Iranian EFL Learners Research Articles

Developmental Patterns of Intercultural Sensitivity in an Online Community of Practice: Evidence from Iranian EFL Learners

Developmental Patterns of Intercultural Sensitivity in an Online Community of Practice: Evidence from Iranian EFL Learners

The Effect of Mother Tongue Translation on Iranian Extroverted and Introverted EFL Learners’ Vocabulary Learning

Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.

THE EFFECT OF USING AUTHENTIC AUDIO AND VIDEO MATERIALS ON THE SPEAKING FLUENCY OF AUDITORY AND VISUAL IRANIAN LEARNERS

When we talk about learning a second language, we internationally think of conversing with speakers of other languages. This means that speaking is seen as the prime purpose of language learning. This study was undertaken to investigate the effect of authentic auditory and visual materials on speaking fluency of Iranian EFL learners with auditory and visual styles of learning. The quasi-experimental design consisted of 60 Iranian EFL language learners divided into two groups of visual style and auditory style. A questionnaire on perceptual learning styles and a speaking fluency test were used to collect the data. Students with visual style received authentic visual materials and students with auditory style received authentic audio materials. The obtained data was analyzed by employing paired and independent samples t-test. The results of the study indicated that both groups of students significantly progressed in speaking fluency suggesting the positive effect of authentic visual materials on students with visual preferences and the positive effect of authentic audio materials on students with audio preferences. Moreover, both types of materials had equal effects on the participants of the study. The findings suggest that providing instruction that is congruent with students’ learning styles and the use of authentic materials appear to improve speaking fluency.

The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and answered questions about their L2 selves’ identities and attitudes toward LMOOC. The results of Partial Least Square Structural Equation Modeling (PLS-SEM) showed that learners with positive future images of language learning and intrinsic interests in the target English culture are more likely to engage in LMOOC in the future. Further, they found LMOOC a useful and comfortable system, which enabled them to fulfill their obligations and meet others’ expectations. The authenticity gap in Iranian EFL is also worth mentioning since learners tended to have a more positive attitude toward unstructured language contexts than structured ones. As an implication of these findings, scholars should examine the factors contributing to increasing the authenticity gap in LMOOCs to accelerate the completion rate of these courses. LMOOC designers should take advantage of this issue by adding additional features to their platforms and running their courses in response to learners’ instrumentalities. The study also added a new conceptual framework to CALL, LMOOC, and language learning motivation literature.

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.

Collaborative learning, scaffolding-based instruction, and self-assessment: impacts on intermediate EFL learners’ reading comprehension, motivation, and anxiety

This research set to examine the impacts of collaborative learning (CL), scaffolding instruction, and self-assessment on reading anxiety, reading motivation, and reading comprehension of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 58 students was chosen to represent the study’s sample subject out of a total of 71 participants. Running a convenience sampling technique, two equal groups (the control and experimental) were chosen at random from among them. Afterward, both groups completed pretests to gauge their reading motivation, anxiety, and comprehension. Two groups were then treated with a variety of treatments. Learners in the experimental group got scaffolding instruction, self-assessment, and CL as treatment, whereas the control group received typical instructor-based teaching and assessment. Later, both groups took the post-test for reading anxiety, reading comprehension, and reading motivation after the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the data analysis, the experimental group outdid the control group in reading anxiety, reading motivation, and reading comprehension. It was concluded that Iranian EFL learners were able to develop both their reading comprehension and reading motivation while experiencing less reading anxiety thanks to CL, self-assessment, and scaffolding instruction. Finally, the conclusions, implications, limitations, and suggestions for further studies were provided.

The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

This study aimed to examine the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners. Based on Preliminary English Test (PET) results, a sample of 64 intermediate participants was chosen from 93 students. Running a convenience sampling technique, target test-takers were randomly divided into the experimental groups (C-DA) and control (rater mediated assessment). Following that, both groups had pretests for oral and written skills. The Science Anxiety Scale (SAS) was also used to gauge their level of anxiety prior to treatment. The experimental group’s participants then received C-DA. Rater-mediated assessment, on the other hand, was given to the control group. Both groups took the post-test for writing performance, oral proficiency, and test anxiety at the conclusion of the treatment. According to the one-way ANCOVA analysis, the post-test results for the two groups were different. Based on the results, the experimental group outdid the control group on the oral proficiency, writing performance, and test anxiety post-tests. Iranian EFL learners were able to improve both their written and oral skills while experiencing less test anxiety thanks to C-DA. Finally, the conclusions, the implications, the limitations, and the suggestions for further studies were provided.

