Iranian EFL Learners Research Articles

The impact of L2 learners’ altruistic teaching on their task engagement in English essay writing

The purpose of the present analysis was to investigate the impact of altruistic teaching, i.e., teaching with self-less motives (a concept in positive psychology), on the students' task engagement in English essay writing. To this end, the present study adopted two designs, i.e., an experimental (comparison group, pretest-posttest) design to investigate if the learners' altruistic teaching affects their task engagement statistically significantly in the short and long run by using a task engagement questionnaire, and a mixed-methods sequential explanatory design to explore how it affects their task engagement by using reflective frames and semi-structured interviews. The participants were 122 Iranian EFL learners with an intermediate level of English language proficiency. The results of quantitative and qualitative analyses showed that altruistic teaching enhances the students’ task engagement in the short and long run by creating in them a sense of enjoyment, self-verification, responsibility, bonding and group learning, less anxiety, self-confidence, progress in learning, finding out about strengths and weaknesses, and more enthusiasm to learn. The paper ends with theoretical and pedagogical implications for research and practice in second language acquisition (SLA).

Effects of Using the WhatsApp Application on Iranian Intermediate EFL Learners’ Vocabulary Learning and Autonomy

The current study was planned to find out if the use of blended learning as a combination of face-to-face instruction and mobile-assisted language learning using WhatsApp contributed to the vocabulary learning and autonomy of Iranian EFL learners compared to the traditional method. To assess their English skills, PET was given to 80 homogenous intermediate learners at the beginning of the study. The study's intended participants were fifty EFL learners with scores that were within the intermediate competency level. Then, the participants were divided randomly to experimental and control groups to see how successful blended learning vs traditional education is at improving learners' vocabulary knowledge. One-way between-groups analysis of covariance was run. On post-test scores, the findings indicated a statistically significant difference between the experimental and control groups. Another one-way between-groups analysis of covariance was performed to assess the impact of two distinct blended learning vs traditional teaching treatments on EFL learners' autonomy. In post-test results, a significant difference between the control and experimental groups' performance was observed. This study provided insights into how technology may be applied to teach language components and skills.

Comparative investigation of the effect of cooperative group size on Iranian EFL learners' writing proficiency and attitudes

This study scrutinized the comparative effect of cooperative group size (pair-work vs. group work) on Iranian EFL learners’ writing proficiency and their attitudes towards this form of learning. To do this, 60 homogenized participants took part in this study and they were randomly assigned to two experimental groups (20 in pair-work, and 20 in group work) and one control group (20 participants). Before the treatment, they all had one writing task which was used as the retest. The experimental groups went through collaborative writing and the control group was based on the usual mainstream class procedure for 10 writing topics chosen based on their preferences. They all had the final writing task after treatment which was used as the post-test. The result of the independent samples t-test showed that pair-work and group did have a positive effect on the writing, but pair-work turned out to be more efficient than group work. In the interview section, it was revealed that the main reason was the dynamism of the group and the structure of the interaction among the peers in the pair work and the group work that made the difference. Keywords: Attitudes; cooperative group size; EFL learners; writing proficiency

Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study

The present multiple-case study, based on the multi-dimensional perspective on student engagement with CF proposed by Ellis (2010), set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback (WCF) provided by two different sources: teacher WCF and automated written corrective feedback (AWCF) provided by Writing Mentor. To this end, four Iranian EFL learners—two limited proficient and two modestly proficient writers—were selected purposefully from two sections of an academic writing course, one providing teacher WCF and the other AWCF. Participants in both sections wrote five argumentative essays during an academic term, received feedback on grammar, usage, and mechanics, and made revisions. The results demonstrated that the participants had different engagement levels and were categorized as highly engaged, moderately engaged, and minimally engaged students. In section 1, both participants who received teacher WCF were behaviorally and cognitively engaged with the feedback; however, one participant spent more time, used more resources, and showed more revision acts. Regardless of their behavioral and cognitive engagement level, they both demonstrated deep affective engagement with teacher feedback. In section 2, while one participant who received AWCF demonstrated deep and active engagement in all three dimensions, the other participant was reluctant to respond to the feedback and demonstrated a minimal level of engagement. Findings indicate that students’ engagement with WCF, whether provided by a teacher or automated writing evaluation system, is influenced by students’ beliefs and attitudes toward feedback and the sources of that feedback. Students’ writing proficiency was not clearly or consistently related to their degree of feedback engagement.

