@article { author = {Zohrabi, Mohammad and Shokrzadeh, Amir}, title = {A Study of Iranian EFL Teachers' Perceptions and Practices Regarding Listening Instruction}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {1-38}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53529}, abstract = {  Research on teacher cognition in the area of listening instruction has not been sufficiently touched upon. This case study aimed to investigate Iranian English as a Foreign Language (EFL) teachers' stated practices, perceptions, and their actual classroom practices in terms of the key activities and techniques of four common listening instructional approaches namely, text-oriented, communication-oriented, learner-oriented, and metacognitive approach. Additionally, this study sought to explore to what extent the teachers' stated practices and perceptions corresponded to their actual classroom practices. To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill the three instruments namely, the questionnaire, the lesson plan analysis task, and the belief inventory. The findings of the study from both the stated practices and lesson plan analysis task revealed that communication-oriented listening instruction was the dominant approach to listening instruction. Similarly, the findings from classroom observation proved this dominance. It was also found that text-oriented instruction was the second most dominant approach. In addition, more convergence between stated practices, perceptions, and beliefs with actual classroom practices was observed in terms of the product-oriented approaches than in terms of the process-oriented ones. Finally, pedagogical implications for EFL teachers, teacher trainers and material developers regarding the role of teachers in how best to teach listening were discussed. }, keywords = {Communication-Oriented,Learner-Oriented,Metacognitive,Perceptions,Process-Oriented,Product-Oriented,teacher cognition,Text-Oriented}, url = {http://www.teljournal.org/article_53529.html}, eprint = {http://www.teljournal.org/article_53529_62d90f362e20b17f7b324bf4eb51a530.pdf} } @article { author = {Ketabi, Saeed and Kavoshian, Saeedeh}, title = {Innovative Technology in English Language Teaching: The Utility of Mobile Social Network Sites to Improve Teacher Education}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {39-67}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53530}, abstract = {  Mobile Social Network Sites have boomed in recent years. Over the past twenty years, reams of articles and books have been written on the subject of using Mobile Social Network Sites (MSNSs) in people's daily lives and also in different fields of study. However, in the area of applied linguistics, in general, and second language teacher education (SLTE), in particular, the utility of MSNSs seems to have been an untouched area of exploration. In this connection, in this paper, an attempt is made to enrich our understanding regarding the implementation of innovative technologies such as MSNSs in second language teacher education (SLTE). This understanding could open up a room for further investigation of the issue at stake, which has been widely neglected in the field of English Language Teaching (ELT). The issue could represent a significant challenge not only for developing countries including Iran, but also for many different countries around the world. To put it differently, using Mobile Social Network Sites could be of paramount importance in improving second language teacher education programs of both developing and developed countries. }, keywords = {Mobile Social Network Sites (MSNSs),Innovative Technology,Second Language Teacher Education (SLTE)}, url = {http://www.teljournal.org/article_53530.html}, eprint = {http://www.teljournal.org/article_53530_506d4c87322943fa1d25f31317be3c50.pdf} } @article { author = {Hayati, Abdolmajid and Vahdat, Sedigheh and Khoram, Alireza}, title = {Teacher Language Awareness Revisited: An Exploratory Study of the Level and Nature of Language Awareness of Prospective Iranian English Teachers}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {69-94}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53531}, abstract = {  A teacher's language awareness (TLA) is generally believed to exert a tremendous influence on language instruction. However, reviewing literature revealed that it has not received due attention in teacher training centers in Iran. Therefore, this paper reports on an investigation into the metalinguistic awareness of prospective teachers at Teacher Education Universities of Iran training to be junior and senior high school English teachers. The study focuses on the test performance of these prospective teachers as an indication of their explicit knowledge base and also the relationship between the metalinguistic knowledge and their error identification capability. To that end, a metalinguistic knowledge test (MKT) and a grammaticality judgment test (GJT) were administered to 207 student teachers to canvass the nature and extent of their repertoire of explicit knowledge about language and of grammatical terminologies as part of their TLA. The results revealed a moderate level of metalinguistic knowledge and a significant relationship between metalinguistic knowledge and error identification ability. Moreover, the findings of the study shed light on the prominence of metalinguistic knowledge as a means of improving teachers' linguistic proficiency, detected the lacunae in student teachers' knowledge about language and signaled the need for improvement