The relationship between EFL learners’ satisfaction with online education and their anxiety level

The present study aimed to investigate the relationship between Iranian senior high school EFL learners’ satisfaction with online education and their anxiety level during COVID-19 outbreak. To this end, 180 students from two senior high schools were asked to participate in this study. Based on the performance of the participants on the Quick Placement Test, the researcher recruited 100 students through availability sampling. To determine the anxiety level of the participants, the Foreign Language Classroom Anxiety Scale was employed. Moreover, the satisfaction questionnaire was used to check the learners’ satisfaction with online education. The Pearson correlation was run to determine the correlation between different levels of anxiety and e-learners’ satisfaction. The results indicated that there was a significant negative correlation between these variables. In other words, as the anxiety level of the participants increased, their satisfaction with online education decreased to a significant extent. Keywords: Anxiety levels, EFL elementary learners, e-learners’ satisfaction;

The Effect of Mobile-Assisted Language Learning Using Tiny Cards App on Iranian Intermediate EFL Learners’ Vocabulary Learning and Retention

Emerging technologies have brought about major changes in the teaching and learning processes, and there is no doubt that the rapid growth of technology has significantly changed the way English teachers transfer knowledge to their students. Accordingly, this study investigated the effect of MALL using Tiny Cards app on Iranian intermediate EFL learners’ vocabulary learning and retention. It was a quantitative research employing a quasi-experimental design. Forty intermediate EFL learners, taking English course at Farzan English Language Institute, Rasht, Iran, were selected as homogeneous participants based on Quick Placement Test. Next, they were non-randomly divided into one experimental group (N = 20) and one control group (N = 20). Before the onset of treatment, a pretest of vocabulary was administered to certify the learners’ initial knowledge of vocabulary items. The groups then received the treatment on their vocabulary for eight sessions. The experimental group received instruction of vocabulary through Tiny Cards app. The control group, however, received the same items but approached them through traditional method of instruction without MALL. Overall, the results of independent-samples t-tests for the posttest and delayed posttest of vocabulary revealed that there was a statistically significant difference between the two groups in their performance on the posttest and delayed posttest of vocabulary learning and retention. Finally, it was concluded that the findings can be utilized by the teachers, materials developers, and education authorities to provide Iranian EFL learners with MALL vocabulary instruction.

Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation

The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background questionnaire, writing motivation scale, participants’ writing performance on pretest and posttest, audio-recorded reflections, and semi-structured individual interviews. The quantitative data were analyzed using one-way ANOVA and paired-samples t-test, while the qualitative data were examined through a three-phase thematic analysis. Based on the obtained results, on the posttest, the CPW group significantly outperformed the IW group. No similar trend, however, was observed between CW and IW groups. In addition, as a result of collaborative writing and prewriting in a CMC context, the participants’ writing motivation significantly improved. Further findings as well as relevant pedagogical implications are discussed and future research avenues are outlined.

Vocabulary recall and retention improvement: Working memory training using dual N-back task

Working memory (WM) plays an important role in learning since it serves as the buffer between past sensations and future behaviour, making it essential to understand not only how we encode and recall sensory information in memory but also how we plan for its upcoming use. This study examined the effect of WM training on vocabulary recall and retention of Iranian EFL learners using the dual n-back task technique. N-back requires the individual to remember an item that was presented a certain number of items previously. To this end, 50 EFL learners were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The participants were taught 100 English words in 20 sessions. In each session, the experimental group also received a dual n-back task. The obtained data were analysed through two-way repeated measures analysis of variance and independent samples t-tests. The results showed that the experimental group outperformed the control group in target words’ recall and retention. Keywords: Dual n-back task, EFL learners, working memory training, vocabulary recall, vocabulary retention

