ORIGINAL_ARTICLE
Language Teachers' Identity Configurations and Their Resolution Strategies for Imposed Identity
Identity conflict resolution is an essential stage in teachers' identity construction. As there seems to be no tool to measure resolution strategies for overcoming the imposed identity, we developed an 18-item questionnaire based on a previously validated imposed identity questionnaire. It included four options of resolution strategies for coping with imposed identity adopted by four identity configurations of teachers, namely Rebellious, Submissive, Harmonious, and Duplicitous. he analysis of the data which were collected from 42 EFL teachers through the resolution strategies questionnaire indicated the dominant types of configuration the teachers projected in coping with mandates by managers, supervisors, and learners as three sources of imposition. Faced with institute managers' imposition, most teachers manifested a Harmonious identity except when managers treated teachers based on their personal attitudes rather than teachers' professional abilities. To deal with supervisors' imposition, the teachers tended to be mostly Submissive or Harmonious. As to learner-driven imposition, the teachers opted for Rebellious and Harmonious strategies to resolve most of the impositions. The findings indicate how identity may be imposed, changed, and managed. Supervisors, managers, and EFL teachers need to consider how identity conflict resolution can lead to a desirable EFL environment for teaching.
http://www.teljournal.org/article_136508_a0d52bf6cf2416db903fe58e061c4bf9.pdf
2021-09-08
1
26
10.22132/tel.2021.136508
EFL teachers
identity
Imposed Identity
Resolution Strategy
Azra
Gholamshahi
azra.gholamshahi@yahoo.com
1
Islamic Azad University, West Tehran Branch, Iran
AUTHOR
Minoo
Alemi
minooalemi@yahoo.com
2
Islamic Azad University, West Tehran Branch, Iran
LEAD_AUTHOR
Zia
Tajeddin
3
Tarbiat Modares University, Iran
AUTHOR
Abu-Alruz, J., & Khasawneh, S. (2013). Professional identity of faculty members at higher education institutions: A criterion for workplace success. Research in Post-Compulsory Education, 18(4), 431-442.
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46
ORIGINAL_ARTICLE
A Triangulated Approach toward the Needs Assessment for English Language Course of Iranian Undergraduate Students of Library and Information Science
This study investigated the perceptions of in-service librarians, EAP professors and Library and Information Science students about the English language needs to find why librarians cannot deliver appropriate English services. Through 60 semi-structured interviews, the researchers perceived the librarians, professors, and students' English needs. The results of the first phase led to development of a Library and Information Science needs questionnaire analysis, which was administered to 198 undergraduate students of Library and Information Science in universities located in Tehran to understand if the identified English needs were covered through the syllabus or not. The results of the interviews showed that librarians need such English skills as speaking, listening, reading and writing to be successful in their profession. Nonetheless, the data collected from the questionnaires revealed that practicing skills are totally neglected in the Library and Information Science syllabus. A proper syllabus should include the new concepts on specialized English and the sections intended for practicing the four skills such as offering library services in English, official letter writing, translation, note-taking, summary writing, working with the databases and searching the internet. Most students agreed completely to speak English in their classes, and they introduced not using the language skills as the most important reason for not getting satisfactory results in EAP classes.
http://www.teljournal.org/article_137360_9a845b3252577308829c211319dca936.pdf
2021-09-15
27
59
10.22132/tel.2021.137360
English for Academic Purposes
library and information science
Librarians
Needs Analysis
Esmaeel Ali
Salimi
salimi2000@yahoo.com
1
Allameh Tabataba’i University
LEAD_AUTHOR
Niloofar
Nourali
nnourali@yahoo.com
2
Azad University, Central Tehran, Iran
AUTHOR
Abdollahi, M., & Jowkar, A. (2013). Barresiye vaziate savade etelaatiye ketabdarane ketabkhanehaye Omoumiye ostane Fars [Study of the state of public Librarians’ Information literacy in Fars province].Tahghighate Etelaresani Va Ketabkhanehaye Omoumi, 20(4), 771-778.
1
Akbari, Z. (2014). Academic English needs of Iranian paramedical students and practitioners: An ESP context. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5(2), 274-286.
2
Atai, M. R, & Shoja, L. (2014). A triangulated study of academic language needs of Iranian students of computer engineering: Are the courses on Track? RELC journal, 42(3), 305-323.
3
Badriyeh Mirzaie Rizi, M., Siddiqui, A., Afshar Moghadam, R., & Mukherjee, S. (2014). Deficiencies in teaching and learning English as a foreign/second language in the secondary schools of Iran &India. IMPACT: International Journal of Research in Humanities, Arts and Literature, 2(6), 5-13.
4
Banieghbal, N., & Razavi Sadr, H. (2010). Content analysis of English texts for special purpose for the students of library and information science according to the approved curricula. Journal of Epistemology (Library and Information Science and Information Technology), 2(4), 23-34.
5
Bhatt, R. K. (2011). University libraries in India in the digital age. DESIDOC Journal of Library & Information Technology, 31(3), 159-167.
6
Brindley, G. (1989). The role of needs analysis. The role of needs analysis in adult ESL program design. In R. Johnson (Ed.), the Second Language Curriculum (pp. 35-70). Cambridge: Cambridge University Press. Byrne, S. & Jones, C. (2014), Pushed and Non-pushed Speaking Tasks in an EAP Context: What Are the Benefits for Linguistic Processing and Accuracy? Studies about Languages, (24). 87-97.
7
Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi- disciplinary approach. Cambridge: Cambridge University Press.
8
Dwyer, J. (2012). Communication for business and the professions: strategies and skills. Australia: Pearson.
9
Fontanin, M. (2008). Developing an English course for in-service librarians. Library Management, 29(8/9), 777-788.
