@article { author = {Jalilifar, Alireza and Hayati, Abdolmajid and Moosavinia, Sayyed Rahim and Jafar, Dhahir}, title = {A Cross-cultural Analysis of English and Arabic Blurbs: An Investigation into Generic Structure and Appraisal Markers}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {1-23}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53536}, abstract = {  This study investigated the generic structures and linguistic features of English and Arabic academic book blurbs from different disciplines. The study also examined appraisal markers in the blurbs within the appraisal framework to identify the main attitudinal markers that book blurb writers use to construe and negotiate attitudes with their intended readers. To carry out the aims of the study, 300 English and 300 Arabic blurbs from different disciplines in social sciences were selected. The findings of the study demonstrated that the generic structure of academic blurbs in English differ from that in Arabic. As for the appraisal markers, the findings revealed that both English and Arabic blurb writers widely deploy appraisal markers. The results showed that within the attitude category, appreciation markers were widely used and highly dominant. Within the engagement system, heteroglossic resources were higher than monoglossic ones and for graduation resources, they were widely used by both English and Arabic book blurb writers. }, keywords = {Blurbs,Academic Books,genre,Appraisal Markers}, url = {http://www.teljournal.org/article_53536.html}, eprint = {http://www.teljournal.org/article_53536_0aded0e38fc788f4f96371f0ef7d82c0.pdf} } @article { author = {Mashhady, Habibollah}, title = {Assessment of ESP Students' Writing Performance: A Translation-Based Approach}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {25-45}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53537}, abstract = {  Emerging in the 1960s as an area of English language teaching (ELT), English for Specific Purposes (ESP) has been designed to instruct students to meet their academic needs. ESP is characterized by focusing on learners' needs, content knowledge, appropriateness of language used, single-skill instruction (usually reading), and its difference with English for general purposes. The purpose of the present study was to determine the reliability and validity of translation test as a writing ability assessment in relation to the method of testing, direct writing. To answer the research questions of this study, 100 Iranian ESP students were selected and tested. The results indicated that translation test was not only reliable, but also a valid testing method for assessing writing ability of ESP students (0.85, 0.82). Due to the second research question, the effects of proficiency level (between-subject factor) and test method (within-subject factor), the results clearly indicated that ESP students' writing performance was influenced. In other words, translation compositions were scored better and higher than direct compositions based on the effects of both factors (66.70, 79.86, 89.14), respectively. To see the interactional effects of both factors on the students' writing ability, the ANOVA results and the Scheffe test revealed that the two factors (test method proficiency level) had an F of (322.01) and (61.89), respectively. In sum, one can clearly observe an increase due to all proficiency levels in the new test (translation composition test). Regarding the third research question, raters' perception on the usefulness of testing types, they strongly believed that higher-level students more enjoyed in direct writing, while low-level subjects benefited more from translation test type. Implications are discussed. }, keywords = {ESP,Reliability,Validity,Translation Ability,Writing Ability}, url = {http://www.teljournal.org/article_53537.html}, eprint = {http://www.teljournal.org/article_53537_25d9c6ca6f935b9a62f9a8db4c171534.pdf} } @article { author = {Rezaei, Omid and Barati, Hossein and Youhanaee, Manijeh}, title = {Evaluation of IELTS Preparatory Courses in Iran: Teaching Practices and Strategies in Focus}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {47-71}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53547}, abstract = {  The aim of this study was to discover teaching practices and strategies employed in IELTS preparatory courses taught via strategy-based vs. nonstrategy-based instruction in Isfahan, Iran. In so doing, two preparatory courses: strategy-based vs. nonstrategy-based instruction were selected. Courses were observed by employing Communicative Orientation of Language Teaching (COLT) which is a standard observation scheme (Hayes, 2003). The results revealed that positive washback was observed in both strategy-based and nonstrategy-based classes and candidates in strategy-based group outperformed their counterparts in nonstrategy-based group in reading and writing section of