The effect of lexical bundles on Iranian EFL learners' argumentative writing performance

The present study examined the effect of raising awareness of lexical bundles on Iranian EFL learners' argumentative writing performance. Therefore, 52 EFL learners at the Talash Language Institute of Jahrom were selected from 73 students by administering the Nelson English Language Test. The selected students were divided into two groups and participated in a writing pretest. The participants in the control group wrote an essay on a topic provided by the teacher in each session without any particular treatment. In contrast, in the experimental group, before the experiment began, the participants were introduced to the use of lexical bundles in the first session, and they followed the procedure used in the control group. After ten writing sessions, a posttest was given to both groups to compare their writing competency after the treatment. The results of the data analysis indicated that raising Iranian EFL learners' awareness of lexical bundles improved their argumentative writing performance significantly. Keywords: Argumentative writing; lexical approach, lexical awareness, lexical bundles, lexical chunks, lexical items, writing

Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study

This explanatory mixed methods study investigated the interrelationships among self-regulated learning (SRL) components, critical thinking and reading comprehension using PLS-SEM. For this purpose, a conceptual PLS-SEM model was evaluated on a sample of 183 Iranian elementary EFL learners. Then, 15 students were randomly selected to complete the follow up semi-structured interview. Three instruments including Motivated Strategies for Learning Questionnaire, the questionnaire of Critical Thinking ability in English Reading and a reading comprehension test were used to provide data sources for PLS-SEM models. The results of the quantitative analyses of measurement and structural models indicated that among the three components of SRL, cognitive strategies and metacognitive strategies significantly and directly affected critical thinking and reading comprehension. However, motivation had significant indirect effects on the outcome variables. Meanwhile, from among the SRL components, motivation had the strongest total effects on SRL. The qualitative findings of the study approved the predictive relationships of SRL components with reading comprehension and critical thinking. Moreover, the semi-structured interviews showed that the participants' effective use of self-regulated reading strategies, reading motivation and regulatory reading instruction were the major factors affecting EFL learners' SRL in reading comprehension and critical thinking.

The Impact of Extroversion and Introversion on Iranian EFL Learners Grammar

The way we learn is affected by our personality. Regarding the significant role of different personality types in language learning in general and mastering L2 grammar in particular, the present study investigated the impact of extrovert/introvert personality types of Iranian EFL learners in grammar learning. It was hypothesized that in an EFL situation, extroverted students would attain a higher proficiency in English. An additional aim was to find out whether there is a significant effect of gender differences’ extroversion/ introversion on their grammar ability. Therefore, 220 high school students took a standardized English test, completed a personality questionnaire and provided information on a bio data form. The collected data were analyzed by Statistical Package for Social Sciences (SPSS). Distribution was conducted for evaluating extraverts and introverts’ grammar with respect to their gender differences. The main finding was extroversion vs. introversion has no significant impact in grammar learning. Moreover, there was no significant effect of gender differences’ extraverts/introverts on their grammar proficiency. The results revealed that both extraverts and introverts have the capability to be proficient in English grammar.

On the Relationship among Digital Literacy, Self-Confidence and English Language Achievement of Iranian EFL Learners

On the Relationship among Digital Literacy, Self-Confidence and English Language Achievement of Iranian EFL Learners

Self vs. peer assessment activities in EFL-speaking classes: impacts on students’ self-regulated learning, critical thinking, and problem-solving skills

AbstractAssessment has several advantages like involving students in learning and making them cognizant of their strengths and weaknesses. The effects of peer assessment and self-assessment as two main kinds of assessment have not examined on EFL learners’ self-regulated learning, critical thinking, and problem-solving skills; therefore, the present research attempted to inspect the impacts of self and peer assessment activities on self-regulated learning, critical thinking, and problem-solving skills of Iranian EFL learners. To do so, 75 Iranian EFL learners were selected and divided into two experimental groups (peer assessment group (PAG) and self-assessment group (SAG)) and one control group (CG). Then, three questionnaires of self-regulated learning, critical thinking, and problem-solving skills were administered to the students as the pre-tests of the study. After that, one experimental group received the treatment via using self-assessment and the other experimental group received the instruction through peer assessment. The control group received a teacher-based assessment instruction. After teaching 13 English conversations to all groups, 3 post-tests were given to them to measure the impacts of the treatment on their self-regulated learning, critical thinking, and problem-solving skills. The results of one-way ANOVA showed that there was a substantial difference between the post-tests of the experimental groups and the control group. The results showed that both experimental groups outperformed the control group in the post-tests of self-regulated learning, critical thinking, and problem-solving skills. Furthermore, the outcomes revealed that there were no significant differences between the post-tests of the experimental groups. It can be concluded that both types of assessments play a vital role in English language teaching and learning. Based on the results of this study, language teachers, materials developers, and education authorities can concentrate on using self and peer assessments as one of the main strategies to develop the language learning ability of Iranian EFL learners.

