Iran Language Institute Research Articles

Digital literacy and EFL teachers’ anxiety with teaching online via a virtual classroom software

This study employed qualitative analysis to investigate the technology anxiety experienced by Iranian EFL teachers conducting online classes, taking into account their digital literacy levels. A digital literacy questionnaire was administered to a group of EFL teachers teaching English online at two branches of a language institute in Iran using the virtual classroom software BigBlueButton. Based on the questionnaire responses, 12 teachers were categorized as high (N=6) and low (N=6) digital literates. Through semi-structured interviews and reflective journals, the study delved into teachers’ anxiety regarding online teaching, identifying three primary types of anxiety: pedagogical anxiety, technological anxiety, and social anxiety. The findings revealed that pedagogical anxiety stemmed from disruptions in teaching and learning processes, technological anxiety arose from challenges such as internet disconnections, and social anxiety related to judgments based on technological proficiency. While effective language instruction was a shared concern among high and low digital literate teachers, their approaches to managing anxiety varied significantly. High digital literate teachers demonstrated greater resilience in addressing online teaching challenges, whereas low digital literate teachers experienced reduced confidence and struggled with virtual classroom management. The study emphasizes the importance of addressing technology-related anxiety among language teachers in online education to enhance teaching efficacy and student outcomes. It suggests integrating digital literacy courses and providing expert support to alleviate teaching and technology-related anxiety and stress among EFL teachers, leading to more effective teaching practices.

The influence of using instagram on EFL learners’ critical thinking in language institutes

This study examined the influence of using Instagram on EFL learners’ critical thinking in language institutes. The participants were 98 students (40 males and 58 females) studying English at three branches of a language institute in Iran who were 20–24 years old and shared the same L1 which was Persian. They were selected through purposive sampling. Their proficiency in English was checked by administering DIALANG. Based on their scores on DIALANG, two equal groups were formed as experimental and control. As the pretest, California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory were utilised. Afterward, the experimental group were taught in class and via Instagram, while the control group were taught only in class without using Instagram. The treatment lasted for 12 weeks each week for two sessions each session for 2 h. Then the posttest, which included administering California Critical Thinking Skills Test and California Critical Thinking Disposition Inventory was administered. The two groups got nearly the same scores on the pretest which showed their same proficiency level, but, their performances on the posttest were significantly different and the experimental group performed much better than the control group. This study may have implications for teacher trainers, supervisors, teachers, and textbook writers.

English language teachers’ attitudes toward using electronic portfolio on Iranian EFL learners’ speaking: a grounded theory approach

In recent decades, technology has changed the methods of teaching and assessment in educational settings all over the world. One notable innovation that has gained prominence in English language teaching (ELT) is the utilization of e-portfolios to evaluate and enhance students’ writing and, potentially, speaking skills. While students have shown positive attitudes toward integrating e-portfolios in speaking classes, teachers’ attitudes toward this pedagogical method remain undisclosed. Therefore, this study investigates teachers’ attitudes toward e-portfolios in speaking classes based on the data collected from semi-structured and focused group interviews. The data was obtained from the Iran Language Institute (ILI), a leading institution for teaching English in Tehran. A grounded theory approach was used to analyze and evaluate 10 semi-structured interviews and focus groups. While some challenges are to overcome, teachers appear positive about implementing e-portfolios in speaking classes. As a result of teachers’ attitudes towards e-portfolios, four categories emerged: ownership and responsibility, reflection (peer and self), teacher self-improvement, and drawbacks.

Growth mindset and ideal L2 self as predictors of student engagement in EFL students: The mediating role of L2 grit

This research delves into the dynamics of growth mindset, ideal L2 self, grit, and student engagement using well-established data collection instruments in the context of English as a Foreign Language (EFL) learning. A sample comprising 379 participants drawn from diverse language institutes in Iran, provided empirical data for this study. Employing structural equation modeling and validated scales for each construct, the study unveils a partially mediated model, illuminating the intricate relationships among the variables under investigation. The findings reveal that both ideal L2 self and growth mindset exert a significant influence on student engagement, with grit serving as a crucial partial mediator in these associations. Moreover, growth mindset demonstrates a notable indirect effect on student engagement, primarily mediated by grit. The study not only advances our understanding of motivational drivers in EFL learning but also yields practical insights for educators and curriculum designers seeking to bolster student engagement and perseverance in language learning environments.

