Volume 4 – Issue 1

  1. Self –directed Learning and Learner Autonomy in English Language Teacher Education: Emerging Trends  – Dr. P. Bharathi
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  2. Interference of Bhojpuri Language in Learning English as a Second Language – V. Radhika
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  3. The Effect of Assisted Repeated Reading (ARR) vs. SQ3R on Iranian Intermediate EFL Learners’ Narrative Writing – Nazila Davari, Nader Assadi & Hanieh Davatghari
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  4. Issues in ESP (English for Specific Purposes) – Mohammad Kaosar Ahmed
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  5. A Critical Analysis of the Translated Movie Titles from English into Persian Based on Peter Newmark’s Translation Theories – Nikoo Rahiminezhad Yazdy & Bahram Behin
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  6. The Effect of Written Corrective Feedback on the Writing Skill: A Case of Direct vs. Indirect Error Feedback on Iranian Intermediate EFL Learners’ Letter Writing Performance – Amir Marzban, Ph.D.1, Sajad Alinejad Moalem2 (Corresponding)
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  7. Learners’ Beliefs about English Language Learning: Exploring the Role of Gender and Field of Study on Beliefs of Non-English Major EFL Students – Hadiseh Bagherzadeh
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  8. An Analysis of the Effects of Audio – Lingual Method of Teaching on the Listening & Speaking Skills of Students – Naheed Haq
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  9. An Exploration of University Students’ Perception of De-Motivators in an EFL Context – Zahra Farmand & Seyed Jalal Abdolmanafi Rokni
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  10. The Relationship between Personality Traits and Language Learning Strategies of EFL University Students – Hamid Reza Niknaqsh & Seyed Jalal Abdolmanafi Rokni
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  11. Medical Students’ Critical Thinking Ability, Study Skills, and Their English Proficiency – by Mansoor Fahim & Mohammad Reza Mozayan
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  12. The Effect of Assisted Repeated Reading (ARR) vs. SQ3R on Iranian Intermediate EFL Learners’ Narrative Writing – Nazila Davari, Nader Assadi & Hanieh Davatghari
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  13. Intelligence and First Language Acquisition – Farid Ghaemi & Farzaneh Sabokrouh
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  14. Guided Task-Based Planning and Writing Fluency: A Case of Iranian Lower-Intermediate EFL Learners  – Seyed Ahmad Kasaian & Mozhgan Kabiri
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  15. A Descriptive Analysis of the Influence of Co-Teaching Model on Improving EFL Learners’ Reading Comprehension  – Mohammad Khatami, Vahid Bagheri & Jamshid Mashadi
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  16. The Comparative Effects of Using Two Different Story Making Tasks on EFL Learner’s Vocabulary Retention: Label Extending Task Vs Main Plot Finding Task – Fatemeh Alipanahi & Seyede Fatemeh Chavoshi
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  17. The Effect of Task-based Instruction VS. Focus on Forms Instruction on Improving High School Students’ Reading Comprehension Ability – Fatemeh Alipanahi & Parinaz Bahari Nemat Abad
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  18. The Relationship between Field Dependence/Independence Cognitive Style and the Use of Vocabulary Learning Strategies among Iranian female EFL Learners – Fatemeh Alipanahi & Maryam Mohajeri
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  19. A Closer Look at the Persian Inchoative Construction – Samin Seyyed Ebrahimi
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  20. A Study to Find Out the Effect of English Language Development Programme on English Language Proficiency of Adults – Matang Purohit
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‘A Closer Look at the Persian Inchoative Construction’ by Samin Seyyed Ebrahimi

Abstract

This paper aimed to explore the issue of inchoativeness in Persian. There has been much research on the inchoative construction in Persian. The findings revealed that inchoativeness is not a voice and, in fact, the inchoative verbs are not in contrast with active and passive verbs, rather they are different from causative verbs, that is, the inchoative verbs are in contrast with causative verbs. Also, four inchoative Persian constructions were identified and analyzed based on Haspelmath’s classification, some verbs of each category with simple examples were depicted as well.

Key words: Inchoative, Causative, Middle Voice, Passive, Active.

