Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
3
Special Issue 1
2009
08
01
Developing a Classroom Observation Instrument based on Iranian EFL Teachers’ Attitude
1
20
EN
Ramin
Akbari
Tarbiat Modarres University
Reza
Ghafar Samar
Tarbiat Modarres University
Leila
Tajik
Tarbiat Modarres University
tajik_l@yahoo.com
10.22132/tel.2008.128608
To observe teachers, different instruments have been developed. The problem with the instruments developed yet is that these instruments are based on particular assumptions of researchers about the classroom and teachers’ preferences have been neglected. In order to help bring teachers’ attitudes as important criteria to the field of classroom observation, the researchers, in the present study, developed a new observation instrument totally based on teachers’ attitudes.
To inquire about teachers’ attitudes, a two-phase study was conducted: a qualitative and a quantitative phase. In the qualitative phase an interview survey was conducted with 20 EFL teachers. A content analysis of the transcribed data yielded 35 most frequent items related to the features teachers liked to be included in classroom observation instrument. These items formed the statements in a likert-type questionnaire which was administered in the quantitative phase of the study. In order to check teachers’ ideas at large and to check the construct validity of the resulting instrument a questionnaire survey was conducted on 161 EFL teachers in the quantitative phase of the study. A factor analysis of the data yielded 10 factors with 33 items meaningfully loading on the specified factors. The results of the analyses indicated that the resulting observation instrument based on teachers' attitudes could be considered reasonably valid and reliable.
Attitude,observation,Observation Instrument
http://www.teljournal.org/article_128608.html
http://www.teljournal.org/article_128608_113dca34a71e3f88c98d4e7d2e2f2e15.pdf
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
3
Special Issue 1
2009
08
01
The Effect of the Production of Modified Output on the Interlanguage of EFL Learners
21
43
EN
Baqer
Yaqubi
Mazandaran University
Sajedeh
Rayati Damavandi
Mazandaran University
10.22132/tel.2009.128609
The comprehensible output hypothesis, introduced in a seminal paper by Swain (1985), posits that when learners experience communication difficulties, they will be pushed into making their output more precise, coherent, and accurate. Interaction among learners helps them to get their meanings across despite their incomplete knowledge of the target language. Assuming the significance of production in the process of language learning, the present study investigated how interaction leads to the production of modified output in second language learners. Besides, attempts were made to test the effects of output on the English learners’ interlanguage modification as they were engaged in interaction with each other. A picture description task was employed to collect data from 16 participants reading literature at MazandaranUniversity in Iran. The participants were assigned to eight dyads, each comprising of a high and a low proficiency level learner such that the former had to draw a picture based on the instruction given orally by the latter. The interactions were audio-taped and analyzed for one or more occurrences of modified output production. The results revealed that the lower group learners could recognize gaps in their interlanguage which led them to modify their output during interactions. These modifications involved not only lexical items and grammar but also in cases where the negotiations of meaning were needed. Moreover, the results of this study showed that the number of grammatical modifications generated by the task was conspicuously less frequent.
Output hypothesis,Modified output,Noticing,Hypothesis testing,Metalinguistic function
http://www.teljournal.org/article_128609.html
http://www.teljournal.org/article_128609_f909cf07be244816669587e6fd9eea13.pdf
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
3
Special Issue 1
2009
08
01
An Investigation into Good and Poor Iranian EFL Majors’ Vocabulary Learning Strategies
45
74
EN
Hassan
Soodmand Afshar
Bu-Ali Sina University, Hamedan
Saeed
Ketabi
University of Isfahan
Mansoor
Tavakoli
University of Isfahan
blotfollahi@yahoo.com
10.22132/tel.2009.128610
As a part of a large-scale project, this study investigated good and poor Iranian EFL majors’ vocabulary learning strategies in terms of both overall and specific strategy use. To this end, 204 participants completed a Likert-scale vocabulary learning strategies questionnaire (VLSQ) containing 45 statements. The results of independent samples t-tests indicated that there were no significant differences between good and poor learners in terms of overall strategy use. However, their performances were statistically significantly different on the frequency of use of nineteen (out of the whole forty five) specific strategies. That is, whereas the strategies <em>I use a monolingual English dictionary, I analyze part of speech of the new word, I</em> <em>associate the new word with its coordinates and collocations, I use new words in sentences through speaking, I repeat the new words orally several times, I focus on the phonological form of the new word, I learn the words of an idiom together, I take notes of new words in class, I revise new words several times during a day, I learn new words by listening to live English media, and I learn new words by reading books, newspapers, magazines, etc in English </em>were used statisticallysignificantly more frequently by good learners, seven other strategies, namely,<em> I make use of a bilingual dictionary, I ask my teacher for an L<sub>1</sub> translation, I ask classmates for meaning through group work activity, I memorize word lists, I use the key-word method, I skip or pass the new word, I make up (coin) new words if I do not know the right ones in English </em>were used significantly more frequently by poor learners. The possible reasons why a given group (either good or poor learners) used a specific vocabulary learning strategy significantly more frequently than the other, as well as the pedagogical implications of the study are discussed in details.
