’ improvements in vocabulary development and burnout (Khani et al., 2017). To analyze the data, One-Way ANCOVA was used to answer the research questions. The results revealed that the learners involved in the technology-integrated classroom proved superior compared to the traditional group in their English vocabulary and burnout. The findings suggest that nonhuman mediators (technology) are more effective than humans, possibly due to their enticing features that enhance learners' motivation and interest.
On Debilitating Approach Towards Learning Anxiety Through Dynamicity in Storch(2002) Interaction Model: Oscillation Signifies
This study aimed at investigating the prominence of language learning anxiety as the hindering factor that debilitates learning process and is to be managed successfully through Storch model (2002). The four phases of Storch Model should not be considered fixed and stable; hence, they could be behaved dynamically. The present study conducted in delving into the issue by having randomly assigned two identical groups of 23 intermediate EFL learners at Islamic Azad University as the control group and experimental one. The participants were all majoring at English translation discipline and participated in a conversation course. The study was in pre-test post-test design and learning anxiety questionnaire was administered before and after the treatment. The experimental group received treatment according to the dynamicity stance of Storch’s (2002) patterns of interaction coding scheme as: collaborative, expert/novice, dominant/dominant, and dominant/passive. The experimental group outperformed the control group. The findings showed that the application of dynamicity approach towards Storch model would diminish the learning anxiety index to a large extent. The results embracing Vygotsky’s Sociocultural Theory along the pedagogical implication would be beneficial for teachers, syllabus designers and materials developers in TEFL field.
English to Persian Translation of Compound Modifiers in the Press Articles from 2014 To 2017 Based on House’s TQA Model
This research was a review of the English-to-Persian translation of compound modifiers in press articles from 2014 to 2017 concerning quality assessment according to House's (1977) TQA model. To this end, 150 pieces of news containing the compound modifiers were selected from different newspapers and journals as the source texts, and their equivalent translations were published in local newspapers as the target texts. In the first step, the source text and the target text profiles were provided. Then, the overt and covert errors in translating compound modifiers in the press articles were identified. The findings showed that out of 150 selected compound modifiers, 97 were overt errors, and 53 items had no errors. The overtly erroneous translations had 36 instances of not translated, 23 cases of addition, 14 instances of a slight change in meaning, 13 cases of substitution, and 11 instances of ungrammatically. In terms of covert errors, there was only one error; in the target text, the translator took the author's stance instead of the journalist's. The findings also showed that translations of English compound modifiers of press articles do not undergo cultural filtering. Concerning the House's TQA model, the translation of compound modifiers of the press articles belonged to the covert translation.
Translation and Culture: Analyzing Culture Oriented Concepts in Translation Anecdotes of Gulistan Sa'adi
This study sought to investigate the culture-oriented concept in a literary text based on Newmark's (1998) model. More specifically, the study was conducted to find the applied strategies in English translation anecdotes of Gulistan Sa'adi. It also highlighted if Newmark's strategies distributed equally through the translation. Moreover, the shortcomings of the translation were presented. The corpus composed of the Persian textbook of Gulistan Sa'adi as Source Text (ST), with the English translation as Target Text (TT) by Rehatsek (2010). Data were analyzed and the results are presented in the form of tables. After analyzing and interpreting data, some major shortcomings have been observed in the English version as vague, unclear, meaningless translation and omitted words have been observed in the English version. Moreover, all the cultural strategies were applied by the translator, but none of them were equally distributed in English translation of Gulistan Sa'adi. Based on the received data, "Paraphrase" and "Synonymy" strategies have been used in many cases and frequently by translator. "Paraphrase" strategy is most commonly used in the cases that the translator could not find any equivalents for the source items and the translator is forced to explain the meaning of the cultural items and the explanation is much more detailed than the equivalents. In the case of synonymy strategy, the translator renders near translation of an SL word or expression with a TL expression, but not completely. However, the least frequent strategies were "naturalization", "shift /modulation" and "couplets" strategies which found just in one case.
Exploration of EAP Learners’ Views Toward Using Vocabulary Learning Strategies (VLSs)
The research on Vocabulary Learning Strategies (VLSs) and Vocabulary Teaching Strategies (VTSs) has mainly focused on the quantitative approach and EFL learners in face-to-face classrooms. The present study, however, addressed learners of English for Academic Purposes (EAP) to probe into their views toward teaching and learning vocabulary in online and offline contexts. Through structured interviews, the study used a qualitative approach. A total of 22 undergraduate Iranian EAP students (humanities, engineering, and medical sciences) provided qualified responses to contribute to filling the research gap. After analyzing, categorizing, and organizing the data, themes and sub-themes emerged through coding. The transcripts and codes were rechecked to verify the data and check the validity. Interpretation of the data indicated that instruction of EAP vocabulary can be deepened by raising learners’ consciousness of VLSs, training teachers for EAP courses, adding activities, exercises, and tasks for the improvement of all language skills, and the use of technology for meeting the needs of EAP learners. The results also provide implications for improving EAP materials and promoting the learners’ motivation, autonomy and independence.