A comparative study of solitary and teacher-led pre-task planning effect on EFL university learners’ writing performance: A case of an online platform amidst COVID-19

Many educational institutions turned to the employment of online platforms during the Corona crisis. However, there were concerns for the students’ solitary plans of learning as in many parts of the world students did not have the experience of such online courses. This study compared the effect of a solitary pre-task intervention with a teacher-led pre-task planning on the Iranian EFL learners’ writing performance during COVID-19. Besides, it investigated the patterns of improve-ment in writing through an 8-session treatment conducted through Skype. Having employed a qua-si-experimental design through repeated measures, the researcher sought voluntary participation of 40 Iranian EFL university students who were randomly assigned to the control and experimental groups. The intervention included the instruction of seven types of paragraphs, which led to a writ-ten task as their writing performance. The repeated measures ANOVA and t-test results confirmed that both teacher-led pre-task planning and solitary pre-task planning elicited a statistically signifi-cant improvement within groups in students’ writing scores from the first session to the last session with an exception of the very last session for the solitary group which could be due to lack of inter-nal motivation. There was no significant difference between the two groups in their writing perfor-mance leading to the conclusion that solitary pre-task planning has been as effective as teacher-led. Thus, both types of pre-task planning can be operative in enhancing learners’ writing performance in a virtual environment.

The Comparative Impact of Focus on Forms vs. Focus on Form Instructions on the Receptive Skills of Reading and Listening: An Experimental Study of Iraqi Intermediate EFL Learners

This study was an attempt to investigate the effects of the two forms of instruction, namely, FonF and Fonfs on developing listening and reading abilities and skills of Iraqi intermediate EFL learners. The research is by nature a two dimensional study which covers both a macro study on teaching professionalism and micro study of learning development. Before starting the treatment, in order to test the homogeneousness of the students, a PET was piloted among 80 students being at the same language proficiency level of the main participants of this study and showed high reliability and validity indices. Subsequently, the listening and reading sections of IELTS test were administered to the selected participants of the study and then they were divided into three experimental and control groups receiving the treatments in one term of six weeks. The experimental groups were taught through the FonF and Fonfs teaching strategies and the conventional group enjoyed the routine classroom schedule and syllabus. The researchers employed independent samples t test and the results indicated significant difference among the mean rank of the experimental and control groups on the listening post-test (p = 0.049<0.05). Moreover, she used ANOVA and univariate analyses were used and the results indicated that there was a significant difference among the mean rank of the experimental groups on the use of FonF and Fonfs post-test. Therefore, the multiple comparisons exposed that teaching FonF was basically more operational for exercising reading skills and tasks in an EFL classroom than teaching Fonfs for developing listening skills. All in all, teaching either FonF or Fonfs can be to the benefit of Iranian EFL learners since the differences between the numerical values obtained have not been greatly different to reject the treatment effects of Fonfs.

On the Relationship of Iranian EFL Learners’ Engagement and Self-regulation with Their Learning Outcomes

Background. Language learning is a long and tedious process and some students may lose their initial interest, so their learning achievement might in turn decrease. Student engagement and self-regulation can be seen as influential in helping them to restore their enthusiasm and motivation. Engagement can assist students to be actively involved in their school work in order to become more motivated and interested in language learning. Further, self-regulation also seems to contribute to have students regulate their learning behavior and engagement, which could possibly play a role in their learning outcomes.
 Purpose. The purpose of this study was thus to investigate the relationships of self-regulation and student engagement with learning outcomes.
 Method. The participants, selected through convenience sampling, included 146 language learners learning English at the Iran Language Institute (ILI) Gorgan, Iran. They were given two questionnaires and a language proficiency test.
 Results. The obtained data were analyzed by using SPSS, version 26. The results of Spearman’s rho correlation tests indicated that there were statistically significant relationships of self-regulation and student engagement with learning outcomes, with student engagement having a stronger association with learning outcomes. Moreover, student engagement as a global construct was a better predictor of learning outcomes.
 Conclusion. Since student engagement is comparatively new in the realm of language education, the findings can contribute to our understanding of its role in learning outcomes. Besides, the results have pedagogical implications for language learners and language teachers alike.