Translanguaging approaches and perceptions of Iranian EGP teachers in bi/multilingual educational spaces: a qualitative inquiry

PurposeThis study aims to analyze translanguaging practices and beliefs of Iranian English for General Purposes (EGP) teachers and find discrepancies between the practice and perception of educators in bi/multilingual species in Iranian educational settings.Design/methodology/approachThe study involved interviewing ten teachers and observing six of their sessions, which yielded qualitative data.FindingsThe results showed that the participating teachers produced recurring themes such as the significance and limitations of translanguaging, techniques for training multilingual learners and the restrictions imposed by policies that discourage the use of L1 in language institutes in Iran. A noteworthy observation made in this investigation was that educators who possessed competency in three or more languages exhibited greater endorsement of translanguaging in both their perceptions and practices.Practical implicationsThis study has significant implications for instructors, teacher trainers and policymakers operating within multilingual environments. It serves as a pioneering study that invites a productive synergy between Western and Asian researchers in exploring bi/multilingual spaces within Asian educational contexts.Originality/valueThis study brings a fresh perspective to the current body of research on teacher agency in bi/multilingual educational settings. By utilizing qualitative methods, it offers unique and original insights. Particularly noteworthy is the discovery that educators who are proficient in three or more languages are more inclined to support translanguaging. This observation adds a distinctive understanding of translanguaging in language education. It opens up new possibilities for exploring the application and efficacy of the translanguaging approach in Asian bi/multilingual spaces in education.

Intersection of Gender, Globalization, and Religion in Local and Globalized ELT Textbooks in Iran

This paper examines gender representation in two textbook series: Solutions, published by an international publisher, and the Iran Language Institute (ILI) series, written by local writers. Evidence of gender representation is drawn from the analysis of their religious content in the narrative texts and the illustrations. The analysis of gender representation is guided by six criteria: visibility in pictures, visibility in text, firstness, character activity, occupations, and topic dominance. The findings indicate that in both textbook series, males exhibit greater visibility and dominance in relation to character and occupation. The gender representation varies significantly. These results substantiate previous investigations conducted elsewhere, highlighting the gender imbalance in textbook representation. The examination of gender representation at the intersection of religion in local textbooks also revealed that intersectionality in social sciences can further perpetuate gender bias in educational materials. These findings serve as a call to action for textbook authors and education policymakers to prioritize gender equality representation within the context of religion and globalization in language education textbooks authored by local writers. This research holds implications for language teaching approaches fostering intercultural competence, specifically in English as a lingua franca.

Discourse markers in L2 learners' responses to teacher‐generated compliments during classroom interaction

AbstractThis study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher–student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment–response exchanges, 148 DMs were identified within the responses. These sequences were analyzed to find out how DMs are combined with four distinct CR types; accept, mitigate, reject, and request interpretation. DMs were also identified and categorizedbased on their frequency of occurance and semantic features to allow comparison with previous findings. The results of this study revealed that Iranian EFL learners resorted to a limited number of DMs in responses to teacher‐generated compliments, with “linking” DMs being the most favorable type. Moreover, some DMs were accompanied by a specific CR type which helped the formation of an intended illocutionary force by the complimentee. It was also observed that a DM or a combination of these markers can stand alone as a legitimate and functional response to compliments, which further reveals that DMs can contribute to both semantic and pragmatic meaning. These findings clearly suggest that explicit teaching of DMs in English language classes should be taken into consideration, as these linguistic elements can provide learners with important tools to convey their intended meaning more smoothly and effectively.

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.

Effect of Pre-task Planning on the Speaking Accuracy of Iranian EFL Learners

Introduction: Speaking is at the heart of second language learning. Nowadays, it is believed that pre-task planning, which is planning prior to performing a task, may enhance the speech production of learners. Therefore, the current study aimed to determine the effect of pre-task planning on the speaking accuracy of EFL intermediate learners.
 Methodology: The participants in this study were 90 male and female EFL learners studying English at language institutes in Iran. To investigate the effect of individual and group pre-task planning on learners’ accuracy in speaking, the participants were randomly divided into three equal-in-number groups. In this regard, 30 participants were in individual pre-task planning, group pre-task planning, and no-planning groups. The obtained results of the pretests and post-tests were compared.
 Results: The findings of the study revealed a positive meaningful relationship between pre-task planning time and speaking accuracy of Iranian EFL learners. It was found that individual pre-task planning was significantly more effective than group pre-task planning in terms of accuracy in Iranian EFL learners’ speaking. The findings indicated pre-tasking could improve learners’ speaking accuracy, compared to no-planning.
 Conclusion: The obtained results of the current study may help language teachers, particularly syllabus designers, design pedagogical activities that pay specific attention to accuracy in language production so that learners can develop these elements of language production in a good balance.

Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners' Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry.

Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners' metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA and PBI on fostering EFL learners' metacognitive awareness (MA) and listening comprehension (LC) in Iran. For this purpose, a total of one hundred and sixty intermediate EFL learners were selected through a convenience sampling method at Iran Language Institute (ILI) and were homogenized using the Key English Test (KET). The EFL learners whose scores fell around the mean score were chosen and randomly allocated as G-DA group (n = 30), PBI group (n = 30), and control group (n = 30). Afterward, they went through a pre-test, interventions (lasting 16 one-hour sessions held twice a week) and a post-test. The interactions in the classes were also meticulously recorded. The collected data were analyzed using a one-way ANOVA and a microgenetic development approach. Findings evidenced that the G-DA group and PBI group outperformed the control group concerning the gains in MA and LC. However, the findings evidenced that G-DA was more effective than PBI to foster the EFL learners' MA and LC. Additionally, the complementary qualitative results documented that the proper feedback offered in line with the principles and procedures of G-DA and PBI contributed to developing the participants' MA and LC. The study ends by offering some implications for the relevant stakeholders.

The Impact of Different Kinds of Collaborative Prewriting on EFL Learners’ Degree of Engagement in Writing and Writing Self-Efficacy

Despite claims concerning the positive impact of prewriting planning, particularly of a collaborative type, research has not produced consistent results. The present study was conducted to investigate the effect of different types of prewriting planning on students’ writing self-efficacy and their cognitive, behavioral, and emotional engagement. The participants were three groups of advanced Iranian EFL students at the Iran Language Institute exposed to one of the following conditions: peer-led collaborative prewriting (PLCP), teacher-led collaborative prewriting (TLCP), and individual prewriting (IP) groups. A number of one-way ANOVAs conducted on the data drawn from the learners’ written performance and questionnaires revealed that the PLCP group outperformed the other two groups on behavioral engagement and the fluency measures of cognitive engagement. However, the TLCP group had a better performance in terms of emotional engagement. As for accuracy and complexity, the other two aspects of cognitive engagement, the three groups showed no significant difference. In addition, PLCP and TLCP groups were similar concerning their self-efficacy and outperformed the IP group in this regard. On the whole, the results showed that each of the prewriting activities employed in this study could have its own distinct role in learners’ cognitive, emotional, and behavioral engagement as well as their self-efficacy.

Exploring the effects of online learning on EFL learners' motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran.

With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners' psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners' motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group. The participants' motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants' motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.

Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment

This study presents the results of a sequential explanatory mixed-method approach to investigate the Iranian English language non-gainers of a computerized dynamic reading comprehension test (CDRT) by utilizing a learning style survey. Using an interventionist approach, the researchers used the CDRT software to explore English learners’ perceptual learning-style preferences of non-gainers in CDRT. The study participants were selected from among 24 advanced English language learners attending a reading course at a language institute in Iran. The results of Learning Potential Score (LPS) formula categorized six of the participants as non-gainers of CDRT. They were asked to fill out a learning style survey individually and participate in an interview to express their attitudes toward using the software. The findings revealed some common tendencies regarding field-independency, impulsivity/reflectivity, and metaphoric/literal style preferences supported in learners’ interviews. In this study, learners’ style preferences potentially played an important role in reporting learners’ performance; therefore, it is suggested to consider students’ learning styles in making decisions about their abilities and disabilities in CDRT.

Evaluation of an Iranian ELT book series

Evaluating textbooks to ensure their efficacy and consistency with the course objectives is imperative as they are considered as pivotal components in English language teaching. The present study was an attempt to analyze and evaluate a local Iranian ELT book series taught at the adult department of Iran Language Institute (the ILI). In doing so, 60 English language teachers teaching English at the ILI for at least three years were invited to check their opinions on each item of the Nativized Checklist to Evaluate General English Course Books in Iran developed by Shatery and Azargoon (2012) who adapted and validated Joshua Mickley’s Checklist (2005) for the Iranian context. The design of the study was descriptive, and the data obtained were subjected to descriptive statistics to determine the frequency and percentage of the participants’ responses. The findings revealed that, generally speaking, the participants held a negative standpoint toward the content of the books. It was concluded the books need thorough modification and change. More elements of communicative language teaching need to be implemented and incorporated into the books and they need to get closer and closer to the real-world needs of the learners. Besides, more cultural elements should be provided to reinforce the learners’ cultural awareness and understanding of the target language. The findings have implications for materials developers, syllabus designers and language teachers.

Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners

One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.

