THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND WILLINGNESS TO COMMUNICATE AMONG IRANIAN INTERMEDIATE EFL LEARNERS

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND WILLINGNESS TO COMMUNICATE AMONG IRANIAN INTERMEDIATE EFL LEARNERS, by Behzad Rahbar, Mojde Suzani, Zoleikha Sajadi Abstract: This study aimed to find out whether there is any meaningful relationship between Emotional Intelligence and Willingness to Communicate. 60 intermediate female and male foreign language learners were selected among 100 participants from different Iranian English language centers. The data for this study was collected by means of two types of questionnaires: The Bar-On’s (1997) Emotional Quotient Inventory (EQ-i) and McIntyre, Baker, Clement, and Conrod (2001) Willingness to Communicate (WTC) questionnaire.  The questionnaires were correlated using Pearson product-moment Correlation to find any meaningful relationship between the two constructs. The results revealed a significant relationship between EQ and WTC outside of the classroom. Regarding language learning contexts, it can help language teachers and educators to get more familiar with their students’ preferences and emotions as communication is an indispensable part of learning a foreign language. Full Text:...

THE STUDY OF EFFECTS OF USING INFORMATION GAP TASKS ON DEVELOPING READING COMPREHENSION LEVELAND MOTIVATION OF THE INTERMEDIATE EFL LEARNERS

THE STUDY OF EFFECTS OF USING INFORMATION GAP TASKS ON DEVELOPING READING COMPREHENSION LEVELAND MOTIVATION OF THE INTERMEDIATE EFL LEARNERS, by Fahimeh Akhoundbaba Abstract: In the last three decades, tasks have played substantial and prominent role in language teaching and learning. One of the important type of tasks is information gap task. The current study aimed to investigate the impacts of using information gap tasks on developing reading skill and their effects on motivation. To this aim, 56 learners were selected by the researcher randomly. Two groups were determined: the experimental group and the control group. The treatments of this study were information gap tasks. The study was collected data from multiple sources through: a) OPT test, b) motivation questionnaire, and c) information-gap tasks, and d) pre-test and post-test. For analyzing the data the Wilcoxon-Signed Rank Test was run for the pretest-posttest comparison of the reading based on information gap tasks in the experimental group. The Independent Samples T-Test was run for the posttest comparison of the motivation between the control and the experimental groups. The results of the study revealed that that information gap task did not have any statistically significant effect onreading comprehension and motivation ofIranian intermediate EFL learners. Full Text:...

STRATEGIES INSTRUCTION IN TEACHING ENGLISH READING COMPREHENSION: THE SCHEMA THEORY PERSPECTIVE

STRATEGIES INSTRUCTION IN TEACHING ENGLISH READING COMPREHENSION: THE SCHEMA THEORY PERSPECTIVE Pourmohammadi Abstract: Reading comprehension receives the special focus in second or foreign language teaching. Besides, as the most important academic language skill, it is greatly highlighted for academic purpose in most English learning settings. This concept paper focuses on the influencing factors in second or foreign language reading comprehension including vocabulary size, syntactic and semantic knowledge and background knowledge. It also discusses reading models consisting of the bottom-up model, the top-down model, and the interactive model of reading as well as the significant role of schemata in reading comprehension. At last, it deals with issues such as the significance of reading strategies, their definitions, classifications plus the importance of strategies instruction in the context of SL/FL teaching. Full Text:...

THE RELATIONSHIP BETWEEN EFL STUDENTS’ HANDEDNESS AND LEARNING STYLES ACROSS GENDER

THE RELATIONSHIP BETWEEN EFL STUDENTS’ HANDEDNESS AND LEARNING STYLES ACROSS GENDER Samizadegan, Shakouri, Teimourtash Abstract: Abstract: The present paper was an attempt to find the relationship between handedness and learning styles. In this regard, 50 L2 learners (25 males and 25 females) were selected from a well-known language center in Bandar-e Anzali, Iran. Oldfield’s (1971) Edinburgh Handedness Inventory (1971) and Barsch’s (1980) Learning Style Inventory were used to examine participants’ handedness and learning style respectively. Having applied chi-square tests followed by Phi and Cramer’s V, the researchers found out that there appeared to be a significant relationship between handedness and learning styles. Moreover, based on the results of Phi and Cramer’s V, there appeared to be a significant association between gender and learning style. Besides, the two-sided asymptotic significance of the chi-square statistic for students’ handedness and their preferred learning styles across gender was found to be higher than .05, so it was safe to say that the relationship between these variables were simply due to chance variation. Full Text:...

INTERACTION IN ELT REVISITED: THEORETICAL AND PRACTICAL PERSPECTIVES

INTERACTION IN ELT REVISITED: THEORETICAL AND PRACTICAL PERSPECTIVES Mohammad Reza Mozayan, Ali Fattahi Bafghi, Anahita Khosravi Abstract: Abstract: This study is an attempt to briefly review the theoretical but more extensively the practical aspects of interaction as well as a concept pertinent to it, i.e., motivation so as to illuminate what teachers need to do and how to conduct their classes in an L2 milieu. Having this in mind, the authors introductorily explain the structural, functional as well as the interactional views of L2 learning and teaching and then set out to unravel the historical development of interaction as well as the practical activities which teachers need to deploy to promote learners interaction and thus learning. Finally the paper wraps up the issue by discussing the fact that some new educational perspectives have generally capitalized on process rather than product-oriented approaches to evaluation of classroom interactions through observation, recording, and classification. Full Text:...