An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment

As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website, www.lingeli.com, this study explores EFL learners’ perspectives on an online listening comprehension dynamic assessment software focusing on inferential listening skills while trying to minimize the guessing effect. The study participants were 94 Iranian EFL learners selected through convenience sampling to participate in a 1-month dynamic assessment targeting EFL learners listening comprehension using the developed software. The researchers involved half of the study participants in semi-structured interviews held in their native language (Persian) to shed light on the pros and cons of the software. Six major themes emerged from the interviews’ content analysis, encapsulating participant’’ generally positive perceptions and some negative perspectives about the software. They perceived the CDA software as novel and interesting, stress-relieving, supportive, convenient, and cost-effective in terms of time and money, and removing the time and location limitations. In contrast, a few others assumed it was time-consuming and stressful, with limited learning and ignoring the benefits of social aspects of teaching. The study’s findings recommend that learners’ perspectives be considered when developing future CDA listening comprehension software to increase the validity of CDA projects by addressing their drawbacks and fully implementing the CDA test's potential to enhance EFL learners’ listening comprehension abilities.

Examining the Effects of Cue Cards on EFL Learners’ Speaking Fluency, Accuracy, and Speaking Anxiety

As using cue cards is not common in Iranian EFL classes, this research aimed at examining the impacts of applying cue cards on developing the speaking accuracy and fluency of Iranian EFL students. Additionally, this study looked at how employing cue cards helped Iranian EFL learners reduce their speaking anxiety. Sixty of the 97 Iranian EFL students who took the Oxford Quick Placement Test were selected as the target sample for the current research. The selected participants were then indiscriminately designated into two groups: control and experimental of equal size. Afterward, the pretests of speaking fluency and accuracy and speaking anxiety were administered to both groups. After pretesting, the experimental group was instructed by using cue cards, and the control group was instructed by a traditional speaking method. After the instruction finished, both groups took the posttests of the mentioned variables. The data analysis revealed that on their speaking accuracy, fluency, and anxiety posttests, the experimental group outperformed the control group. According to results, applying cue cards led to positive effects on speaking fluency, accuracy, and anxiety. Ultimately, based on the findings, some implications and conclusions were proposed.

Exploring the Perceived and Real Metacognitive Reading Strategies of Iranian EFL Learners: Different Text Types in Focus

This mixed methods study examined whether perceived metacognitive reading strategies differed in Iranian EFL learners with different reading abilities. It also compared their actual (real) utilization of metacognitive reading strategies in different English text types (narrative and expository). Four hundred Iranian university students studying TEFL were selected according to their performance on the Oxford Placement Test. A Persian Reading Comprehension Placement Test, Reading Section of PET, and English and Persian Perceived Reading Strategy Questionnaires were administered. One hundred thirty-three students were selected and divided into two groups based on the Persian Reading Comprehension Placement Test scores. Those who achieved above the mean score were classified as high readers and others as low readers. After administering the questionnaires and conducting think-aloud, the data were analyzed through chi-square, MANOVA, and theme-based analysis. The findings revealed that the realizations of global reading strategies regarding frequency and type were not different in Iranian EFL learners’ perceived metacognitive reading strategies. The findings also indicated a significant difference between the frequency and type of problem-solving reading strategies. The results confirmed that learners used the same global and problem-solving strategies in reading narrative and expository text types, while the pattern of using support-reading strategies was different. The most frequent support reading strategies used in expository text were paraphrasing, circling the information, and reading aloud while summarizing and asking questions were the most frequent support reading strategies used in narrative text. The theoretical and pedagogical implications of the study were finally pointed out.

The effectiveness of English inductive teaching on Iranian EFL learners' inquiry spirit

This study aims at investigating the effect of inductive teaching of English on students' inquiry spirit. For this purpose, 30 nine-graders participated in this experiment. Participants were under the experimental instruction of inductive teaching for two months and half (10 sessions). The comparison between students' inquiry spirit scores in pretest and posttest shows that there is a significant difference between them indicating the growth in their motivations, interests, involvement in the process of learning and inquiry spirit. The results show that the process of active learning, efficient learning, and students' interactions with each other and their teachers are the consequences of inductive teaching. The findings have clear implications for practitioners, researchers and curriculum developers.