10
Ghanbari, B., & Rasekh, A. E. (2012). ESP practitioner professionalization through apprenticeship of practice: The case of two Iranian ESP practitioners. English Language Teaching, 5(2), 112-122.
11
Gilabert, R. (2005). Evaluating the use of multiple resources and methods in Needs Analysis. In M. Long (Ed.), Second Language Needs Analysis (pp. 182-198). Cambridge: Cambridge University Press.
12
Gillett, A. J. (2011). What is EAP? Retrieved from http://www.uefap.com/bgnd/.
13
Golparvar, S., (2014). A Comparison of Locus of control and General English Achievement in Students of Medicine and Theology. Khazar Journal of Humanities and Social Sciences. 17(2). http://jhss-khazar.org/wpcontent/uploads/2014/04/004_Seyyed_Ehsan_Golparvvar-1.pdf
14
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15
Graddol, D. (1997). The future of English. London: The British Council.
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17
Hutchinson, T., & Waters, A. (1987, 1993). English for specific purposes. Cambridge: Cambridge University Press.
18
Johns, A. M. (1991). English for specific purposes (ESP): Its history, contributions and future. In M. Celce-Murica (Ed.), Teaching English as a second/foreign language (2nded) (pp. 67-77). New York: Heinle & Heinle Publishers.
19
Jordan, R.R. (1997). English for academic purposes: A guide and resource book for teachers. Cambridge, UK and New York, NY: Cambridge University Press.
20
Karimi, S. (2006). ESP textbook evaluation: English for the students of computer (unpublished master’s thesis). University of Allameh Tabataba’i, Tehran, Iran.
21
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22
Lawrence, W. P. W. (2011). Textbook evaluation: A framework for evaluating the fitness of the Hong Kong new secondary school (NSS) curriculum (Doctoral dissertation). City University of Hong Kong.
23
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7(4), 277-289.
24
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25
Mostafavi, S., Mohseni, A. & Abbasian, G. R. (2021) The pedagogical efficacy of ESP courses for Iranian students of engineering from students' and instructors' perspectives. Asian. J. Second. Foreign. Lang. Educ. 6(1), 47-64.
26
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27
Noruzi, A., & Alimohammadi, D. (2007). Scientific collaboration of the Iranian LIS professionals across the world: with an emphasis on citation indexes. Informology, 5(1-2)151-166.
28
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29
Ranjbar, N., & Soodmand Afshar, H. (2021). A survey of EAP needs in Iran from the viewpoints of teachers and students. Iranian Journal of English for Academic Purposes, 10 (1), 54-74.
30
Robinson, P. (1991). ESP (English for specific purposes). New York: Pergamon.
31
Shahrzadi, L., & Mojiri, SH. (2011). A survey on needs assessment for in- service training among academic librarians in Isfahan. Health Information Management, 7 (Special issue), 566-576. Soodmand Afshar, H., & Ahmadi, M. (2020). Students' Needs or Teachers' Wishes? A Triangulated Survey of Medical EAP in Iranian Context. Iranian Journal of Applied Language Studies, 12(2), 225-260. Soodmand Afshar, H., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes. 22 (2016) 132-151.
32
Soodmand Afshar, H., Rnjbar, N., (2021). EAP teachers’ assessment literacy: from theory to practice. Studies in Educational Evaluation (70).
33
Strevens, P. (1988). ESP after twenty years: A re-appraisal. In M. Tickoo (Ed.), ESP: State of the Art (pp. 1-13). Singapore: SEAMEO Regional Language Center.
34
Tafreshi, S.H., & Angouraj Taghavi, M. (2008). Barresiye mizane savade etelaatiye ketabdarane ketabkhanehaye omoumiye shahre Tehran vabaste be nahade ketabkhanehaye omoumiye shahre Tehran [Investigating the level of information literacy of Tehran’s public librarians: Public libraries foundation]. Daneshshenasi, 1(3), 29-38.
35
Tavassoli, K. & Farhadi, H. (2018). Assessment Knowledge needs of EFL teachers, Teaching English Language. 12(2), 45-65.
36
Uso- Jaun, E. (2006). The compensatory nature of discipline-related knowledge and English- Language proficiency in reading English for academic purpose. The Modern Language Journal, 90(2), 210-227.
37
Vahdat, S., Anai Sarab, M., & Ghobadi, S., (2020). Evaluating the cultural appropriacy of commercial English language teaching textbooks in the Iranian context. Teaching English Language. 14(2). 111-144.
38
Vetruba, B. (2005). Librarians and languages. Retrieved from http:// liscareer.com/vetruba_language.htm.
39
Weinreich, N. K. (2006). Integrating quantitative and qualitative methods in social marketing research. Retrieved from http://www.social-marketing.com/research.html.
40
Zakerifard, F.) 2003). Nazarsanji az daneshjooyane reshteye ketabdari va etelaresani piramoone jaygahe dares zabaneenglisi. [Survey of library and information science students on English lesson]. Faslnameye Ketabdari va Etelaresani, 20(5), 43-49.
41
Zand- moghadam, A., Meihami, H., & Ghiasvand, F. (2018). Exploring the English language needs of EAP students of humanities and social sciences in Iran: A triangulated approach. Issues in Language Teaching (ILT), 7(1), 135-164.