in prospective teachers' metalinguistic knowledge. }, keywords = {Teacher Language Awareness,Metalinguistic Knowledge,Knowledge about Language,Prospective English Teachers}, url = {http://www.teljournal.org/article_53531.html}, eprint = {http://www.teljournal.org/article_53531_edd70ff161314093bd59ddf22e7e90e1.pdf} } @article { author = {Mohammadi, Mehran and Ahmadi, Alireza}, title = {On the Immediate and Delayed Effects of Interactionist Dynamic Assessment on Grammar Development: A Case Analysis of an Iranian EFL Learner}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {95-117}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53532}, abstract = {  The purpose of this study was to investigate the effect of dynamic assessment (DA) on grammar development of a beginner foreign language learner whose L1 was Persian. For this purpose, two versions of Oxford Placement Test of Grammar were used: One as the pre and posttests and the other for teaching grammar through interactionist DA. At first, the participant was pretested to assess her knowledge of grammar before the treatment. During the study, interactionist DA was used to provide mediation to the learner depending on her needs. A posttest was conducted two days after the last session to observe the immediate effect of DA. Four weeks later the same test was also administered to observe the delayed effect of the treatment. Item-by-item analysis of the questions showed that DA was effective both in terms of its immediate and delayed effect. The microgenetic analysis revealed useful information about the potential of the learner which was not achievable in nondynamic assessment. }, keywords = {Dynamic assessment,Zone of Proximal Development,Mediation,grammar}, url = {http://www.teljournal.org/article_53532.html}, eprint = {http://www.teljournal.org/article_53532_f852d4d09904bb24cb2c97cc61964bbe.pdf} } @article { author = {Shabani, Karim}, title = {The Role of Strategic Feedbacks in Promoting Collective Scaffolding among L2 Listeners}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {119-144}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53533}, abstract = {  While accepting a layman classification of feedback into two main types (explicit vs implicit), researchers with socio-cultural background have emphasized the strategic presentation of corrective feedback. This study provides empirical evidence for the effects of strategic feedbacks inspired by Vygotsky's sociocultural theory (SCT) on second language learners' listening comprehension during group dynamic assessment (G-DA). A sample of 20 L2 learners at intermediate level ages 20 to 24 volunteered to participate in this study. Following a microgenetic design, the study lasted about two months during which the learners received G-DA feedbacks. Exemplary protocols are provided to showcase the effects of strategic feedbacks offered by the mediator on the diagnosis and development of learners' comprehension abilities. Breaking away from a dichotomous format which is typical of SLA-based feedbacks and inspired by the sociocultural principles of contingency, graduation and dialogic negotiation, the G-DA feedbacks were found to be highly variable ranging from the most implicit to the most explicit in each interactive move. Concurrent and cumulative G-DA feedbacks were observed to be conducive to the expansion of group's Zone of Proximal Development or ZPD and growing intersubjectivity. Moreover, the strategic feedbacks through G-DA-based 'proleptic' instruction which proceeded in a lockstep fashion were found highly efficient in the realization of collective scaffolding, a source of assistance that benefitted a sizable number of secondary interactants. On implication side and in the research on L2 feedbacks, the paper recommends the use of G-DA-based strategic feedbacks as a more valid assessment and instructional tool than the traditional SLA-based feedbacks to diagnose and enhance the learners' listening comprehension abilities in the classroom context. }, keywords = {Group Dynamic Assessment,Zone of Proximal Development,listening,Strategic Feedbacks,Collective Scaffolding}, url = {http://www.teljournal.org/article_53533.html}, eprint = {http://www.teljournal.org/article_53533_a0e7eff86e37f3c5692cb0caab749240.pdf} } @article { author = {Moradian, Mahmood and Kogani Baharvand, Parisa}, title = {Exploring the Role of Process–based Instruction in Improving Young EFL Learners' Metacognitive Awareness and Listening Comprehension: A Sociocultural Perspective}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {145-166}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53534}, abstract = {  Over the past two decades, there has been a growing interest in the use of metacognitive instruction to promote learners' second language (L2) listening comprehension. Rooted in Sociocultural Theory (SCT), this study aimed at investigating the effect of process-based instruction on improving metacognitive awareness and listening comprehension of young English as Foreign Language (EFL) learners at an English language institute in Khorramabad, Iran. In so doing, 60 young EFL learners, ranging from 11 to 13 years old, were randomly assigned into an experimental group and a control group. The experimental group (n = 30) received the strategy training following the model proposed by Vandergrift (2004). The same teacher taught listening to the participants in the control group (n = 30) without any strategy instruction. Furthermore, metacognitive awareness of participants was assessed by the administration of