‘Medical Students’ Critical Thinking Ability, Study Skills, and Their English Proficiency’ by Mansoor Fahim & Mohammad Reza Mozayan

Abstract

The purpose of this study was to detect the critical thinking (CT) ability, personal study skills (PSS) habits, and English proficiency of the medical students and to identify the existence of any significant relationship among them. The survey involved 68 Iranian participants who had already passed Pre-University and General English courses and succeeded in completing the relating questionnaires. Finally, their English proficiency was rated as acceptable, PSS as unsatisfactory, and their CT ability as mediocre. No significant relationship was observed between the students’ PSS and English proficiency. Also, no significant relationship was identified between the participants’ CT ability and their English proficiency.  However, a significant relationship could be found between students’ CT ability and PSS habits. The paper finally suggests the teachability of CT and some ways to ameliorate PSS condition.

Keywords: critical thinking (CT), personal study skills (PSS), English proficiency

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‘The Relationship between Personality Traits and Language Learning Strategies of EFL University Students’ by Hamid Reza Niknaqsh & Seyed Jalal Abdolmanafi Rokni

Abstract

This study was aimed to identify language learners’ personality traits as well as language learning strategies of Iranian university students learning English as a foreign language and to investigate the relationships between personality traits and language learning strategies. This study investigated the personality traits and language learning strategies of 203 Iranian university students through administrating Costa and McCrae’s (1992) NEO Personality Inventory-Revised (NEO PI-R) of the five-factor model (FFM) of personality and Oxford’s (1990) Strategy Inventory for Language Learning (SILL). The results of the study from Pearson’s r correlation revealed that Iranian university students’ personality traits in the FFM were significantly correlated to the six strategy groups in the SILL. This study provides pedagogical and sociocultural implications for practice regarding language learning and teaching and curriculum development.

Keywords: language learning strategies; personality traits; personality types; EFL learners

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‘An Exploration of University Students’ Perception of De-Motivators in an EFL Context’ by Zahra Farmand & Seyed Jalal Abdolmanafi Rokni

Abstract

De-motivation, the opposite side of motivation, dramatically affects EFL learners. The learners, once motivated to learn English, lose their interest and energy so that learning English would transform into a suffering and time-consuming task. The present study was an attempt to investigate the main de-motivating factors among Iranian university students in learning English as a foreign language. To find the major de-motivating factors, a questionnaire consisting of 35 items was given to 280 university students majoring in English Literature or English Translation. An Exploratory Factor Analysis was conducted to explore the factorial structure of the questionnaire. Based on the results, six main de-motivating factors emerged from the data as: Failure to do as desired, Materials and learning equipment, Contextual/ Environmental factors, Teachers, Characteristics of classes, and Attitudes toward communication. Furthermore, an open-ended questionnaire, which consisted of two questions about the learners’ experiences that caused their motivation to decrease or increase, was then given to the students to investigate their perspectives. Based on the students’ answers to the open-ended questionnaire, four categories of de-motivating factors were identified, two of which were similar to the factors found in the Factor Analysis. The information provided in the present research can be helpful for a better understanding of the dynamics of the language classroom and how these can promote or hinder the willingness to learn English. This study has also some implications for the interested researchers in motivation studies, material developers and teachers.

Keywords: Motivation, De-motivation, De-motivating Factors, De- motivators

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‘An Analysis of the Effects of Audio – Lingual Method of Teaching on the Listening & Speaking Skills of Students’ by Naheed Haq

Abstract

The Audio- Lingual Method is one of the teaching methods of English. This research was carried out to study the effect of Audio- Lingual Method (ALM) of teaching on the listening and speaking skills of students at intermediate level.

The objectives of the research were to study how much impact the audio-lingual method has on the listening and speaking skill of students and to instigate the attitudes towards ALM. The subjects were 20 students of F.Sc. It was an experimental process of eight weeks, which began with a listening & speaking pre-test in the first week. At the end of the last week, the subjects took the post test.

The research outcome revealed the significant effects of audio lingual method on the listening and speaking skills of students.

The post test scores of their listening and speaking skills were higher than that of the pre-test. The students also took great interest in learning and showed terrific improvement in their listening & speaking skills.