42
ORIGINAL_ARTICLE
The Reciprocal Questioning as a Formative Assessment Strategy: EFL Learners' Reading Comprehension and Vocabulary Learning
Implementing the mere product-oriented assessment techniques in public schools has exposed the Iranian EFL learners to interminable problems in reading comprehension and the use of the learnt vocabulary in written and spoken communication and language use. This study assessed reading comprehension and vocabulary knowledge by practicing the reciprocal questioning (RQ) as an interactive and ongoing assessment strategy. Forty-eight male intermediate participants were recruited from a population of 60 high school students based on their scores on a Cambridge Preliminary English Test (PET). The study employed two intact classes from which the experimental group with 24 participants was assessed using the RQ, while the control group got summative assessment (SA). These two randomly assigned groups were studied for eight weeks. Then, the obtained pretest and posttest scores were analyzed and compared utilizing the Independent Samples T-test and the one-way ANCOVA. The results underscored the effective and contributive role of the RQ, as the process-oriented assessment, on reading comprehension and vocabulary learning of the learners. In general, the result of this study may be illuminative to the rapidly growing SLA research in practicing different formative assessment strategies. In particular, the findings may be pedagogically advantageous to learners, practitioners and theoreticians in SLA.
http://www.teljournal.org/article_139843_88d83d204a0461ec4f9c594780b5531b.pdf
2021-11-08
61
93
10.22132/tel.2021.139843
Reciprocal Questioning
Formative Assessment
reading comprehension
vocabulary learning
Heidar
Ahmadi
heidarahmadi2012@gmail.com
1
Tabriz Branch, Islamic Azad University, Tabriz, Iran
AUTHOR
Biook
Behnam
behnam_biook@yahoo.com
2
Tabriz Branch, Islamic Azad University, Tabriz, Iran
LEAD_AUTHOR
Zohreh
Seifoori
zseifoori2005@yahoo.com
3
Science and Research Branch, Islamic Azad University, Tehran, Iran
AUTHOR
Abdul Baqi, F. (2019). Implementing question-answer relationships (QAR) strategy to improve students’ reading comprehension skill. English Journal, 13(2), 88-98.
1
Ahmadi, M. R., Ismail, H. N., & Kabilan, M. K. (2012). Improving vocabulary learning in foreign language learning through reciprocal teaching strategy. International Journal of Learning and Development, 2(6), 186-201.
2
Alderson, J. C. (2005). Diagnosing foreign language proficiency. New York: Continuum.
3
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.
4
Alsaraireh, M. Y. A. (2016). The effect of the reciprocal teaching model on developing Jordanian students' reading comprehension at Mutah university. International Journal of Linguistics, 8(6), 69-93.
5
Ashegh Navaie, L. (2018). The effects of reciprocal teaching on reading comprehension of Iranian EFL learners. Advances in Language and Literary Studies, 9(4), 26-30.
6
Assessment Reform Group (2002). Assessment for learning: 10 principles. Research-based principles to guide classroom practice. Retrieved from https://www.hkeaa.edu.hk/DocLibrary/SBA/HKDSE/Eng_DVD /doc/Afl_principles.pdf
7
Ayun, Q., & Yunus, M. (2017). The efficacy of reciprocal teaching method in teaching reading comprehension to EFL students. ELT-Echo, 2(2), 134-146.
8
Beck, J. S., & Nunnaley, D. (2020). A continuum of data literacy for teaching. Studies in Educational Evaluation.
9
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7-75.
10
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
11
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575.
12
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Brigid Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
13
Deegan, J. (2007). Request (Reciprocal Questioning Technique). Retrieved from http://files5.pdesas.org/01503 1076037216025250025015207124008072208111229/Download.ashx?hash=2.2
14
Diehl, H. L. (2005). The effects of the reciprocal teaching framework on strategy acquisition of fourth-grade struggling readers (Doctoral dissertation). Retrieved from https://www.proquest.com/openview/ 8826910ce371fa20991db487940b9de9/1?pq-origsite=gscholar&cbl=18750&diss=y
15
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
16
Ernaini, E., Nurweni, A., & Suparman, U. (2018). Question answer relationship (QAR) in teaching reading comprehension at SMPN5 Bandar Lampung. UNILA- Journal of English Teaching (U-JET), 7(2), 1-8.
17
Ersianawati, N. L., Santosa, M. H., & Suprianti, G. A. P. (2018). Incorporating reciprocal questioning strategy and numbered heads together in reading class. International Journal of Language and Literature, 2(1), 19-29.
18
Fisher, D., & Frey, N. (2015). Checking for understanding: Formative assessment techniques for your classroom. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
19
Freihat, S., & Almakhzoomi, K. (2012). The effects of reciprocal teaching procedure on enhancing EFL students reading comprehension behavior in a university setting. International Journal of Humanities and Social Sciences, 2(5), 279-291.
20
Garrison, C., & Ehringhaus, M. (2007). Formative and summative assessments in the classroom. Retrieved from http://www.amle.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx
21
Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(1), 3–31.
22
Goodman, J. (2011). Improving progress through assessment for learning. Headteacher Update, 2011(12).
23
Grabe, W. (2009). Teaching and testing reading. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 441-462). MA: Blackwell Publishing LTD.
24
Haffie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
25
Harderbeck, M. M. (2006). Effectiveness and usage of reading comprehension strategies for second grade title 1 students (Master’s thesis). Retrieved from https://www.proquest.com/openview/d0e3cf3afc3effd93ae179 b137dc726f/1?pq-origsite=gscholar&cbl=18750&diss=y
26
Ismail, H. N., Ahmadi, M. R., & Pourhossein Gilakjani, A. P. (2012). The role of reciprocal teaching strategy as an important factor of improving reading motivation. Elixir International Journal, 53, 11836-11841. Retrieved from www.elixirpubli shers.com
27
Khazaie, S., Torabi, R., & Saghaee, A. (2020). Exploring the viability of augmented reality-based cognitive therapy of low working memory in English for medical purposes comprehension and performance. In th International Conference on Computer Games.