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‘The Relationship between Field Dependence/Independence Cognitive Style and the Use of Vocabulary Learning Strategies among Iranian female EFL Learners’ by Fatemeh Alipanahi & Maryam Mohajeri

Abstract

The present study investigated the effect of task-based instruction and focus on forms instruction on improving high school students reading comprehension ability. A group of 86 female students within the age range of 14 to 16, studying in the first grade of high school, participated in this study, 60 of whom were considered homogenized. The participants were divided into two groups of thirty. Then, KET test was administered as a pre-test in order to homogenize the participants in terms of the students reading comprehension ability. One of the groups received a task-based instruction and the other one received a traditional focus on forms instruction for teaching reading. Treatment was implemented in two months for about 16 sessions. Since the participants were the school students, they used their own course books, the texts were the same in both groups, but the tasks and activities were different. The researcher was the teacher of both classes and tried to keep the time in both classes the same. At the end, the two groups were given KET reading comprehension tests as the post-test.  And also, a teacher-made achievement test which was constructed based on students’ course-book, was given to measure the two groups’ language proficiency development. An independent sample t-test was used to analyze the data gathered from pre-test, post-test, and achievement test. The results revealed that the learners who were taught through task-based instruction outperformed their counterparts on both post-test and achievement test.

Key words: Task-based instruction, focus on forms instruction, reading comprehension.

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‘The Effect of Task-based Instruction VS. Focus on Forms Instruction on Improving High School Students’ Reading Comprehension Ability’ by Fatemeh Alipanahi & Parinaz Bahari Nemat Abad

Abstract

The present study investigated the effect of task-based instruction and focus on forms instruction on improving high school students reading comprehension ability. A group of 86 female students within the age range of 14 to 16, studying in the first grade of high school, participated in this study, 60 of whom were considered homogenized. The participants were divided into two groups of thirty. Then, KET test was administered as a pre-test in order to homogenize the participants in terms of the students reading comprehension ability. One of the groups received a task-based instruction and the other one received a traditional focus on forms instruction for teaching reading. Treatment was implemented in two months for about 16 sessions. Since the participants were the school students, they used their own course books, the texts were the same in both groups, but the tasks and activities were different. The researcher was the teacher of both classes and tried to keep the time in both classes the same. At the end, the two groups were given KET reading comprehension tests as the post-test.  And also, a teacher-made achievement test which was constructed based on students’ course-book, was given to measure the two groups’ language proficiency development. An independent sample t-test was used to analyze the data gathered from pre-test, post-test, and achievement test. The results revealed that the learners who were taught through task-based instruction outperformed their counterparts on both post-test and achievement test.

Key words: Task-based instruction, focus on forms instruction, reading comprehension.

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‘The Comparative Effects of Using Two Different Story Making Tasks on EFL Learner’s Vocabulary Retention: Label Extending Task Vs Main Plot Finding Task’ by Fatemeh Alipanahi & Seyede Fatemeh Chavoshi

Abstract

The purpose of the present study was to examine the impact of two different story making tasks (label extending and main plot finding task) on elementary EFL learners’ vocabulary retention. The participants in the present study were 58 EFL learners who were selected out of 90 students, learning English in Zaban-Amooz Language Institute in Zanjan based on their performances on the Nelson-Test. The participants were then divided into experimental groups. One experimental group, known as label extending, was supposed to write a story based on pictures and prompt sentences. The other experimental group, known as main plot finding group, was supposed to change the plot of the story and write a new one. Two experimental groups had to use the newly taught words in their final written drafts.  All the participants took part in a vocabulary retention post – test after the treatment. The two groups’ performances on the post -test were compared by t-test and the results confirmed that there was a significant difference between the effects of using label extending tasks and main plot finding tasks , the participants of the label extending group performed better than the main plot group in their vocabulary retention post – test.

Key words: Label Extending Task, Main Plot Finding Task, Story Making Tasks, Vocabulary Retention.

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‘A Descriptive Analysis of the Influence of Co-Teaching Model on Improving EFL Learners’ Reading Comprehension’ by Mohammad Khatami, Vahid Bagheri & Jamshid Mashadi

Abstract

The ongoing research focused on the fact that whether co-teaching strategy could promote Iranian English as a foreign language (EFL) learners’ reading comprehension better than the traditional single teaching. To fulfill the study the co-teaching was carried out in a class of intermediate EFL learners consisting of 20 learners at a private language institute in Iran, which were selected among 100 learners in comparison to a counterpart class with the same number of learners taught in the traditional way. They were all male, aged 17-23.Three male teachers aged nearly thirty-six took part in the study. In one class, reading comprehension was implemented by one teacher and in the other class two teachers co taught the students. The findings of the study indicated that there was a meaningful difference between the control and the experimental group in terms of their reading improvement and that experimental group outperformed the control group. This finding show that the implementation of co-teaching strategy in educational systems, at least for teaching reading comprehension in an EFL context like Iran, can be contributive and advantageous.