Majority of the English teachers also favoured the Audio-Lingual method.

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‘Learners’ Beliefs about English Language Learning: Exploring the Role of Gender and Field of Study on Beliefs of Non-English Major EFL Students’ by Hadiseh Bagherzadeh

Abstract

The current study aims at examining the effect of gender on beliefs of non-English major EFL students. Also it seeks to investigate whether or not the field of study influences the beliefs of non-English majors in English language learning. The participants surveyed in this study were 125 (86 female and 39 male) Iranian non-English majors who were studying in biology, geography, accounting and science. The translated version of Beliefs about Language Learning Inventory (BALLI) was administered to collect the required data sets. Statistical procedures used to analyze data revealed that there is a significant difference among the aptitude of the four groups of participants. Also results indicate that students of the four fields of study (biology, geography, accounting and science) did not express different views concerning difficulty, nature, communication strategies and motivation. The results obtained in this study also demonstrate that there is no significant difference among the belief of students in different fields of study on these five sections of belief questionnaire. There is also no significant difference between males and females. The interaction between male and female students in these disciplines shows that these are significantly different in the foreign language aptitude and the nature of language learning.

Keywords:  Learners’ beliefs about language learning, beliefs about language learning, learning beliefs, language learning beliefs, beliefs, attitude.

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‘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’ by – Amir Marzban & Sajad Alinejad Moalem

Abstract

This study was conducted to investigate the effect of direct error feedback vs. indirect error feedback on Iranian Intermediate EFL learners’ letter writing performance. For this purpose 100 learners of English at Shokouh language institute in Gorgan participated in this study. Having being homogenized by an OPT test, 40 learners were selected and they were randomly assigned into two groups, control and experimental. Then both groups sat for a pre-test, which was a letter-writing application. The purpose of this test was to measure the learners’ initial subject knowledge of letter writing ability. Then one group received treatment based on direct error feedback. However, the other group received treatment based on indirect error feedback. The treatment procedure took 10 sessions. Finally at the end of the course both groups sat for the post test of letter writing test. Then the statistical analysis was run through ANCOVA. It was explored from the study that learners’ letter writing performance improves more when they are provided with indirect error feedback. However, this study provides a significant contribution in curriculum innovation and policy with respect to the learners’ letter writing development.

Keywords: Direct error feedback, indirect error feedback, letter writing performance

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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

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‘Issues in ESP (English for Specific Purposes)’ by Mohammad Kaosar Ahmed

Abstract

The acronym ESP has had an evolution of its own. It offers a theoretically sound and practical approach to deal with the urgent need for professional communication on a global scale today. The demand for the teaching of English for clearly stated aims gives birth to the ESP movement which instigates the teachers to come up with specific demands imposed by the learner’s personal need. Thus, the teacher becomes an ESP practitioner who facilitates learner autonomy to lay the basis of a life-long engagement with language experiences. Reviewing existing literature, this paper attempts to summarize the key issues in ESP including ESP definition, origin, characteristics, types, teacher/practitioner, benefits; and the place of register analysis, special language as a concept, discourse analysis, target situation analysis, skills and strategies, and needs analysis in the ESP discourse.

Key Words: Special Language, Register & Discourse Analysis, Target Situation Analysis, Needs Analysis

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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 aimed at to compare 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 the control group (n=30) and the SQ3R experimental group (n=30) and the 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 them and they wrote another narrative writing as post -test. The results showed that participants taught based on SQ3R technique performed better than those that were taught according to ARR technique. Based on the findings of the current study, it is recommended that EFL teachers can use the SQ3R strategy for teaching reading comprehension.

Keywords: SQ3R, ARR, Narrative Writing.

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‘Interference of Bhojpuri Language in Learning English as a Second Language’ by V. Radhika

Abstract

Studying the special features of any language is interesting for exploring many unrevealed facts about that language. The purpose of this paper is to create interest in the mind of readers to identify the special features of Bhojpuri language, which is gaining importance in India in the recent years among the spoken languages and make the readers to get rid of the problem of interference of this language in learning English as a second language.

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