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32
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33
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34
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35
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37
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39
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40
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41
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43
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44
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48
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49
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50
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52
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54
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55
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56
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
57
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58
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59
Zare, M., Barjesteh, H., & Biria, R. (2021). Enhancing EFL learners' reading comprehension skill through critical thinking-oriented dynamic assessment. Teaching English Language, 15(1), 189-214. https://doi.org/10.22132/TEL.2021.133238
60
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61
ORIGINAL_ARTICLE
Dynamic Assessment Training and Mediational Strategies of EFL Student Mediators
Grounded in Vygotsky's sociocultural theory of mind, dynamic assessment (DA) procedures integrate assessment and instruction into one unified activity. Mediation as the core concept of DA is defined as the assistance and the feedback offered by the mediator to the learners while engaging in the process of assessment. This study aimed at addressing the effect of DA training on the meditational moves of student mediators regarding a writing accuracy task in small groups in an EFL classroom. A multiple case study design was used in this study. Five students underwent DA training during which they were exposed to a large classroom DA by a teacher mediator followed by basic theoretical underpinnings of DA as well as mock DA practice and discussion. Data were collected though video records of DA training workshops and Group Dynamic Assessment sessions. Additionally, stimulated recall was used to help student mediators reflect on the interactions. Language-related episodes were used for data analysis. The findings showed that DA training resulted in qualitative and quantitative changes in the meditational moves of student mediators, which calls for incorporating of small group DA as an essential complementary to large classroom DA and learner-centered approaches to teaching and assessment in the EFL classrooms.
http://www.teljournal.org/article_140223_0cfd6dc28270952fdfbe050bde1b4cc4.pdf
2021-11-16
95
126
10.22132/tel.2021.140223
DA training
GDA
Mediational moves
writing accuracy
Saman
Ebadi
1
Razi University, Kermanshah
LEAD_AUTHOR
Soroor
Ashtarian
sashtarian@yahoo.co.uk
2
Razi University, Kermanshah, Iran
AUTHOR
Nouroddin
Yousefi
3
Razi University, Kermanshah, Iran
AUTHOR
Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning: Unpublished PhD dissertation, The Pennsylvania State University.
1
Ableeva R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J.P. Lantolf and M. Poehner (Eds.), Socio-cultural theory and the teaching of second languages (pp. 57-86). Equinox Press.
2
Alavi, S. M., Kaivanpanah, S., & Shabani, K. (2011). Group dynamic assessment: An inventory of mediational strategies for teaching listening. Journal of Teaching Language Skills, 3(4), 27-58.
3
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4
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5
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6
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7
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8
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11
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12
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13
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14
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15
Davin, K. J. (2011). Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development (Unpublished doctoral dissertation). University of Pittsburgh, Pittsburgh, Pennsylvania.
16
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18
Ebadi, S. (2016). Mediation and reciprocity in online L2 dynamic assessment. CALL-EJ, 17(2), 18-42.
19
Ebadi, S., & Saeedian, A. (2019). Exploring L2 learning potential through computerized dynamic assessment. Teaching English Language, 13(2), 51-78.
20
Eckerth, J. (2008). Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains. International Journal of Applied Linguistics, 18(2), 119-145.
21
Farhadi, S., Aidinloo, N. A., & Talebi, Z. (2016). The writing performance of Iranian EFL learners in the light of metadiscourse awareness.Journal of Language Teaching and Research, 7(5), 923-928.
22
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 247-273.
23
Gielen, S., Tops, L., Dochy, F., Onghena, P., & Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36, 143-162.
24
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445- 476.
25
Guk, I., & D. Kellogg. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11 (3), 281-299.
26
Heidarian, N. (2016). Investigating the Effect of Using Self-Assessment on Iranian EFL Learners' Writing. Journal of Education and Practice, 7(28), 80-89.
27
Kozulin, A. & E. Garb. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International, 23, 112-127.
28
Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.
29
Lantolf J. P., & Poehner M. E. (Eds.) (2008). Sociocultural theory and the teaching of second languages, London, Equinox.
30
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(2), 49-72.
31
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32
Naeini, J. (2013). Graduated prompts and mediated learning experience: A comparative study of the effects of two approaches of dynamic assessment on the reading comprehension of Iranian EFL learners (Unpublished doctoral dissertation). Islamic Azad University. Science and Research Branch, Tehran, Iran.
33
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32, 81-87.
34
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35
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36
Poehner, M. E. (2009) Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43(3), 471-491.
37
Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. Unpublished dissertation. Pennsylvania State University, University Park.
38
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265.
39
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40
Rutherford, W. E. (1987). Second Language Grammar: Learning and Teaching. New York: Longman.
41
Saadat, M., Mehrpour, S., & Khajavi, Y. (2017). The Role of Individual Difference Factors in Writing Feedback Use and Involvement: A Qualitative Study of Iranian EFL Learners' Perceptions. Khazar Journal of Humanities & Social Sciences, 20(4).
42
Shabani, K. (2012). Dynamic assessment of L2 learners' reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences, 32, 321-328.
43
Shabani K. (2014). Dynamic assessment of L2 listening comprehension in transcendence tasks. Procedia-Social and Behavioral Sciences, 98, 1729–1737.
44
Shabani, K. (2018). Group dynamic assessment of l2 learners' writing abilities. Iranian Journal of Language Teaching Research, 6(1), 129-149.
45
Sternberg, R.J. and E.L. Grigorenko (2002). Dynamic testing. The nature and measurement of learning potential. Cambridge: Cambridge University Press.
46
Summers, R. (2008). Dynamic assessment: Towards a model of dialogic engagement. Unpublished doctoral dissertation. University of South Florida.
47
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320- 337.
48
Tzuriel, D. (2001). Dynamic assessment of young children. In dynamic assessment of young children (pp. 63-75). Springer, Boston, MA.