good learners,poor learners,overall strategy use,specific strategy use,Vocabulary Learning Strategies
http://www.teljournal.org/article_128610.html
http://www.teljournal.org/article_128610_042ee5b6a08591c2680edd8c5dc0ecc6.pdf
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
3
Special Issue 1
2009
08
01
Assessing reading comprehension from the perspective of test-takers: A qualitative approach
75
92
EN
Karim
Sadeghi
Urmia University
10.22132/tel.2009.128615
This study reports the results of an investigation which sought Iranian scholars’ attitudes, problems, and strategies publishing research articles in English. To this end, interviews were conducted with 72 academics across different disciplines (Sciences, Social Sciences, and Art and Humanities); then, a coding scheme was developed based on the relevant literature and the information provided by interviewees to codify the interviews. Findings revealed a detailed categorization of the participants’ attitudes, problems, and strategies. It was found that Iranian scholars had a positive attitude towards publishing papers in English as a means of knowledge production. The results also supported the findings of previous research that the most important problems during writing research articles for non-native scholars and scientists were the introduction and discussion sections. Also, the major strategies reported were revising and editing, discipline-specific reading, and practicing writing. Implications are discussed for EAP courses, university authorities, and the editorial boards and reviewers of the journals.
Scientific publication,attitudes,problems,Strategies
http://www.teljournal.org/article_128615.html
http://www.teljournal.org/article_128615_9fefe616fd5874ebeb1e0a4097d917cd.pdf
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
3
Special Issue 1
2009
08
01
Dynamic Assessment in Synchronous Computer Mediated Communication (SCMC)
93
122
EN
Parviz
Birjandi
Islamic Azad University, Science and Research Branch
pbirjandi@yahoo.com
Saman
Ebadi
0000-0001-8623-7751
Allameh Tabataba'i University
samanebadi@gmail.com
10.22132/tel.2009.128616
<strong>Abstract</strong>
The theoretical motivation behind dynamic assessment (DA) emerges from Vygotsky’s theory of the mediated mind. This study represents a web-based qualitative inquiry employing interactionsist DA which follows Vygotsky’s preference for cooperative dialoging by integrating SCMC features of the visual salience, self-paced setting of written discourse and web 2.0 applications of web links , sticky notes and highlighting to shed light on microgenitic development of learners’ L2 grammatical structure in writing. It also addresses the inadequacy of proficiency levels obtained in the psychometric-based DIALANG in pinpointing learners’ future potentials for development. Microgenisis as a general analytical framework is used for data analysis. The results of the study indicated that through microgentic analysis in DA via web 2.0 based tools of Google Wave and Skype, it is possible to obtain a richer and more accurate understanding of students’ potential level of L2 grammatical development.
DA,SCMC,web2.0,Microgenetic Development,Mediation
http://www.teljournal.org/article_128616.html
http://www.teljournal.org/article_128616_f312d17cc00f2bbd905a072cc7de2a25.pdf
Teaching English Language
and Literature Society of Iran
(TELLSI)
Teaching English Language
2538-5488
2538-547X
3
Special Issue 1
2009
08
01
Task-Based Reading Assessment and High Intemediate Introverts/ Extroverts’ Test Performance
123
136
EN
Abbas Ali
Rezaee
University of Tehran
Fatemeh
Kiaee
University of Tehran
10.22132/tel.2009.128617
In recent years, attempts in testing second language research have mostly been geared towards examining particular learner traits. These have been done to uncover the possible relationships existing between learner traits and their performance in language tests. The present study, aims at investigating the effects of task-based assessment on measuring reading comprehension proficiency of introvert/extrovert language learners. Results from the analysis of the data collected through administering a) PET Test, b) Task-based Reading Assessment, developed and validated by the present researchers, and c) JEPQ personality type questionnaire of introversion/extroversion on 99 high intermediate Iranian students indicated that: 1) there is no significant difference between PET general proficiency test and task-based assessment of introvert/extrovert test-takers, 2) there is no significant difference between cognitive and pedagogical tasks classifications among introverts and extroverts, and 3) there is no significant difference amongst introverts and extroverts in any of the tests and task subcategories.
Task-based Assessment (TBA),Cognitive style,Reading Assessment,introversion,extroversion
http://www.teljournal.org/article_128617.html
http://www.teljournal.org/article_128617_9f84670ef92783b97e4461fe75c5028d.pdf