Learning-oriented assessment and its effects on the perceptions and argumentative writing performance of impulsive vs. reflective learners

Learning-oriented assessment (LOA) is becoming increasingly popular in language education. The rationale for this popularity is the belief that LOA not only provides teachers with the necessary information for regular and ongoing evaluation but also it effectively assists learners in their learning process. This study attempted to examine the effectiveness of LOA in the argumentative writing skills of reflective and impulsive EFL learners. To this end, the study explored the learners’ perceptions of LOA through a survey questionnaire. To collect data, 116 English learners at an intermediate level of proficiency participated in the study and responded to Barrat’s BIS 11 learning style questionnaire (Journal of Clinical Psychology 51:768–774, 1995). Based on their responses, the participants were divided into two groups of impulsive (N = 59) and reflective (N = 57) learners, with four missing participants. Each group was further divided into two sub-groups, in one of which pseudo-integrative argumentative writing was taught and in the other the learners were involved in learning refutation argumentative writing. Other than the type of writing, both groups were provided with regular feedback on their diagnosed writing problems and performance within 16 sessions. They were also involved in self- and peer assessment. Analysis of the results revealed that LOA significantly improved the students’ writing performance. Moreover, while the type of the writing task did not have any significant effect, the reflective learners outperformed the impulsive ones in their writing performance at the end of the treatment. The results also revealed that the leaners generally had positive perceptions about the use of the LOA approach. In particular, they acknowledged the contributions of the teacher’s feedback, peer assessment, and classroom discussion to their writing development throughout the course. However, the reflective learners showed more appreciation of the tasks when it came to developing competence and demanding critical thinking. Hence, the conclusion is that LOA can be effectively used as a learning approach to promote Iranian EFL learners’ writing performance and landscape.

The Role of Iranian EFL Learners’ Vocabulary Size in Vocabulary Use, Content, and Organization of Their Writing

Introduction: Previous inquiries in FL vocabulary knowledge targeted profoundly on the vocabulary pedagogical outcomes and writing improvement, however scant research has been done on the learners’ lexical competence in the writing process. In this spirit, the study endeavored to investigate the relationship between vocabulary size (VS) and vocabulary use, content, and organization in writing besides VS’s predictability in writing performance.
 Methodology: To this end, 30 intermediate EFL learners’ (15 males, 15 females) were administered on vocabulary size test (Nation, 2012) and Preliminary English Test (PET) of writing. The scores were analyzed and the results indicated significant positive relationships between VS and writing scores, and VS and vocabulary use scores. To investigate the predictability of VS in writing elements scores, regression analysis was applied.
 Results: The Linear regression revealed that VS variable accounts for 88.9% of vocabulary use in writing scores. The results proved the significant relationship between VS and writing on the one hand and VS and vocabulary used on the other hand.
 Conclusion: Based on the results, The study offers evidence that VS is a significant predictor in vocabulary use knowledge, which is vital for the and mastery of the required knowledge to be an effective writer.

Grand strategy of politeness in new social networks: revisiting Leech’s politeness theory among Iranian EFL learners using Telegram

Abstract Human beings utilize varied linguistic politeness to facilitate interaction and minimize the potential for conflict. With the advancement of the Computer-Mediated Communication (CMC) and the introduction of new social networks, studying how politeness operates within human communication opened up new avenues for research, particularly within diverse cultures. For this reason, the current study sought to report on the “whats” and “hows” of politeness strategies identified in Telegram messages delivered by EFL Learners in Iran. Data were analyzed based on Leech’s (Leech, Geoffrey. 2007. Politeness: Is there an East-West divide? Journal of Politeness Research 3(2). 167–206) Grand Strategy of Politeness, considering the purpose of communication, politeness strategies, and context. The corpus for this study encompassed 1,413 text messages sent via Telegram by 9 EFL learners during one year. Findings indicated a number of different politeness strategies in Iranian culture, specifically the modesty constraint – the speaker maximizes dispraise of himself – which can be construed as one of the unique features and influences of Islamic teachings. Moreover, the Leech’s model might appropriately describe politeness principles in Asian contexts, including Iran, and how cultural dynamics manifest themselves in interpreting the concept of politeness.