49
van Compernolle, R. A., & Williams, L. (2013). Group dynamics in the language classroom: Embodied participation as active reception in the collective Zone of Proximal Development. Classroom Discourse, 4(1), 42-62.
50
Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, MAL: Harvard University Press.
51
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52
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53
ORIGINAL_ARTICLE
Comparing the Impact of Blended and Flipped Teaching Strategies on Students' Skimming Technique and Vocabulary Learning
This study explored the impact of blended and flipped teaching strategies on English Foreign Language (EFL) learners' skimming skill, vocabulary learning, and retention. In addition, it compared the impact and efficiency of the blended and flipped teaching strategies. As the initial step, 90 homogenous intermediate EFL learners were randomly selected and divided into three groups, including two experimental and one control group. And as the second step, the reading and vocabulary pre-tests were administered. In the third step or treatment administration, the control group received instruction in the Traditional Learning (T-learning) context through the traditional teaching method. The blended experimental group received instruction in both Electronic Learning (E-learning) and T-learning contexts, while the flipped experimental group received instruction in the E-learning context. After completion of the treatment sessions, two posttests including reading and vocabulary tests were administered. In order to evaluate the participants' vocabulary retention, a delayed vocabulary posttest was administered 27 days later. With regard to the results of the data analysis, considering the first purpose of the study, both blended and flipped teaching strategies positively affected the participants' skimming skill, vocabulary learning, and retention. Regarding the second purpose of the study, the results manifested that, in comparison to the flipped teaching strategy, the blended teaching strategy was significantly effective in enhancing the participants' skimming skills, vocabulary learning, and retention. The results of this study can increase second language teachers and learners' awareness about the beneficial impact of blended and flipped teaching strategies in successful language learning.
http://www.teljournal.org/article_141560_5089173dcf2b9ea21298b3ad613a2f28.pdf
2021-09-01
127
154
10.22132/tel.2021.141560
Blended teaching strategy
Flipped Teaching Strategy
schema theory
Skimming Skill
vocabulary learning
Farzaneh
Khodabandeh
farzaneh.khodabandeh@gmail.com
1
Payame Noor University, Tehran, Iran
LEAD_AUTHOR
Elahe
Naseri
2
Payame Noor University, Tehran, Iran
AUTHOR
Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students' views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
1
Alharabi, A. H. (2015). A flipped learning approach using social media in health informatics education. Creative Education, 6, 1466-1475.
2
Al-Jarf, R. (2007). Impact of blended learning on EFL college readers. In IADIS International Conference e-Learning, Lisbon (pp. 6-8).
3
Anderson, R. C., & Pearson, P. D. (1984). A Schema-theoretic View of Basic Processes in Reading Comprehension.
4
Bersin, J. (2003). The blended learning book: Best practices, proven methodologies, and lessons learned. New York: Jossey-Bass/Pfeiffer.
5
Capone, R., Caterina, P., & Mazza, G. (2017). Blended learning, flipped classroom and virtual environment: challenges and opportunities for the 21st century students. Proceedings of EDULEARN17 Conference, 3rd-5th (pp. 10478-10482).
6
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30 (1–2), 1-21.
7
David, C., & Jean, A. B. (2005). The use of a specific schema theory strategy –semantic mapping- to facilitate vocabulary development and comprehension for at-risk readers. Reading Improvement, 48(1), 24–31.
8
Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365.
9
Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia: Social and Behavioral Sciences, 206, 205–209.
10
Gairns, R., & Redman, S. (2008) Oxford word skills. Cambridge: Oxford University Press
11
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14, 181.
12
Ghazizadeh, T., Fatemipour, H. (2017). The effect of blended learning on EFL learners' reading proficiency. Journal of Language Teaching and Research, 8(3), 606-614.
13
Gooniband, S. Z., Jalilifar, A., & Khazaie, S. (2013). Mobile, L2 vocabulary learning, and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level. Applied Research on English Language, 24(2), 65-79
14
Guy, R. (2012). The use of social media for academic practice: A review of literature. Kentucky Journal of Higher Education Policy and Practice, 1(7).
15
Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied Linguistics. Boston: Heinle.
16
Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.
17
Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school students' academic achievement. The Turkish Online Journal of Educational Technology, 13(1), 78-87.
18
Kenneth, A. (2014). Global education: a worldwide movement an update. Policy Futures in Education, 12.
19
Khataee, E., & Davoudi, M. (2018). The role of cultural schemata in inferential reading comprehension: An investigation in the Iranian EFL context. Asian Journal of Teaching and Learning in Higher Education (AJTLHE), 10(2), 11-27.
20
Khazaie, S., Torabi, R., & Saghaee, A. (2020). Exploring the viability of augmented reality-based cognitive therapy of low working memory in English for medical purposes comprehension and performance. In th International Conference on Computer Games.
21
Kvashnina, O.S., Mrtynko, E.N. (2016). Analyzing the potential of flipped classroom in ESL teaching. IJET, 11(3), 71-73.
22
Lampinen, J., Copeland, S., & Neuschatz, J. (2001). Recollections of things schematic: Room schemas revisited. Cognition, 27, 1211–1222.
23
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. MSc. Thesis. Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/marloweC0812.pdf? sequence=1.
24
Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11(3), 347–372.
25
Namaziandost, E., Abedi, P., & Nasri, M. (2019). The role of gender in the accuracy and fluency of Iranian upper-intermediate EFL learners’ L2 oral productions. Journal of Applied Linguistics and Language Research, 6(3), 110-123.
26
Oxenden, C., & Latham-Koenig, C. (1995) American English File 3. Cambridge: Oxford University Press
27
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning, Australasian Journal of Educational Technology, 27 (5), 829-845.
