Archives for October 2017

‘The Relationship between Iranian EFL Teachers´ Classroom Management, Critical Thinking Skills, and their Years of Experience’ – Golkhand Azizinejad & Mohanna Rezaei

Abstract

In recent years the importance of promoting critical thinking skills and creative thinking in education has been widely acknowledged. More specifically, it is believed that the successful incorporation of these skills in the teaching of English as a second or foreign language has a central role. The purpose of the present study was to identify if there was any relationship between Iranian EFL teachers’ classroom management, critical thinking skills, and years of experience. To this end, scores out of the classroom management and critical thinking skills questionnaire were collected and correlated with the years of experience of 30 Iranian EFL teachers who were selected as the sample of the study. The results showed significant correlation between classroom management, critical thinking skills, and their years of experience.

Index terms: classroom management, critical thinking, teachers’ years of experience.

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Volume 7 – Issue 3

  1. The Relationship between Gender and Implicit/Explicit Corrective Feedback: A Study of Speaking Collocation Errors by Iranian EFL Learners
    Author/s: Elaheh ShojaMoghadam & Narjes Ghafournia
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  2. The Relationship between Iranian EFL Teachers´ Classroom Management, Critical Thinking Skills, and their Years of Experience
    Author/s: Golkhand Azizinejad & Mohanna Rezaei
    Abstract | Access Full Paper

‘The Relationship between Gender and Implicit/Explicit Corrective Feedback: A Study of Speaking Collocation Errors by Iranian EFL Learners’ – Elaheh ShojaMoghadam & Narjes Ghafournia

Abstract

This study aimed at investigating the effect of explicit and implicit corrective feedback on the use of collocation across male and female students. This study is based on male and female students, who received three explicit, implicit, and blended corrective feedback. This paper intends to investigate whether there is a relationship between gender and the choice of these strategies. To fulfill the purpose of the study, 90 Iranian EFL learners, who were at the intermediate proficiency level of English, were chosen. Later, they were randomly assigned to four groups, composed of one control group and three experimental groups, receiving oral implicit and explicit corrective feedback on error of collocations. After seven sessions of treatment, a speaking test was taken as the posttest. The findings demonstrated that there is no significant gender difference among the participants of this study in terms of the type of corrective feedback, which they received.

Index Terms: explicit feedback, implicit feedback, blended feedback, collocations, error correction.

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