Effects of Songs on Implicit Vocabulary Learning: Spoken-Form Recognition, Form-Meaning Connection, and Collocation Recognition of Iranian English as a Foreign Language Learners

This study explores the immediate and delayed impacts of songs on implicit vocabulary learning in terms of spoken-form recognition (SFR), form-meaning connection (FMC), and collocation recognition (CR) of Iranian intermediate female english as a foreign language (EFL) learners. For this purpose, a total of 150 female EFL learners, aged from 11 to 15, were selected from Iran Language Institute in Shahrekord City. The participants were randomly assigned into four experimental groups and two control groups. Two experimental groups and one control group took the pre-test, while for the other groups there was not any pre-test. Two experimental groups and one control group received immediate post-test whereas for the other groups there was not any immediate post-test. Nevertheless, all the groups took a delayed post-test. The data were obtained over five 90-min sessions. The control groups did not listen to any songs. Two experimental groups and one control group completed the immediate post-test. After 3 weeks, all the groups took the delayed post-test. The outcomes of a two-way ANOVA revealed that there was a statistically significant difference between the experimental group which received both pre-test and the treatment and the experimental group which received treatment but no pre-test. Additionally, the outcomes of a three-way ANOVA indicated that the experimental groups outperformed the control groups, giving rise to the conclusion that the treatment had been positively influential in improving the learners’ vocabulary learning. Finally, the outcomes of a one-way MANOVA showed that experimental groups and control groups performed differently with respect to SFR, FMC, and CR. Based on the findings, some implications are presented for different stakeholders.

The Role of Mediational Discourse in Developing an EFL Teacher’s Oral Corrective Feedback Strategies: A Sociocultural Perspective

Taking sociocultural theory (SCT) as a theoretical framework, this qualitative phenomenological case study investigated the mediational discourse of a series of ten observation and post-observation conferences between a coach and an English language teacher teaching at Iran Language Institute (ILI) in Shiraz, Iran, in order to represent the development of student-focused oral feedback in an EFL teacher over time. Features of verbal mediation already identified by Wertsch (1998) such as shared definition of the task, inter-subjectivity, graduated help, and reasoning existed in the data, while they were insufficient in triggering the teacher to think conceptually about his use of oral feedback to students. Similarly, professional discourse, languaging motives, and teacher dynamicity, alongside the aforementioned meditational features, were revealed to be pivotal on the uptake of conceptual thinking by the teacher. The study was divided into three phases, namely, before, during, and after verbal mediations given by the coach to the teacher participant. The results of the study, along with the previous descriptive and empirical studies, accounted for an obvious role of mediational discourse in the development of teacher’s understanding of conceptual thinking through verbally-mediated activity. The results also found that negotiated help given by the teacher to learners was excessively pivotal in assisting learners to internalize their oral errors. The study concluded with some pedagogical implications for second language teachers to be reflective, dynamic, and evaluative in dealing with oral corrective feedback challenges in their classroom practices.

Nonnative Teachers’ and Observers’ Evaluation of Teachers’ Teaching Quality: Perceptual Convergences and Divergences in Postobservation Conferences

One of the major purposes of observation is the improvement of instruction. In fact, observers evaluate teachers’ teaching quality and negotiate their critical comments with teachers in postobservation conferences. This paper was an attempt to investigate and compare Iranian EFL teachers’ and observers’ evaluations of teachers’ teaching quality. Specifically, we attempted to figure out any possible perceptual matches and/or mismatches between teachers and observers concerning teachers’ teaching quality. To this end, postobservation conferences between three Iranian EFL observers (one female and two male) and 11 Iranian EFL teachers who worked at a language institute in Iran were audio-recorded, transcribed, and analyzed. Our findings indicated that two major themes were recurrent vis-à-vis observers’ evaluations; that is, their evaluations were mainly based on the specific teaching methodology of the institute as well as teachers’ and learners’ pronunciation and intonation. Three perceptual matches were found: teachers’ agreement with the observers’ comments regarding teaching methodology, pronunciation and stress patterns, as well as teachers’ general information. Furthermore, three major perceptual mismatches were found when teachers disagreed with the observers’ comments regarding teaching methodology, pronunciation and stress patterns, and teachers’ time management. Finally, our findings indicated that most of such perceptual mismatches were resolved through the dialogic interaction that occurred between the observers and teachers. A practical implication is that holding such postobservation conferences is of utmost importance as they might be mutually beneficial for both observers and teachers.

EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions.

Theoreticalanalysis of self-regulation on efl learners' motivation for speaking based on transformative approach

This study investigated the impact of transformative instructional approach in speaking on EFL learners' motivations to speak. To this end, a total of 62 English as a foreign language (EFL) male and female learner in a language institute in Iran participated in the study. The study took over a period of two months in a classroom setting. Participants were exposed to transformative instructional approach and their motivation was investigate following the relevant practices. This study adopted a mixed-methods approach to data collection as well as data analysis which offers a richer and deeper insight into the findings. To measure learners’ speaking development before and after the treatment, the Preliminary English Test was implemented. The findings verified the value of transformative teaching approach in enhancing the speaking skill. Also, the findings of this study suggest that instructional conditions particularly the transformative approach enhance learners’ self-regulated behaviors when learners take on the main responsibilit'y for their learning.