28
Slomanson, W. R. (2014) Blended learning: A flipped classroom experiment. Journal of Legal Education 64(1), 93-102
29
Soltani Tehrani, N., & Tabatabaei, O. (2012). The impact of blended online learning on Iranian EFL learners' vocabulary achievement. International Electronic Journal for the Teachers of English, 2 (5), 73-88.
30
Songsangyos, P., Jeerungsuwan, N. (2015). Learners' acceptance of flipped learning using social media. The Twelfth International Conference on E-learning for Knowledge Based Society, 26.1-26.4.
31
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
32
Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page Limited.
33
Ting Hung, H. (2017). The integration of a student response system in flipped classroom. Language learning and Technology, 21(1), 16-27.
34
Tosun, S. (2015). The effects of blended learning on EFL students' vocabulary enhancement. Elsevier, 199, 641-647.
35
Wang, K., Zhu, Ch. (2019). MOOC-based flipped learning in higher education: students' participation, experience and learning performance. International Journal of Education Technology in Higher Education, 1-18.
36
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26.
37
Zarei, G. R., & Khazaie, S. (2011). Is Short Term Memory (STM) Modality and Gender Specific: A Study of Cell-Phone Assisted EFL Vocabulary Learning. Procedia-Social and Behavioral Sciences, 30, 680-684.
38
Zarei, G. R., Jalilifar, A., & Khazai, S. (2013). Does it make a difference? L2 vocabulary learning via mobile and conventional mode. Teaching English Language, 1, 200-210.
39
Zhonggen, Y. (2019). Schema theory based flipped classroom model assisted with technologies. International Journal of Information and Communication Technology Education, 15(2), 31-48.
40
ORIGINAL_ARTICLE
Linguistic Comments on Iranian Medical Researchers' Manuscripts: Exploring the Reasons for Linguistic Errors
The articles submitted to ISI-Indexed journals receive various comments from peer reviewers. This study analyzes the text histories as well as peer reviewers' comments on 20 articles written by Iranian medical researchers published in ISI-indexed journals. Using Mungra and Webber's (2010) categorization of linguistic comments, this study aimed to investigate the amount and types of linguistic comments made by peer reviewers on these manuscripts. There was also an attempt to understand the reasons behind their linguistic problems through semi-structured interviews. The results revealed that fewer linguistic comments as compared to content comments are made on these manuscripts. Moreover, Mungra and Webber's (2010) categorization of linguistic comments was not found to cover all linguistic comments in our corpus and an additional category was used to make better categorization of linguistic issues. Personal attempts to improve the knowledge of English, attendance in various English classes, participation in academic research networks and, above all, extended use of English in researchers' university curricula are among the basic reasons for the researchers to develop their knowledge of English. Implications for holding English for Academic Purposes courses for medical researchers are also discussed.
http://www.teljournal.org/article_141841_5202ac545b772397a0863acc4a2d4d7b.pdf
2021-09-01
155
171
10.22132/tel.2021.141841
Peer Reviewer
Linguistic Comments
Medical
English for Academic Purposes
ISI-Indexed Journals
Nasrin
Shokrpour
shokrpourn@gmail.com
1
Shiraz University of Medical Sciences, Shiraz, Iran
AUTHOR
Amir Yousef
Farahmandi
afarahmandi@gmail.com
2
Shiraz University of Medical Sciences, Shiraz, Iran
LEAD_AUTHOR
Najmeh
Kheradparvar
kheradparvar@gmail.com
3
Razi University of Kermanshah, Kermanshah, Iran
AUTHOR
Atkinson, P., & Hammersley, M. (2007). Ethnography: Principles in practice (3rd Ed.). London: Routledge.
1
Bedeian, A. (2003). The manuscript review process: The proper roles of authors, referees, and editors. Journal of Management Inquiry, 12(4). 331-338.
2
Belcher, D. (2007). Seeking acceptance in an English-only research world. Journal of Second Language Writing, 16, 1-22.
3
Canagarajah, A. S. (1996). Nondiscursive requirements in academic publishing, material resources of periphery scholars, and the politics of knowledge production. Written Communication, 13(4), 435-472.
4
Clavero, M. (2010). Awkward wording. Rephrase: linguistic injustice in ecological journals. Trends in ecology & evolution, 25(10), 552-553.
5
Coates, R., Sturgeon, B., Bohannan, J., & Pasini, E. (2002). Language and publication in cardiovascular research articles. Cardiovascular Research. 53, 279-285
6
Curry, M., & Lillis, T. (2010). Academic research networks: Accessing resources for English-edium publishing. English for Specific Purposes, 29, 281-295.
7
Flowerdew, J. (1999). Writing for scholarly publication in English: The case of Hong Kong. Journal of Second Language Writing, 8(2), 123-145.
8
Flowerdew, J., & Li, Y. (2009). English or Chinese? The trade-off between local and international publication among Chinese academics in the humanities and social science. Journal of Second Language Writing, 18, 1-16.
9
Ganji, M., & Derakhshan, A. (2020). Developing a checklist for evaluating research articles in applied linguistics. Teaching English Language, 14(2), 239-268.