the Metacognitive Awareness Listening Questionnaire (MALQ) both at the beginning and end of the study. The results of listening comprehension tests of both groups unveiled that the experimental group significantly outperformed the control group on the listening comprehension posttest. In addition, the results of the MALQ revealed a significant promotion of the experimental group’s metacognitive awareness. The findings are explained in the light of sociocultural theory and collaborative interactions; finally, some pedagogical implications and suggestions for future research are offered. }, keywords = {Process-Based Approach,listening comprehension,metacognitive instruction,Metacognitive Awareness,Sociocultural Theory}, url = {http://www.teljournal.org/article_53534.html}, eprint = {http://www.teljournal.org/article_53534_5c19e3e7c25ddd0daaecb2201ce591d3.pdf} } @article { author = {Esfandiari, Rajab and Radfar, Shabnam}, title = {An Investigation into the Relationship between Personality Traits and Iranian EFL Learners' Performance on C-Test}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {167-188}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.53535}, abstract = {  between Iranian English-as-a-foreign language (EFL) learners' performance on C-test and their personality traits measured by Myers Briggs Type Indicator, form M (MBTI-M) and (b) to find if any of the personality traits could predict language learners' performance on C-test. To achieve these two goals, 283 conveniently selected Iranian language learners took a C-test and a Michigan Test of English Language Proficiency (MTELP), and filled an MBTI-M questionnaire. The results of Pearson correlations showed that Introversion and Thinking were positively correlated with performance on C-test, but Extraversion and Feeling were negatively correlated with language learners' performance on this test. Moreover, the results from the standard multiple regression showed that the strongest personality trait for predicting language learners' performance on C-test was Introversion. The findings may carry implications for language learners, language teachers, and language testers. }, keywords = {C-test,Personality Trait,Extraversion/Introversion,Thinking/Feeling}, url = {http://www.teljournal.org/article_53535.html}, eprint = {http://www.teljournal.org/article_53535_deef6099dfeb0e2fec321748b05031f1.pdf} } @article { author = {Rashidi, Nasser and Barkhordar, Samaneh}, title = {Developing a Descriptive Model of Critical Language Awareness in the EFL Context of Iran}, journal = {Teaching English Language}, volume = {11}, number = {1}, pages = {189-219}, year = {2017}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2017.141166}, abstract = {This study aimed at revealing the current state of Critical Language Awareness (CLA) in the context of Iran by analyzing Iranian English as a Foreign Language (EFL) teachers' understanding of CLA, how familiar they are with the notion of CLA, and the way they approach it in their own instruction. It also focuses on the techniques they may use to raise their students' critical language awareness and also the challenges which they may confront in this regard. A group of 36 Iranian English instructors teaching English as a foreign language at different contexts, including universities, schools, and language institutes were chosen as the participants in the first phase of the study. Classroom observations and semistructured interviews were used to collect data. To complement the qualitative data, in the second phase of the study, a questionnaire was developed based on classroom observations and interviews, which was then distributed among 300 EFL instructors from the same contexts. Based on the findings with regard to the current state of CLA among EFL instructors in the context of Iran, a descriptive model of CLA was developed. This model was developed using Structural Equation Modeling (SEM) procedure by applying the Linear Structural Relations (LISREL) software. This model might be useful to several stakeholders in the field, including language teachers, as well as their learners, material developers, and curriculum designers. Further, the study revealed that the current state of CLA among EFL teachers in the context of Iran depended on these teachers' background involving their experience, educational context, and their students' age and level of education.}, keywords = {Critical Language Awareness,English as a Foreign Language instructors,descriptive model of CLA}, title_fa = {تدوین مدل توصیفی آگاهی از زبان انتقادی در زمینه EFL ایران}, abstract_fa = {برای تکمیل داده‌های کیفی، در مرحله دوم مطالعه، پرسشنامه‌ای بر اساس مشاهدات و مصاحبه‌های کلاسی تهیه شد که سپس بین 300 مدرس زبان انگلیسی از همان زمینه‌ها توزیع شد. بر اساس یافته‌ها با توجه به وضعیت فعلی CLA در بین مدرسان زبان انگلیسی در ایران، یک مدل توصیفی از CLA تهیه شد. این مدل با استفاده از روش مدلسازی معادلات ساختاری (SEM) با استفاده از نرم افزار روابط ساختاری خطی (LISREL) توسعه یافته است. این مدل ممکن است برای چندین ذینفع در این زمینه، از جمله معلمان زبان، و همچنین زبان آموزان، توسعه دهندگان مواد و طراحان برنامه درسی مفید باشد. علاوه بر این، این مطالعه نشان داد که وضعیت فعلی CLA در بین معلمان زبان انگلیسی در بافت ایران به سابقه این معلمان بستگی دارد که شامل تجربه، زمینه تحصیلی، و سن و سطح تحصیلات دانش‌آموزان است.  }, keywords_fa = {آموزش زبان انتقادی,مربیان زبان انگلیسی به عنوان یک زبان خارجی,مدل توصیفی CLA}, url = {http://www.teljournal.org/article_141166.html}, eprint = {http://www.teljournal.org/article_141166_9c40e8d550cc7435c3eee7e5fa8ef4e5.pdf} }