The Relationship Among Iranian EFL Teachers’ Attributional Styles, Decision-Making Types, and Teaching Effectiveness: A Structural Equation Modeling Approach
The study of attribution and decision-making is a process that involves improving people's beliefs in the causes of their failures and success to promote future motivation for achievement. It is nowadays widely accepted that decisive teaching and making use of attributional implications is a vital ingredient of a superb academic life. Accordingly, the purpose of the present study was to investigate the relationship between different dimensions of decision-making types, attributional styles, and teaching effectiveness among Iranian EFL teachers. Further, this study tried to explore the mediating role of decision-making types between attributional styles and teaching effectiveness. As the study participants, 146 adult male and female EFL teachers aged between 25 to 40 years old at different language institutes in several cities of Golestan province, Iran, were selected based on a purposive sampling method and were given three questionnaires. To analyze the data, structural equation modeling (SEM) was run by using the SmartPLS software, version 2. The obtained results showed significant relationships between different dimensions of attributional styles, decision-making types, and teaching effectiveness. The results indicated that decision-making types could successfully mediate between the dimensions of attributional styles and teaching effectiveness. Finally, the findings were discussed concerning the context of Iran. These findings would hopefully be advantageous for EFL teachers (English as a foreign language), SLTE courses (second language teacher education), and also TTC centers (teacher training course) to shape and empower different domains of teaching effectiveness by exploring teachers' decision-making types and attributional styles.
The Efficacy of the Deductive and Inductive Approaches in Teaching Information Structure (IS) of Non-Canonical Sentences and Its Effect on Iranian EFL Learners
The present study attempts to compare the efficacy of the Deductive and inductive approaches in teaching Information Structure (IS) of non-canonical sentences and its effect on Iranian EFL learners’ reading comprehension in college. In this respect, 69 undergraduate Persian-speaking EFL learners (28 males and 41 females, mean age ≃ 21, age range=19-24, years of EFL learning ≃ 8, sophomore); majoring in English Literature and English Translation at the department of English Language and Literature, Arak University, Iran, were chosen in the form of two homogeneous intact groups, namely The Deductive (experimental) and Inductive (control) groups, consisting of 36 and 33 participants, respectively. Providing a six-week training course including twelve treatment sessions of The Deductive vs. Inductive instructions of IS principles, the results of statistical comparisons using paired-samples t-test and independent-samples t-test concerning the participants’ performance of each group indicated a significant improvement in reading comprehension. Concerning the pretest to the post-test phase, the momentum of progress has been sharper in the Deductive group. Regarding the post-test to the delayed post-test stage, deterioration of obtained reading comprehension abilities by EFL learners in the Deductive group has been statistically significant, whereas the findings indicate that the EFL learners of the Inductive group have shown statistically considerable retention of improved skill.
Encapsulation in Student Writings: A Cross-Disciplinary Study
The unity of texts and readers’ textual interpretation is achieved through cohesive relations across sentence boundaries. Cohesive relations establish links that aid in providing access to linguistic elements and activate information in the readers’ memory. Encapsulation is a cohesive relation, which is very helpful in the text’s development as it condenses and synthesizes textual segments such as sentences, sequences of sentences, and paragraphs. Thus, this study intends to investigate the frequency of encapsulator THIS and syntactic and textual structures of encapsulated segments through THIS. This study also reports on the verbs used with encapsulator THIS. Hence, two corpora of papers from the Michigan Corpus of Upper-Level Student Paper written by Nursing and Biology students were selected. It encapsulates a variety of textual structures, including sentences, sentence chains, and paragraphs. The results also showed that encapsulated structures used verb forms with different functional processes. In addition, the results highlighted some disciplinary differences concerning encapsulation (frequencies and encapsulated structures) and verbs’ functional processes used in encapsulation. The results of this study are directly applicable in the syllabus designed for writing academic genres.
