‘The Use of Mnemonic Technique of Verbal-Pictorial Association in Re-trieval of Vocabulary Development among Iranian Introvert vs. Extrovert EFL Learners’ – Ahmad Yaghoubi, Amir Reza Nemat Tabrizi & Mohammad Naeimi

Abstract

The main purpose of this study was to investigate the effect of a mnemonic technique of verbal-pictorial association among Iranian introvert and extrovert EFL learners on vocabulary development with a focus on the retrieval of words. Accordingly, one hundred subjects were divided into two 50 students control and experimental groups. Two series of flash cards, as a treatment, one with mnemonic bizarre nature in flash cards as well as drawing common pictures on the board was given to the experimental group, but the control group was given just common flash cards. A post-test of 30 items for measuring retrieval was administered. The result indicated that the experimental introvert and extrovert groups significantly outperformed the control introvert and extrovert groups on the retrieval test. The experimental extrovert group also significantly outperformed the experimental introvert group on the retrieval test.

Index Terms: Extrovert, Introvert, Mnemonic, Retrieval.

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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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‘Evaluating American English File Text Books Based on Cunningsworth’s Criteria’ by Saeideh Shahriari & Amir Reza Nemat Tabrizi

Abstract

This study evaluated American English File text books based on Cunnings Worth (1995) model. A sum of 45 English learners and 20 teachers were selected from the total population of the available intermediate and advanced students at Shokouh English Institute in Kerman. Then, a checklist in the form of a questionnaire, which was adapted primarily from Cunningsworth’s (1995) checklist, was distributed among the teachers and students. The items of the questionnaire were developed according to 14 categories which were mentioned by Cunningsworth (1995). Using SPSS 16.0, the researcher evaluated both students’ and teachers’ answers based on the differences in the students answers according to their gender and also on the differences between teachers’ and students’ answers to the same questionnaire. The study was carried out and data was analyzed using an independent t-test to evaluate the teachers’ and students’ answers to questionnaire items. The results of questionnaire showed that the American English File textbooks were perceived as adequate books and they met the standards of a good textbook based on Cunningsworth’s (1995) criteria.

Index Terms: American English File Text Books, Cunningsworth’s criteria, Textbook Evaluation

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On the Relationship between Emotional Intelligence and Teachers’ Self-efficacy in High School and University Contexts (Volume 3 – Issue 6)

Authors: NASRIN SIYAMAKNIA, MASOUD ZOGHI, AMIR REZA NEMAT TABRIZI

ABSTRACT

The current study attempts to examine the relationship between emotional intelligence and EFL instructors’ self-efficacy at the high school and university level. To this end, 102 instructors from local universities and high schools located in East and West Azarbaijan, Iran were selected as a sample of this research. In order to collect the necessary data, the Bar-On Emotional Quotient Inventory (the EQ-i) and Bandura’s Teacher Self-Efficacy Scale were used. Results suggest that there is a significant relationship between teachers’ emotional intelligence and their self-efficacy beliefs. The study concludes that it is necessary to both highlight the necessity of emotional intelligence and focus more attention on the role of it in EFL contexts.

Key words: Emotional intelligence, selfefficacy, university instructors, EFL contexts.

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