10
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34
ORIGINAL_ARTICLE
The Effect of Audio-visual Feedback on Academic Writing Task Procrastination
This research was conducted to investigate whether audio-visual feedback affects the medical students' procrastination in writing. This is a quantitative experimental study investigating 50 medical students studying at Shiraz University of Medical Sciences in the 2019-2020 fall semester who had taken an English compulsory writing course. They were assigned into two academic writing classes. Each group consisted of 25 male and female students. To collect data, the researchers applied the Procrastination Assessment Scale for Students. The items were scored on a five-point Likert scale ranging from 1 (never procrastinate) to 5 (always procrastinate). Descriptive and inferential statistics were applied to analyze the data. Results revealed that procrastination was decreased in both groups receiving audio-visual and traditional feedback, but providing audio-visual feedback was more effective in decreasing procrastination levels in writing of these students. This finding can help writing instructors develop innovative modes of instruction to improve the learners' performance and their active engagement in the writing process.
http://www.teljournal.org/article_142155_5a3fc3dcc1d1a111be29edba02c89b91.pdf
2021-09-01
173
200
10.22132/tel.2021.142155
Traditional Feedback
Audio-visual Feedback
writing performance
academic procrastination
Sepideh
Nourinezhad
nouri1542@yahoo.com
1
Department of English, Shiraz Branch, Islamic Azad University, Shiraz
AUTHOR
Ehsan
Hadipourfard
e.ehadipour@gmail.com
2
Department of English, Shiraz Branch, Islamic Azad University, Shiraz
LEAD_AUTHOR
Mohammad
Bavali
mbvl57@gmail.com
3
Department of English, Shiraz Branch, Islamic Azad University, Shiraz
AUTHOR
Abdi, Z, S., & Gracia, E. (2020). Prediction of Academic Procrastination by Fear of Failure and Self-Regulation. Educational Sciences: Theory and Practice, 20(3), 34-43.
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91
ORIGINAL_ARTICLE
Job Satisfaction of Iranian EFL Teachers: Exploring the Role of Gender, Education Level, Teaching Experience and Service Location
Teacher's job satisfaction (JS) is a crucial factor making objectives realized in an education system. It is deemed that various factors affect teachers' JS. This study aims to investigate if Iranian EFL teachers' JS is affected by gender, education level, teaching experience, and service location factors. For this purpose, using a stratified sampling method, a sample, including 440 female and male EFL teachers were chosen from Tehran, Lorestan, and Markazi Provinces, Iran. To collect the required data, the participants were asked to complete a printed version of a Teachers' Job Satisfaction Survey along with items addressing their demographic information (e.g., gender, education level, teaching experience, and service location). An independent sample t-test and a one-way ANOVA were used to analyze the collected data. Results evidenced no statistically significant difference between the female and male participants regarding their JS. Additionally, the findings documented that the participants with higher education levels had higher job satisfaction. Moreover, the results turned out that the participants with more teaching experiences participants felt less gratified with their jobs. Likewise, the findings disclosed that the participants working in Tehran Province enjoyed higher JS than the teachers working in Lorestan and Markazi Provinces. The study ends with proposing some implications for educational stakeholders.
http://www.teljournal.org/article_142825_d479ba7bbef0ee81c14a4dd3deff5b4b.pdf
2022-01-01
201
228
10.22132/tel.2022.142825
Job satisfaction, Gender
Education level, Teaching experience, Service Location, Iranian EFL teachers
Afsheen
Rezai
afsheen.rezai@abru.ac.ir
1
University of Ayatollah Ozma Borujerdi, Borujerd City, Iran
AUTHOR
Ehsan
Namaziandost
e.namazi75@yahoo.com
2
University of Applied Science and Technology (UAST), Khuzestan, Ahvaz, Iran
LEAD_AUTHOR
Fidel
Çakmak
fidel.cakmak@alanya.edu.tr
3
Alanya Alaaddin Keykubat University, Antalya, Turkey
AUTHOR
Abdollahpoor, Z., Sadeghi, K., & Ghaderi, F. (2017). Psychological disorder, job satisfaction and teaching effectiveness among Iranian English and Non-English teachers. Teaching English Language, 11(2), 1-24.
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ORIGINAL_ARTICLE
Development and Validation of Language Assessment Literacy Scale for High School EFL Teachers: A Mixed Methods Approach
Teachers need to keep up to date with a set of clear and common expectations and formidable challenges that arise in classroom assessment practices. Defining and conceptualizing of language assessment literacy have been the subject of much debate, especially with regard to detecting and defining the main components of language assessment literacy for language teachers (Levi & Inbar-Lourie, 2019). The main aim of the study was to pinpoint and define the main comments of LAL in the EFL context of Iran. The researchers conducted semi-structured interviews and focus group interviews with high school EFL teachers, and reviewed existing literature, documents on language assessment literacy as well as utilized the grounded theory approach to explore EFL teachers’ perception and insights into language assessment literacy and define the main components of language assessment literacy based on the EFL teachers' perceptions. The proposed model consists of three elements, namely awareness of language pedagogy, assessment principles and interpretation, assessment policy and local practices. In the second stage of the present study, to ensure reliability and validity of the scale, 203 Iranian EFL teachers with the age range between 22 to 55 were asked to complete the newly-developed instrument. Finally, to measure the EFL teachers’ language assessment literacy, 41 five-point Likert-scale items were developed. Based on all validation and statistical procedures, the newly-developed scale can be considered a valuable tool for measuring high school EFL teachers’ language assessment literacy.
http://www.teljournal.org/article_142934_0fe50e7e268cda65771c0878f0737a68.pdf
2021-09-01
229
264
10.22132/tel.2021.142934
Language Assessment Literacy
Scale
EFL teachers
Mixed-Methods
Salah Addin
Rahimi
salah.rahimi8@gmail.com
1
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
LEAD_AUTHOR
Seyyed Ayatolla
Razmjoo
2
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
AUTHOR
Rahman
Sahragard
rsahragard@rose.shirazu.ac.ir
3
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
AUTHOR
Alireza
Ahmadi
4
Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
AUTHOR
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68
ORIGINAL_ARTICLE
The Impact of Action Research on Teacher Professional Development: Perspectives from Iranian EFL Teachers
Action research is an efficient tool for the teachers to tackle the problems in their classes and enhance teaching and learning process. This study explored EFL teachers' perceptions about the effect of conducting action research on their professional development. It also probed into the challenges and problems that teachers experienced during the conduction of their action research as well as the support structures which are needed in this regard. Ten EFL teachers were involved in doing classroom-based action research for one semester. Qualitative data were gathered through questionnaires, semi-structured interviews and diaries. Findings revealed that action research contributed to teachers' professional growth through increasing their awareness of their role as teachers and of their students’ needs, providing opportunities for self-reflection on practice, increasing professional confidence, developing a sense of leadership and autonomy, and creating a positive classroom atmosphere. Nevertheless, the participants struggled with three major challenges during the conduction of their action research: lack of time, lack of academic research knowledge and lack of institutional support. It is concluded that contrary to the existing professional development programs, action research can act as a cost-effective, contextualized and efficient professional development instrument tailored to individual teachers’ specific teaching circumstances and classroom peculiarities. Finally, suggestions are made for promoting action research engagement in language education contexts.