The Effect of Voice Recording, Video Dubbing, and Shadowing Tasks on the Pronunciation Ability: A Study of Iranian EFL Learners
The present study followed a quasi-experimental design to examine the probable significant effect of three novel and less-attended techniques of video dubbing, voice recording, and shadowing on improving Iranian EFL learners’ pronunciation. To meet the end, 75 Iranian advanced EFL learners, as the target sample, participated in the study. Initially, 120 language learners participated in the study. Based on the results of the Barron’s TOEFL test, 75 advanced participants were selected, as the homogenous language proficiency sample. Then, they were randomly assigned into three experimental and a control groups. Each of the experimental groups was exposed to 15 hours of treatment on one of the three techniques. The progress of learners’ pronunciation was checked via a pre-test/post-test system. Descriptive as well as inferential statistics were used to examine the research hypotheses. The findings showed that there was a significant difference between the impacts of the three techniques on improving the learners’ pronunciation. Data analysis also revealed that the voice recording proved to be a less effective technique in developing learners’ pronunciation than video dubbing and shadowing. Moreover, shadowing and video dubbing were both equally effective in boosting learners’ pronunciation proficiency. The findings of this study could have various pedagogical implications for improving language learners’ pronunciation.
The Differential Effects of Task Repetition and Task Familiarity on EFL Learners’ Writing Performance in Weblog Based Environment
This study explored the differential effects of task familiarity and task repetition on EFL learners’ writing performance in weblog-based environment and face-to-face classroom. To this end, 87 Iranian intermediate EFL students from two branches of Islamic Azad University, Iran were volunteers for participating in this study. Subsequently, only 60 students out of these 87 students were chosen based on their preliminary English test scores, and were randomly assigned to two groups (30 students in weblog / 30 students in face-to-face). As well, each group was divided into two sub-groups: 15 students in task repetition group, and 15 students in task familiarity group. During the treatment, the task repetition group performed twelve tasks with the same procedure and exactly the same content. The students in the task familiarity group were provided with tasks on different topics for the subsequent sessions. Each session, one of these tasks was familiar (e.g., events in Iran) for the learners and the other one was unfamiliar (e.g., events in France. The results of the Two-way ANOVA revealed that there is no significant difference between the writing performance of Iranian EFL learners receiving task repetition compared to those receiving task familiarity. Besides, the results indicated that the writing scores of learners receiving task repetition through weblog-based environment were better than those in face-to-face classroom. Regarding task familiarity, the results of the Two-way ANOVA showed that there is no statistically significant difference between writing performance of learners who receive task familiarity through weblog-based environment in comparison to those in face-to-face classroom. The findings of this study may have implication for EFL teachers and material developers to pay attention to the contribution of blogging to writing achievement, and develop materials, techniques, and procedures that are suitable for blog oriented writing.
Study of the Relationship between Teaching Style and Teacher Efficacy: A Quantitative Case Study in Mashhad, Iran
The present study investigated the correlation between teaching style and teacher efficacy among 80 Iranian EFL female teachers from Tabadkan District high schools in Mashhad. To fulfill this aim, the participants responded to two separate questionnaires; the Teaching Style Inventory (Dunn & Dunn, 1977) and the Teacher Efficacy Questionnaire (Tschannen-Moran & Woolfolk Hoy, 2001). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient) through SPSS. Findings showed a significant relationship between teaching style and teacher efficacy of high school female teachers (n=80, r=0.57, p=0.00). The results of this investigation may have suggestions for stakeholders, policymakers, administrators, and teachers to address the significance of the issues regarding the two primary variables of this study. Furthermore, teacher educators are encouraged to re-design their professional development programs to suit the genuine requirements of teachers in their unique educational environment if they are to educate successful teachers who can cope successfully with the everyday realities of the classroom.
A Critical Analysis of Prospect 3 Based on Nation and Macalister's Four-Strand Framework.
AbstractProspect Series are English textbooks published by the Ministry of Education to enable junior high school students in Iran to develop their communicative competence. Using Nation and Macalister’s (2010) four-strand framework for textual analysis, this study evaluated different sections of Prospect 3 to measure the degree to which the textbook established balance between activities targeting language-focused learning, meaning-focused input, meaning-focused output, and fluency development. To maximize validity, the sections were rigorously reconsidered several times in light of the four-strand framework and the Teacher's Guide instructions. Analyses of the activities and instructions given to teach sections in the Student Book, as well as in the Review Section and the Workbook demonstrated an approximate balance between the four strands as long as teachers are informed by and act in compliance with the Teacher’s Guide. The results revealed that, in line with CLT principles, the majority of tasks in Prospect 3 involved learners with familiar, high-frequency themes in classroom events and demanded them to participate in activities individually, in pairs, and in groups. Many sections fulfilled a multipurpose aim by integrating foci on two or more of the strands simultaneously, hence, developing fluency and output production and allowing students to develop their communicative competence.
