Teaching English Language
and Literature Society of Iran
(TELLSI)Teaching English Language2538-54883Special Issue 220091201Exploring EFL learners’ beliefs about listening comprehension difficulties: A qualitative approachبررسی باورهای زبانآموزان13112861210.22132/tel.2009.128612ENParviz BirjandiScience and Research Branch, Islamic Azad UniversityGhazal LotfiScience and Research Branch, Islamic Azad UniversityJournal Article20210330This study presents an investigation into Iranian EFL learners’ beliefs about listening comprehension difficulties they experience while listening to English aural texts in a non-collaborative setting like that of a classroom lecture. The data were elicited from learners’ self report through the procedures of semi-structured interviews (N=86). The collected data were qualitatively content analyzed. The learners’ beliefs about their listening comprehension problems were categorized under the four major characteristics of input, listener, task, and learning context. Multiple factors within these categories were identified by learners to influence their listening comprehension. Many of the factors identified were related to input and listener characteristic. To find out whether learners’ beliefs about listening comprehension difficulties were related to levels of language proficiency, learners were divided into two language proficiency groups of pre-intermediate and intermediate. The two groups were found to share similar beliefs regarding the listening problems they had and their underlying contributing factors. The findings of the study indicate that learners are aware of range of factors influencing their listening comprehension even though they are not equipped with the necessary strategies to tackle their listening problems. Possible implications for EFL listening instruction are discussed.بررسی باورهای زبانآموزانhttp://www.teljournal.org/article_128612_f72ed3c5802da5d7015dd3229b6efe1f.pdfTeaching English Language
and Literature Society of Iran
(TELLSI)Teaching English Language2538-54883Special Issue 220091201Iranian scholars and scientific publication in English: Attitudes, problems, and strategiesمقالات پژوهشگران ایرانی به زبان انگلیسی335912861310.22132/tel.2009.128613ENA. Mehdi RiaziShiraz University & Macquarie University (Australia)Akram BahramiSemnan UniversityJournal Article20210330This 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.مقالات پژوهشگران ایرانیhttp://www.teljournal.org/article_128613_e95c8ee5dcccee79c969690305e34e31.pdf