IELTS. In contrast, nonstrategy-based group performed significantly better in speaking section. There was, however, no significant difference between the two groups' performance on the listening section of the test. The findings of the study will have implications for both IELTS teachers and preparation centers in determining effective teaching methods for the courses they offer. }, keywords = {COLT,IELTS,observation,Preparatory Course,washback}, url = {http://www.teljournal.org/article_53547.html}, eprint = {http://www.teljournal.org/article_53547_beab51be9036ce518c3bc7cd14d53e2e.pdf} } @article { author = {Zarei, Abbas and Jahanbakhsh, Fatemeh}, title = {The Effect of Multimedia Instruction and Shadowing on EFL Learners' Reading Comprehension}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {73-93}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53549}, abstract = {  This study investigated the effects of three methods of teaching, including multimedia, shadowing, and traditional method on Iranian English as a Foreign Language (EFL) learners' reading comprehension ability. Seventy Iranian EFL female learners, aged 15 to 17, who were studying at schools in Qazvin participated in this study. Based on the results of the Key English Test (KET), the participants were homogenized in terms of their English proficiency level. The participants were divided into three groups. Each group was randomly assigned to a different treatment condition. At the end of the treatment period, a reading comprehension test was administered. A one-way ANOVA was used to analyze the obtained data. The results indicated a significant difference between the multimedia and traditional groups in favor of multimedia instruction. However, there was no significant difference between the multimedia and shadowing groups, nor was there any significant difference between the shadowing and the traditional groups. The findings may have implications for learners, teachers, and syllabus designers. }, keywords = {Reading,reading comprehension,Multimedia,Shadowing}, url = {http://www.teljournal.org/article_53549.html}, eprint = {http://www.teljournal.org/article_53549_6af1a12ddc13fbdc739920c2f64e6e17.pdf} } @article { author = {Khany, Reza and Tarlani Aliabadi, Hasan}, title = {Can Learning Styles, Teaching Styles, and Teachers' Self-Efficacy Predict Iranian EFL Students' Language Learning Achievements? A Structural Equation Modeling Analysis}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {95-112}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53550}, abstract = {  This paper investigates whether the combined effects of teachers' teaching styles, the teachers' self-efficacy and the learners' learning styles impact on the learners' final achievement. 800 intermediate Iranian English learners filled out the Grasha Learning Styles Inventory (1990) and 144 Iranian English teachers completed the Grasha-Riechmann Teaching Style Inventory (1996) and Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (2001). Structural equation modeling analysis revealed that the variables under study significantly contributed both directly and indirectly to the learners' final achievement. The "efficacy in classroom management" was the most powerful predictor of the learners' achievement reflecting one of the most common learning patterns in Iranian EFL classroom contexts and supporting the path model proposed in the study. }, keywords = {Learning Styles,Teaching Styles,Teachers' Self-efficacy,Learning Achievements,structural equation modeling}, url = {http://www.teljournal.org/article_53550.html}, eprint = {http://www.teljournal.org/article_53550_c4f4c35af7f4d8e56e6fa2c319374d0b.pdf} } @article { author = {Mirzaei, Azizullah and Taheri, Farzaneh}, title = {Task-based Collaborative Interaction in a CMC Environment: A Form-Focused Perspective}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {113-149}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53552}, abstract = {  The study explored the effect of task-based collaborative interactions in a Synchronous Computer-mediated Communication (SCMC) environment on English as a Foreign Language (EFL) learners' development of grammatical knowledge and accuracy of a specified structure, that is, conditional clauses. To this end, at first, two intact EFL-grammar classes from an Iranian university were randomly assigned to control and experimental groups. A grammar test focusing on the above-mentioned structure was used at the pretest and posttest times. The control group learners were exposed to mainstream noncollaborative instruction in which they performed a number of tasks individually within the context of a teacher-fronted classroom. The learners of the experimental group, however, carried out the same planned tasks through peer-peer and teacher-student collaborative interactions in the form of text chats in an SCMC environment (i.e., Skype). Secondly, to