Archives for May 2015

‘Impediments in Language Learning’ by V. Radhika

Abstract:

Impediment means obstacle or hindrance. A disability or obstruction is also possible in learning a language too. Listening impediment, speaking impediment, reading impediment, and writing impediment are very common among the learners in any language in general and in learning a foreign language in particular. Learning impediments may occur because of barriers may be many. Why does the barrier come in the process of learning a foreign language? What are the reasons? How can be these impediments overcome? The paper attempts to provide solid proof for impediments and suitable solutions to overcome it.

Index Terms: Learning impediments, speaking impediments, barriers in learning, hindrance, interference.

Access full paper.

‘The Effect of Electronic Portfolios on Promoting Iranian EFL Learners’ Writing Autonomy’ by Fatemeh Baghernezhad & Amir Reza Nemat Tabrizi

Abstract:

The purpose of this study was to investigate the impact of electronic portfolios, as a nontraditional tool, on the writing autonomy of Iranian EFL learners. A particular concern was to examine the potential effect of gender on electronic portfolio by taking the learners writing autonomy into account. The participants were 90 male and female EFL learners to whom the Writing Autonomy Questionnaire was administered to check their homogeneity prior to the study in terms of writing autonomy. The participants were then randomly divided into 2 groups: experimental group (23 females and 22 males) and control group (22 females and 23 males). Whereas members of the control group developed traditional paper portfolios, members of the experimental group used the Internet and online resources to develop and present the same essay portfolios. The results showed that the electronic portfolio procedures improved the writing autonomy of the participants. Also, gender had no impact on writing autonomy.

Index Terms: Electronic portfolios, hypertext link, learning autonomy

Access full paper.

‘The Role of Self-Efficacy and Autonomy in Iranian EFL Teachers Engagement’ by Farid Ghaemi, Maryam Shokrolahi & Seyed Moslem Hashemizadeh

Abstract:

There has been growing interest in the role of teachers in teacher education programs. Hence, this study was conducted to examine the role of teacher efficacy and autonomy in teachers engagement .For this purpose, 80 EFL teachers were sampled from an English language institution in Tehran to answer three questionnaires, teacher self-efficacy scale (TSES), teacher autonomy inventory (TAI), and the Utrecht work engagement scale (UWES).The results of data analysis revealed that both teacher efficacy and autonomy were positively associated with teachers’ engagement. Therefore, it could be concluded teacher self-efficacy and autonomy positively predicted engagement. And more specifically, among the teacher efficacy and autonomy, teacher autonomy with a higher value predicted more changes in teachers’ engagement. The present study shed light opportunities to improve teacher development that impact on not only teachers’ classroom practices but also students’ achievements.

Index Terms: Teacher autonomy, teacher efficacy, teacher engagement.

Access full paper.

‘The Comparison of the Translation Ability of Students of Translation Studies and Those of Medical Science in Translating Medical Collocations’ by Forouzan Dehbashi Sharif & Atefeh Banifatemi

Abstract: This article reports a comparison between translation ability of the students of the translation studies and the students of medical science in translating medical collocations from English into Persian and vice versa. So, after holding a general English test as a pretest, among the 120 participants, the researcher chose 80 Iranian undergraduates whose general English knowledge were almost the same and divided them into two groups both studying in the 8th semester in the field of translation and in the field of medicine. Then to measure their collocational knowledge and translation competence of the participants, a researcher made translation test was administered, the results demonstrated that there was a significant difference between the ability of these two groups of students in translating medical texts which almost contains a lot of medical collocations. The obtained results of this research showed that BA students of English translation studies in spite of passing almost all of the predicted translation courses showed less ability in presenting appropriate translation of textual medical collocation than the students of medicine at almost the same level of general English knowledge and academic level with no translation background knowledge.

Index Terms: Collocational Competence, Medical Collocation, Translation Ability.

Access full paper.

‘Content Integrated Collaborative Learning for Learner Autonomy’ by Sanjukta Sivakumar

Abstract: This paper examines Collaborative Learning (CL) and Content and Language Integrated Learning (CLIL) as learner-centric, tech-friendly and task-based methods facilitating the development of language for analytical and critical thinking, leading to autonomous learning in students. CLIL-CL enables high motivation through peer learning and facilitates autonomy by enhancing language skills for informat ion processing. This paper discusses three groups of learners , who collaboratively created an iBook, computer games and a homemade battery charger as self-initiated extra-curricular projects. The learners applied language-skills for meaning-making as higher-order thinking in content-specific academic contexts. Significantly, although these learners scored average to low grades in English, their use of language in real life was more meaningful, compared to others with higher language grades at school. A case study of these learners was conducted to analyze probable reasons underlying higher-order thinking in real life. The results of this study connected real-life language behaviour with autonomous task-based Content Integrated Collaborative Learning (CICL) at school, based on cognitive challenge and technology inputs. The effects of CICL therefore, reach beyond the classroom to enable language skills for higher-order thinking, problem-solving and learning in real life. This paper outlines how CICL may be integrated with teacher instruction, motivating extra-curricular autonomous learning.

Index Terms: Collaborative Learning, Content and Language Integrated Learning, Higher-order thinking, Learner autonomy, Technology.

Access full paper.