‘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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