‘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.

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‘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

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‘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.

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‘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.

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‘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.

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‘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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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
    Abstract | Access Full Paper
  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
    Abstract | Access Full Paper
  6. The Role of Self-Efficacy and Autonomy in Iranian EFL Teachers  Engagement
    Author/s: Farid Ghaemi, Maryam Shokrolahi & Seyed Moslem Hashemizadeh
    Abstract | Access Full Paper
  7. The Effect of Electronic Portfolios on Promoting Iranian EFL Learners’ Writing Autonomy
    Author/s: Fatemeh Baghernezhad & Amir Reza Nemat Tabrizi
    Abstract | Access Full Paper
  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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