Archives for April 2015

‘A Two-Way Evaluation of Practical Uses of Group Work Activities In ELT Course Books’ by Saman Ebadi (Ph.D.), Shokoofeh Vakili Latif & Elham Bahramzadeh

Abstract: This study investigated the effectiveness of group work activities in five well known and randomly selected ELT course books used in Iran. Group work activities were analyzed based on the Jacobs and Ball`s(1996) evaluative framework to find out about their possible match or mismatch with cooperative learning and task based teaching principles. Later, semi-structured interviews were conducted to find out about learners’ perspectives on group work activities. The conformity between findings of text analysis and interviews pointed out to the failure of group work activities to meet the condition of positive interdependence. Results also showed that most of the activities were one way (static) tasks which could not contribute to meaning negotiation and language use and usage development of learners. The findings of this study have implications for the structure of group work activities in ELT course books and could be used to humanize them and serve the needs of students.

Index Terms: Cooperative learning, ELT course books, group work activities, task-based teaching.

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‘The Relationship between Personality Traits and Metacognitive Listening Strategies among Iranian EFL Learners’ by Farid Ghaemi & Farzaneh Sabokrouh

Abstract: Language learning was varied depending on individual characteristics and variations of language learning outcomes was attributed to learner characteristics. On the other hand, when we studied the recent research on second or foreign listening instruction, most of them had emphasized the need for assessing the effectiveness of metacognitive strategy training in order to improve second language listening comprehension. According to this goal, the research objective was to investigate the relationships of personality traits with metacognitive awareness of listening strategies among Iranian adult learners of English utilizing the NEO PI-R and the SILL. 80 participants were students studying English in one of the institutes in drawn from four intact classes. The instruments were used including background questionnaire, general English proficiency test; metacognitive awareness listening questionnaire consists of 21 randomly ordered items related to L2 listening comprehension and the NEO Personality Inventory-Revised developed by Costa and McCrae (1992). The analysis of the data sources from the NEO PI-R, the Metacogntive Awareness Listening provided the framework for the discussion on the correlations of each of the five domains and the 30 facets of the FFM and the metacognitive groups. NEO Personality Inventory-Revised questionnaire and Metacognitive Awareness Listening Questionnaire (MALQ) were administered to see whether there was any correlation between the students’ use of metacognitive listening strategies and five domains of personality traits. The results displayed that there were relationships among variables but some subscales were related and some other was to some extent, related.

Index Items: Listening Comprehension, Metacognitive Strategies, Personality Traits

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‘Using Rhymes and Songs for Teaching Core Vocabulary to Elementary School Students’ by Gareebullah Hago Hamdoun Mudawi

Abstract

The study tries to make use of the songs and nursery rhymes as educational tools through which core vocabulary can be taught and understood to the children of elementary schools. The study was conducted at Altadreeb basic level schools at Shundi University in Sudan. The girls at the 6th grade were chosen as the experimental group for the study, while the boys in the same grade represented the control group. The present study exposes the experimental group to selected songs and rhymes in teaching core vocabulary, and to compare their outcomes with the control group to investigate the effectiveness of using songs and rhymes as a viable strategy for teaching core vocabulary to the students of elementary level. The  influence of  rhymes  on  the affective filter is discussed; it is  argued  that  songs can  increase learners’ motivation  and  self –confidence  while lowering  their  apprehension. In  addition, the  paper considers  whether  songs  are  a useful technique  on their own  in  imparting lexical knowledge,  and  if good  pronunciation may support vocabulary learning. Similarly, the flexibility of the verses’ repetitive rhythm is introduced as a substantial strategy through which memorization and retention of words are facilitated. The study  concludes  that  songs  in language  classrooms can  bring about  a flexible affective filter and  are  undoubtedly helpful in  learning  different  aspects  of lexical knowledge.  The study proved that songs and rhymes make learning fun and fuse learning and play to ensure that students are engaged and absorbing information.

Index terms: core vocabulary, nursery rhymes, songs strategy, lexical knowledge, language acquisition device.

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Volume 5 – Issue 2

  1. On the Representation of Multiple Intelligences in ESP Text Books: The Case of English for the Students of Nursing Published by SAMT
    Author/s: Saman Ebadi & Soroor Ashtarian
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  2. The Relationship between Personality Traits and Metacognitive Listening Strategies among Iranian EFL Learners
    Author/s: Farid Ghaemi & Farzaneh Sabokrouh
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  3. A Two-Way Evaluation of Practical Uses of Group Work Activities In ELT Course Books
    Author/s: Saman Ebadi (Ph.D.), Shokoofeh Vakili Latif & Elham Bahramzadeh
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  4. Content Integrated Collaborative Learning for Learner Autonomy
    Author/s: Sanjukta Sivakumar
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  5. The Comparison of the Translation Ability of Students of Translation Studies and Those of Medical Science in Translating  Medical Collocations
    Author/s: Dehbashi Sharif & Atefeh Banifatemi
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  6. The Role of Self-Efficacy and Autonomy in Iranian EFL Teachers  Engagement
    Author/s: Farid Ghaemi, Maryam Shokrolahi & Seyed Moslem Hashemizadeh
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  7. The Effect of Electronic Portfolios on Promoting Iranian EFL Learners’ Writing Autonomy
    Author/s: Fatemeh Baghernezhad & Amir Reza Nemat Tabrizi
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  8. Impediments in Language Learning
    Author/s: V. Radhika
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‘On the Representation of Multiple Intelligences in ESP Text Books: The Case of English for the Students of Nursing Published by SAMT’ by Saman Ebadi & Soroor Ashtarian

Abstract

The present study aimed at investigating the extent to which Multiple Intelligences (MI) are reflected in the domestically designed ESP textbook namely, English for the Students of Nursing published by SAMT. To this end, a multiple intelligences checklist developed by Razmjoo and Jozhaghi (2010) was used to examine the selected textbook in relation to different intelligences as reflected through various activities and tasks. The course book was evaluated and frequencies and percentages of occurrence of each type of intelligences were calculated. The results indicated that verbal intelligence was represented in most activities followed by logical intelligence while other intelligence types were not reflected in any of the activities. The pedagogical implications of the findings of the study highlight the fact that policy makers, administrators, and materials developers especially those involved in developing materials for ESP courses in Iran need to consider the necessity of applying all intelligence types in designing the ESP textbooks. Adapting other internationally developed materials which are rich in representing multiple intelligences is also recommended as an alternative for ESP material developers in Iran.

Index Terms: ESP, Course book Evaluation, Multiple Intelligences, Nursing

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‘Code-Switching and Code-Mixing’ by Dr. Iesar Ahmad, Dr. Mohammed Mahmoud Talal Mohaidat & Dr. Kesavan Vadakalur Elumalai

Abstract

This study is an attempt on Code-switching and Code-mixing strategies in English language and literature teaching at the Under Graduate level at the king Saudi University. In addition, it explores how such linguistic practices can be more productive and effective in terms of enhancing the linguistic proficiency and literary understanding among the young Saudi learners. Likewise, this study would be analyzed in the discourse analysis perspectives. The study concludes that such linguistic practices are very effective, productive and objective oriented in terms of motivating the young Saudi learner for the acquisition of second/foreign language and an ability to interpret the literary texts.

Index Terms: English language, code-switching; code-mixing; motivation.

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