Effects of concurrent and cumulative group dynamic assessments on EFL learners’ development of reading comprehension micro-skills

The current study set out to investigate the effects of concurrent group dynamic assessment (GDA) and cumulative GDA on Iranian EFL learners’ development of reading comprehension micro-skills. To this end, a convenience sample of 60 intermediate undergraduate EFL university students that were selected based on the results of a placement test and randomly assigned to two experimental groups participated in the study. The participants met once a week for 90-min lessons in a Reading II class over an academic semester. Each group received a concurrent or cumulative GDA mediation on reading tasks with a focus on activities involving five fundamental reading comprehension micro-skills, namely identifying the main idea, finding inferences, finding supporting details, understanding vocabulary, and finding references. A pretest/posttest procedure was used to compare the two group’s achievements. The results of t test analyses demonstrated that both GDA approaches were effective but the students in the concurrent GDA group significantly outperformed those in the cumulative GDA group in terms of micro-skills of identifying the main idea and finding inferences whereas no significant differences were observed for other micro-skills. It could be argued that in concurrent GDA since the secondary interactants expect to be called on at any moment, they are more alert and attentive to mediational exchanges, and this contributes to enriching the micro-skills of identifying the main idea and finding inferences. The findings suggest that concurrent and cumulative GDA approaches when applied to teaching reading comprehension should be viewed as complementary. The concurrent approach works better with activities that require higher-cognitive functions and top-down processes such as identifying main ideas or finding inferences. On the other hand, both approaches could be equally beneficial and interchangeably used in activities that involve lower-level bottom-up cognitive processes such as finding supporting details, understanding vocabulary, or finding references. The findings offer significant implications for classroom practice and subsequent research that are discussed.

Perfectionism and writing anxiety as predictors of Iranian EFL learners’ performance in IELTS writing module: a multi-dimensional perspective

This study aimed to investigate the relationship between Iranian EFL Learners’ perfectionism and writing anxiety and their performance in the IELTS Writing Module. To this end, sixty-eight Iranian EFL learners were selected via convenience sampling. Multidimensional Perfectionism Scale developed and validated by Hewitt and Flett (1991) and Second Language Writing Anxiety Inventory devised by Cheng (2004) were administered to the participants. The participants were then asked to write on an assigned topic from IELTS Writing Task 2. The findings of the study indicated that of the three dimensions of perfectionism (i.e., self-oriented, other-oriented and socially prescribed), none were associated with the learners’ writing performance, while a significant negative relationship was found between the learners’ writing anxiety consisting of somatic anxiety, cognitive anxiety, and avoidance behavior and their writing performance. The results of multiple regression analysis suggested that somatic anxiety, and avoidance behavior were significant predictors of writing performance. The implications highlight the strategies that should be deployed by educational policy-makers, practitioners, and examiners to alleviate anxiety in L2 classrooms, promoting a safe and stress-free educational environment.

Resilience and Reflectivity as Predictors of L2 Reading Comprehension: A Case of Iranian EFL Learners

Resilience and Reflectivity as Predictors of L2 Reading Comprehension: A Case of Iranian EFL Learners

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

The present research tried to prompt self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in Iranian EFL classrooms. To do so, 57 Iranian EFL learners were chosen and assigned to two equal groups; the Experimental Group (CG) and the Control Group (CG). Then, three questionnaires were administered to assess the respondents’ self-regulated learning, autonomy, and self-efficacy before doing the treatment. After that, the EG received the treatment via using authentic assessments whereas the CG received the instruction through non-authentic assessments. After teaching 15 English passages to both groups, three post-tests were administered to them to determine the effects of the treatment on their self-regulated learning, autonomy, and self-efficacy. Lastly, the attitude questionnaire was given to the EG students to assess their attitudes toward implementing authentic assessments in EFL classes. The outcomes of ANCOVA revealed that there were significant differences between the post-tests of the EG and the CG. The results displayed that the EG noticeably outdid the CG in self-regulated learning, autonomy, and self-efficacy post-tests. In addition, the results showed that the EG held a positive attitude toward using authentic assessment in EFL classes. It can be concluded that applying authentic assessment in EFL classes can bring about constructive impacts for EFL learners. The findings of this investigation can be extremely valuable for EFL teachers and material designers to consider the impacts of authentic assessments and invest more in using these sorts of assessments.

Flipping Blended Writing Instruction: Iranian EFL Learners’ Learning of Linking Words in Focus

Flipping Blended Writing Instruction: Iranian EFL Learners’ Learning of Linking Words in Focus