The Effect of CALL on the Vocabulary Learning of Iranian pre-intermediate EFL Learners
This study aimed to see if Computer-Assisted Language Learning is effective in improving learners’ vocabulary learning. For this purpose, 70 English students from a language institute in Khodaafarin, Iran, were chosen. To ensure the homogeneity of the participants, the Oxford Quick Placement Test (2004) was administered to all the participants and 60 students who were proven to be in pre-intermediate level were selected for the study and were assigned into two groups of 30. Then, the vocabulary knowledge scale was administered as a measure of pre-exposure to the target items. According to the results of the VKS, 50 words from the book Interchange 2 which were proven to be unfamiliar to the participants were selected. In the treatment, the experimental group used a computer, a projector, and a board; they had a few minutes to look at the vocabularies within the passages while having simultaneous access to the computers. But in the control group, the students were given neither the opportunity to use CALL in the classroom nor the chance to play the CD at home. After the treatment phase, the same teacher-made vocabulary test was administered as the post test of the learners’ vocabulary learning. The results of the post-test indicated that this method could positively influence the vocabulary learning of the participants in the experimental group. The overall findings of independent sample t-test and paired sample t-tests could reject the null hypothesis of this study predicting no effect for CALL instruction on the vocabulary learning of Iranian EFL students.
Iranian Translation Teachers and Their Professional Development
ABSTRACTThe goal of this research was to find out more about the professional development needs of Iranian translation teachers, taking the role of gender and education degree into account. In line with the objectives of the study, a qualitative research method using content analysis was applied. To do this, 15 male and 15 female Iranian EFL teachers with MA and Ph.D. degrees in different branches of English field including translation and TEFL were selected as the contributors in the research through purposive sampling from teachers teaching translation courses in different universities including Islamic Azad University, Kerman branch, and Shiraz Branch. A semi-structured interview, designed in six open-ended questions by the researcher through consulting the previous studies, was used to collect the appropriate data. The method utilized for data analysis included qualitative content analysis. According to the results, some professional development needs were extracted from interviews as knowledge of teaching methods, affective factors, evaluation procedure, good class communication, critical thinking, etc. Moreover, it was found that gender does not play a significant role in the professional development needs of Iranian translation teachers. However, the results confirmed that educational level plays a significant role in the professional development needs of Iranian translation teachers.
Hyperbole in translation: A case study of the English translations of the tragedy of Rustam and Sohrab
The diversity among the languages and the variation in cultures throughout the world make the process of translating so difficult a task that there are a few successful translators in each country.Among the problematic factors concerning translation such as form, meaning, style, implicatures, proverbs, idioms, etc., this article will focus on the figurative language of hyperbole. Therefore, the present paper was conducted to explore 1) if hyperbolic expressions are similar in English and Persian i.e., if an equivalent can easily be found for them 2) if there is any semantic-oriented loss concerning hyperbole in translation. For this purpose, some excerpts of the English translation of Rustam and Sohrab were chosen to be compared with the original text abundant in hyperbolic expressions. The result obtained through comparative study are as follows: a) hyperbole may not be problematic in translation of Rustam and Sohrab into English, b) hyperbolic expressions may mostly translatable from Persian into English.
The Role of Critical Thinking in the Undergraduate Translation Training Programs
Linking critical thinking to translation training programs has not happened before. But as Rainbolt and Dwyer (2012) mention characteristics of a critical thinker, we find that translators should become good critical thinkers because they need to recognize bias and prejudice in the text, evaluate arguments, know the power of history, recognize their own ignorance, make precise distinctions and not jump to conclusions. This study measured the extent the translation programs train good critical thinkers. Three groups of males and females are participated in this study. The first group included 80 students of translation studies and architectures who just registered in the program and did not received the training. The second one included those at the end of the first year and the third one is the students of the second year. The results are presented and some suggestions are made. This study emphasizes that the environment should be organized in such a way that makes learners actively engaged in classroom learning and on the other hand curriculum and classroom teaching should include effective use of critical thinking activities.
A Comparison of the Impact of Peer-Tutored Read-Aloud and Teacher-Guided Read-Aloud on Immediate and Delayed Vocabulary Retention among Iranian EFL Students
This research aimed at comparing the peer tutoring strategies with teacher guiding strategies on the improvement of Iranian EFL vocabulary knowledge and their attitudes toward learning English vocabulary. The initial population of the study was 70 students. They were studying English at Shokooh English institute in Tehran. After administering TOEFL test as a proficiency test, 40 students (17 males and 23 females) were selected as the participants of the study. They were divided into two groups of experimental and control. The students assigned to the experimental group were involved in an active work with their classmates’ peers, and received instruction based on peer-tutoring. The control group received instruction based on normal syllabus of the class that is teacher guided instruction The findings showed that there is a statistically significant difference (α= 0.01) between the two adjusted means of the students’ scores due to the two different learning strategies in favor of the experimental group.