Keyword: Co teaching, alternative teaching, reading comprehension, traditional teaching, strategy, intermediate.

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‘Guided Task-Based Planning and Writing Fluency: A Case of Iranian Lower-Intermediate EFL Learners’ by Seyed Ahmad Kasaian & Mozhgan Kabiri

Abstract

Some SLA researchers mention that L2 acquisition needs a focus on form, due to the fact that learners have a limited working memory capacity, noticing form and meaning simultaneously is difficult, and that they naturally tend to ignore certain linguistic features (e.g. Ellis, 2005a). The aim of this study was to investigate the impact of pre-task planning on the Iranian Intermediate EFL learners’ fluency. To meet the purpose of this study, 48 low-intermediate female EFL learners’ were selected from among a total of 100 students based on their performance on a Nelson test in Rahamooz Shokooh English language institute in Ghaemshahr, Mazandaran, Iran. In meaning-based pre-task (guided) planning condition, learners were given instructions about how to form and plan ideas to write their argumentative writings in five minutes for six consecutive sessions. In the form-focused pre-task (guided) planning condition, learners were first instructed how to plan the form of their written production in five minutes for six consecutive sessions. In the third group, however, the learners were focused both on form and on content and meaning in five minutes for six sessions. Then, they got engaged in planning. Actually, the three groups received the same pre-tests and post-tests and the same topic in each session with the same examples. The results showed positive effects of pre-task (guided) planning on the global fluency of language in the first and third group.

Key words: pre-task (guided) planning, writing fluency, meaning-based, form-focused, meaning and form-based.

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‘A Critical Analysis of the Translated Movie Titles from English into Persian Based on Peter Newmark’s Translation Theories’ by Nikoo Rahiminezhad Yazdy & Bahram Behin

Abstract

The present study aims to investigate the quality of the movie titles Persian translation as well as to render the applicable strategy for their translation based on the translation theories of Peter Newmark. According to Newmark, there are two main methods of translation (semantic and communicative). To that end, the English titles of 100 movies along with their Persian translation were investigated. They were chosen randomly for the fair distribution of notice. Based on the title translation and two main translation methods of Newmark (1988) as well as the study of many movie titles, the researcher came to conclusion to classify the movie title as follows: the proper names, calque words, concrete words and metaphorical words. The nature of each group was elaborated. Newmark discusses in details about proper names, borrowing words and metaphors. So, the critics over the titles translation have been carried out with regard to his suggestions, the context of the story, the genre and the audience of the movie. The plot summaries also were studied in order to fairly decide on the meaning of the title, since the title is an abstract of the whole movie. Consequently, the made attempts led the study towards some strategies considered to be appropriate way of the movie title translation.

Key Words: Calque Words- Communicative Translation- Concrete Words- Metaphorical Words- Semantic Translation- Title

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‘Intelligence and First Language Acquisition’ by Farid Ghaemi & Farzaneh Sabokrouh

Abstract

This paper focuses the link between intelligence and first language development (acquisition). First, it reviews the existing theories of intelligence and then briefly highlights the gist of the studies concerning the interdependency of first language acquisition and intelligence. Finally, it concludes that the present attempts regarding the exploration of the nature of the interrelationship between child language acquisition and intelligence is mainly focused on general intelligence (g) factor and few, if any, attempts have been made to discover the connections of the more modern theories of intelligence such as multiple intelligences or emotional intelligence and first language acquisition.

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‘The Effect of Assisted Repeated Reading (ARR) vs. SQ3R on Iranian Intermediate EFL Learners’ Narrative Writing’ by Nazila Davari, Nader Assadi & Hanieh Davatghari

Abstract

This study was aimed at comparing the effects of two comprehension methods: SQ3R technique and Assisted Repeated Reading (ARR) technique on Iranian EFL learners’ narrative writing. To do this, the subjects were selected as a control group (n=30) and a SQ3R experimental group (n=30) and an ARR experimental group (n=30). A writing text was given to the sample group to ensure the homogeneity of the subjects’ narrative writing performance. Then treatment sessions were conducted for both experimental groups for eight sessions. The control group didn’t receive any treatment. The reading text was given to them and they wrote another narrative writing as post -test. The results showed that participants taught based on SQ3R technique performed better than those who were taught according to ARR technique. Based on the findings of the current study, it is recommended that EFL teachers use the SQ3R strategy for teaching reading comprehension.

Keywords: SQ3R, ARR, Narrative Writing.

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