THE ROLE OF CULTURE IN ENGLISH ADVANCED L2 LEARNERS’ PRIVATE SPEECH

THE ROLE OF CULTURE IN ENGLISH ADVANCED L2 LEARNERS’ PRIVATE SPEECH Ali Seidi, Tahereh Mahmoudian Dastnaee, Zahra Alizadeh, Reza Rasooli Abstract: Private speech has gotten impressive attention in the literature of L1 acquisition, however its treatment in L2learning context is generally new. Private speech is utilized both spontaneously and deliberately as an instrument for learning. The greater part of the studies on L2 private speech have concentrated on recognizing and depicting its examples, diverse manifestations, and roles in L2 learning. This article focused on the role of culture and culturally oriented thinking on the private speech of L2 learners. Especially, the researcher focused on the role of L1 cultural background and its interaction or impact on the learners’ L2 private speech. A cultural questionnaire based on English cultural values was given to five advanced language learners and they were asked to utter their private speech to be recorded. The analysis of their private speech showed that L2 learners’ private speech was too influenced more by their L1’s cultural background and less by the linguistic transfer from their first language. Full Text:...

THE EFFECTS OF PEER-ASSESSMENT TRAINING ON PSYCHOMETRIC FACTORS: A CASE OF MAINSTREAM HIGH SCHOOL EDUCATION

THE EFFECTS OF PEER-ASSESSMENT TRAINING ON PSYCHOMETRIC FACTORS: A CASE OF MAINSTREAM HIGH SCHOOL EDUCATION Majid Izanlu and Sara Feyli Abstract: Many studies have been conducted on peer assessment in the field of education in general and applied linguistics in particular. In spite of peer assessment’s popularity and benefits, there are some gaps in the peer assessment research. To fill the gaps, this study, through using a quasi-experimental design, tried to investigate the effects of peer-assessment training on some psychological factors, in the context of high school education. Hiring two classes with 30 and 29 participants as the control and the experimental groups, the researcher gathered the data through administering an achievement test as pretest and post test. The gathered data from pretest and post test achievement, using t-test and Pearson correlation test, were compared to find answers for this study’s research questions. The results indicated that when students are trained to do peer assessment, their learning is improved. In addition, the results indicated that training the students for peer assessment results in more consistent scores given by peers. Full Text:...

ON THE EFFECT OF PEER AND TEACHER FEEDBACK ON IRANIAN UPPER-INTERMEDIATE EFL LEARNERS’ WRITING PERFORMANCE

ON THE EFFECT OF PEER AND TEACHER FEEDBACK ON IRANIAN UPPER-INTERMEDIATE EFL LEARNERS’ WRITING PERFORMANCE Saeid Najafi Sarem, Arash Golzari, Neda Fekri Abstract: Abstract: The present study investigated the effect of peer and teacher-assessment on writing skill. To this purpose, 40 EFL learners at the upper-intermediate level from Sharif English language Institute were selected in this study in two groups and each one was randomly assigned to one type of treatment (peer-assessment and teacher-assessment). Before treatment, a pretest was administered to make sure about the homogeneity of the learners. Then, while two groups were being taught writing, the experimental group received the treatment (peer-assessment) but in the control group (teacher-assessment) learners were taught writing without focusing on assessment. The result showed that peer-assessment of English writing improved the participants’ performance on writing test better than teacher-assessment. The results imply that by helping learners develop the habits of peer-assessment and providing them with feedback, autonomy of the students can be increased. Index words: peer feedback, teacher feedback, writing performance. Full Text:...

NEGOTIATED SYLLABUS: A REALIZATION OF LEARNER AUTONOMY

NEGOTIATED SYLLABUS: A REALIZATION OF LEARNER AUTONOMY Morteza Montazeri, Neda Fekri, Hadi Hamidi Abstract: Since the emergence of learner-centered approaches to language instruction attempts have been made to engage learners more in the process of learning. This has triggered the emergence of the concept of “learner autonomy”. In learner autonomy, the main purpose is to make learners responsible for their own process of learning and make teachers facilitators of this process. Needless to say, what are of paramount importance in every instruction are instructional materials. Teachers need to provide learners with appropriate materials to reach the instructional goals. However, learner autonomy as a new approach in language instruction has not been successful to offer a disciplined framework for the selection, sequencing, and implementation of instructional materials. It has only managed to develop some general principles for materials development. What can be suggested for the realization of learner autonomy is negotiated syllabus. Negotiated syllabus is, according to Richards and Schmidt (2010), an approach to development of language course in which learners’ needs and preferences are taken into consideration through the course, and the needs are discussed by language learners and teachers during the course, helping to generate ideas about the content of the course. This syllabus, like learner autonomy, harbors learner-centered approach to teaching. In this paper, a detailed illustration of the application of negotiated syllabus is provided. Index words: syllabus design, learner-centered approach, learner autonomy, negotiated syllabus Full Text: PDF  ...

CONSCIOUSNESS:APROBLEMA TIC TERM IN SECOND LANGUAGE ACQUISITION

CONSCIOUSNESS: A PROBLEMATIC TERM IN SECOND LANGUAGE ACQUISITION Nima Shakouri, Marzieh Rezabeigi   Abstract: Numerous theories, models, and hypotheses have been proposed to explain second language acquisition (SLA). Most of them are complementary and contradictory. Insuperable contradictions in them are deeply rooted in their related philosophy. In effect, a significant area of dispute in SLA is the lack of consensus on the exact role of consciousness that as to the present writers is deeply ingrained in their philosophical understanding of SLA. Dispute regarding the stance of consciousness in SLA is so immense that one cannot pave the way towards a comprehensive debate. Nevertheless, to the present paper, the role of consciousness is both useful and central to practical concerns. In fact, research on consciousness is an inevitable starting point of any investigation of perception and thinking. Henceforth, the current paper, besides having a look at the philosophy of consciousness, felt that research on consciousness needs to be considered in a wider context. Index words: consciousness, intentionality, phenomenology, SLA   Full Text:...