http://www.teljournal.org/article_143114_02ea39171ad26af31b1246cb96d53b2a.pdf
2021-12-30
265
297
10.22132/tel.2021.143114
Action Research
reflective teaching
EFL teachers’ perceptions
teacher education
Fateme
Saeb
f.saeb1384@gmail.com
1
Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
AUTHOR
Dariush
Nejadansari
ansari@fgn.ui.ac.ir
2
Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
LEAD_AUTHOR
Ahmad
Moinzadeh
moin@fgn.ui.ac.ir
3
Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran
AUTHOR
Alhassan, A. & Holi Ali, H.I. (2020). EFL teacher research engagement: Towards a research pedagogy nexus. Cogent Arts & Humanities, 7(1), 1-15.
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70
ORIGINAL_ARTICLE
Improving EFL Learners' Argumentative Writing Ability: Teacher vs. Peer Scaffolding
Scaffolding is a temporary entity which enables the novice to achieve his/her potential and then is eliminated when they enhance their learning. Accordingly, this project aimed to investigate the impact of teacher and peer scaffolding on the participants' argumentative writing ability. To this end, one hundred students at Imam Khomeini International University were randomly assigned to four groups: teacher scaffolding, peer scaffolding, teacher and peer scaffolding, and the control group. The treatment lasted for six sessions for each group in three months for the experimental groups. The participants in the control group, however, received no scaffolding treatment. The results of one-way ANOVA conducted on the participants' post-test writings indicated that the total argumentative writing ability of the participants in the three experimental groups significantly improved compared to the control group. The treatment was effective, and the difference between the four groups was statistically significant. The results of the MANOVA also corroborated the ANOVA results. The argumentative writing ability of the participants in terms of the total organization and linguistic accuracy was significantly enhanced through scaffolding, and the difference between the four groups was statistically significant. However, among the three experimental groups, the group receiving teacher scaffolding made the most significant improvement. The results of this study imply that teachers should apply more scaffolding strategies while instructing. The materials developers and syllabus designers should also produce materials which entail more teacher and peer scaffolding in class.
http://www.teljournal.org/article_143348_9b7dff49d36d5c03ca8084a5b9f841be.pdf
2021-12-28
299
333
10.22132/tel.2021.143348
scaffolding
Teacher Scaffolding
Peer Scaffolding
argumentative writing
Puyan
Taheri
puyan.taheri@gmail.com
1
Buein Zahra Technical University
LEAD_AUTHOR
Rana
Nazmi
workm372@gmail.com
2
Imam Khomeini International University
AUTHOR
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96
ORIGINAL_ARTICLE
Corrective Feedback/Talkback in IELTS Writing Task 2: Different Feedback and Talkback Media in Focus
This mixed-methods study compares the amount of feedback/talkback in IELTS Writing Task 2 depending on feedback media and whether learners' presence or absence influenced the amount of feedback/talkback. To that end, four writing situations using different feedback media were considered; each including four sessions for instruction and four sessions for giving corrective feedback/talkback to the essays from 41 IELTS candidates. Two classes used pen and paper to write their essays, while two others used Microsoft Word. Each essay was expected to receive feedback/talkback from the instructors in sessions two, four, six, and eight either synchronously or asynchronously. Having collected 160 essays, eighty for each medium, the researchers used Pearson's chi-squared test for data analysis. The results revealed that the amount of feedback/talkback in IELTS Writing Task 2 was significantly different when Microsoft Word was used than pen-and-paper, and when the process was synchronous. Furthermore, to explore the instructors' and IELTS candidates’ perceptions of feedback/talkback media used, semi-structured interviews, focus groups and reflective essays were taken from the instructors, while the IELTS candidates were invited to two focus groups and were also urged to write reflective essays on their experiences during the course of the treatment. The qualitative phase of the study, in turn, explored the perceptions of the instructors and IELTS candidates about the feedback/talkback media in IELTS Writing Task 2 in the presence or absence of the candidates. Multiple themes emerged from the data in the qualitative analysis revealing that the perceptions of the instructors and IELTS candidates were different when different media were used, and when the process was synchronous rather than asynchronous.
http://www.teljournal.org/article_144325_2fffcefdbf771d5f5deaceefd5d0fbfa.pdf
2021-09-28
335
363
10.22132/tel.2021.144325
corrective feedback
Talkback
online media
Synchronous
Asynchronous
Masood
Monjezi
m.monjezi@put.ac.ir
1
Ahvaz Faculty of Petroleum, Petroleum University of Technology, Ahvaz, Iran
AUTHOR
Amir
Mashhadi
2
Shahid Chamran University of Ahvaz, Ahvaz, Iran
LEAD_AUTHOR
Amrhein, H.R., & Nassaji, H. (2010). Written corrective feedback : What do students and teachers prefer and why? Canadian Journal of Applied linguistics, 13, 95-127.
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