trace learners' trajectories of grammatical accuracy, their L2 written outputs produced during the task performance were analyzed, employing the error-free T-unit ratio. The SCMC participants were also interviewed to elicit their attitudes towards employing the approach to grammar instruction. As to grammatical knowledge test, ANCOVA results revealed that the experimental group outperformed the control group in the posttest. In terms of grammatical accuracy, subsequent t-test results indicated significant gains for the SCMC group. Furthermore, learner interviews indicated that most learners had generally positive attitudes toward CMC-oriented grammar instruction. The findings suggested that collaborative interactions in form of text-based exchanges in CMC learning environments can be a useful platform for L2 grammar instruction and learning. }, keywords = {Synchronous Computer-mediated Communication,Collaborative interactions,Skype,Grammatical knowledge,Grammatical Accuracy}, url = {http://www.teljournal.org/article_53552.html}, eprint = {http://www.teljournal.org/article_53552_099974cba90021ec54fa81185fc76205.pdf} } @article { author = {Abolfazli Khonbi, Zainab and Sadeghi, Karim}, title = {Language Learning Histories and Learner Variables in an MA TEFL Programme: A Well-being Perspective}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {151-185}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.53554}, abstract = {  Highlighting the complex and dynamic nature of learning English as a Foreign Language (EFL) from the perspective of the well-being theory and following an intact group design, this study analyzed Iranian MA TEFL students' (N = 37) language learning histories with regard to their language learning strategy use, multiple intelligences, language learning aptitude, and resiliency. T-test revealed a few significant differences in the 24 components of well-being (VIA Institute of Character, 2014) in students' language learning histories between males and females. Qualitative analysis of ten students' coping strategies in negative circumstances showed that their language learning experiences included positive/negative emotions, meaningful engagement, relationships, and accomplishments albeit with some differences. Hierarchical multiple regression analysis revealed that learner variables play significant roles in shaping students' well-being. Detailed results along with discussions and implications for theory and practice are presented in the study. }, keywords = {Complex Dynamic Systems,Language Learning History,Learner Variables,Well-being Theory}, url = {http://www.teljournal.org/article_53554.html}, eprint = {http://www.teljournal.org/article_53554_dd412fff5ea031a70ea484b523087a06.pdf} } @article { author = {Tabatabaei, Omid}, title = {Evaluation of ELT Materials: A CDA Approach to Gender Representation in Prospect Series}, journal = {Teaching English Language}, volume = {10}, number = {2}, pages = {187-224}, year = {2016}, publisher = {Teaching English Language and Literature Society of Iran (TELLSI)}, issn = {2538-5488}, eissn = {2538-547X}, doi = {10.22132/tel.2016.102864}, abstract = {This study aimed to investigate the way English Language Teaching (ELT) textbooks portray males and females based on their social roles and subject positions. To this end, Prospect Series, the locally-designed English textbooks currently taught in Iranian high schools, were selected to examine to what extent equality of gender representation has been observed in the series. The study analyzed the series in terms of major gender-related issues: Female and male's characters, pictorial representations, titles, social roles, activities and firstness in mixed-gender dialogues, gender focus of textbook themes/content as well as gender relations. To describe and analyze genders in conversations and pictorial representations, a Critical Discourse Analysis (CDA) approach was applied. Thus, to extract the ideology behind gender representation in the series, Fairclough's (2001) three dimensional model was utilized. The results indicated that the series did not equally display males and females. It was also revealed that only Prospect 2 included sexism. In fact, in this study, a more comprehensive description of textbook evaluation with ideological basis was presented. The findings of the study offer some guidelines to second language (L2) teachers and materials developers to select and design textbooks based on not only the appropriateness of content, but also various other aspects like the textbook characters' social roles and subject positions in terms of gender.}, keywords = {critical discourse analysis,Gender,Ideology,Sexism,Textbooks}, title_fa = {بررسی اثر}, abstract_fa = {بررسی اثر}, keywords_fa = {بررسی اثر}, url = {http://www.teljournal.org/article_102864.html}, eprint = {http://www.teljournal.org/article_102864_641312c5b88c55bb6d9a40fc1d2d8ea2.pdf} }