Iranian EFL Learners’ Production of Online English Requests: Effects of Technology-Mediated Task-Based Instruction

This quasi-experimental study scrutinized the impact of technology-mediated TBLT in an online collaborative and individual EFL learning environment on the development of request production of 20 male and female B.A. students of TEFL. The participants were divided into two equal individual and collaborative experimental groups to receive online video-prompt task-based instruction on request speech act production in six distinct situations defined based on different contextual variables including distance, power, and imposition. Two similar versions of video-prompt Discourse Completion Tests (DCTs) focusing on six situations covered in online classes were given to the participants as a pretest and posttest. The results indicated that both groups’ request speech act production improved significantly after the intervention. However, there was no significant difference between the performance of the two groups. It was then concluded that both techniques are facilitative in boosting students’ pragmatic competence; however, more time is required to find out the extent to which these techniques differ in terms of their productiveness.

ESQ in L2 Willingness to Communicate and Communicative Ability

ndividuals are not always willing to communicate in L2 due to different factors. Given the essential role of effective communication in all aspects of life and the vital role of communicative ability in successful communication, this study investigated the role of emo-sensory intelligence (ESQ) in L2 willingness to communicate (L2WTC) and the communicative ability (COA) of Iranian EFL learners. Towards this end, 220 EFL learners took the ESQ and L2WTC scales. Moreover, their last language achievement scores were regarded for the assessment of their COA. The results of the correlational analyses showed that all the sub-constructs of ESQ are significantly correlated with the sub-constructs of L2WTC. Moreover, a significant relationship was found between COA and ESQ''s visual and auditory sub-constructs. There was also a positive correlation between COA and all the sub-constructs of L2WTC. Furthermore, structural equation modeling (SEM) results revealed that while ESQ does not directly predict the students’ COA, mediated by L2WTC, it is a positive predictor of COA. These findings suggest that improving ESQ can positively affect L2 WTC, leading to improved communicative ability in Iranian EFL learners.

The Concurrent Contribution of Input Flooding, Visual Input Enhancement, and Consciousness-Raising Tasks to Noticing and Intake of Present Perfect Tense

The present research sought to explore the combined contribution of input flooding, visual input enhancement, and consciousness-raising tasks on noticing and intake of the present perfect tense among Iranian EFL learners. Using a nonrandomized control group pretest-posttest design, the researchers attempted to see if instruction could enhance the intake and noticing of the targeted form. To this end, through convenience sampling, 65 lower intermediate learners of English were selected. The subjects were divided into a control group (N=32) and an experimental group (N=33). The experimental subjects were exposed to the three pedagogical techniques while the control subjects did not receive the techniques. The results of the independent samples t-test showed that the experimental group who had received seven teaching interventions significantly outperformed the control group. Furthermore, the obtained results from a chi-square goodness of fit revealed that during the consciousness-raising phase of the study, the experimental participants paid attention the most to the targeted form. The pedagogical implication of the current investigation is that ESL/EFL teachers can simultaneously implement these three techniques in their classes for the learners to both notice and intake the targeted form. Another implication of this research is that material developers can apply the findings of this study in the materials they are going to develop in the future.

The Effect of the Model Contingent Teaching on Improving Iranian EFL Learners’ Writing Self-Regulation Strategies

The Effect of the Model Contingent Teaching on Improving Iranian EFL Learners’ Writing Self-Regulation Strategies

The Effects of Pronunciation Anxiety and Motivation on English Learners’ Willingness to Communicate

The present quantitative study intended to investigate the effect of Iranian EFL learners' pronunciation anxiety (PA) and pronunciation motivation (PM) on their L2 willingness to communicate (L2 WTC) in English classes. Additionally, it aimed at identifying which of these two independent variables (PA or PM) could better predict their L2 WTC. To these aims, a convenient sample of 134 upper-intermediate EFL learners were recruited from two private language institutes in one of the large cities of Iran. Their proficiency level had already been determined by the institutes using written and oral placement tests. To gather the necessary data, three questionnaires, namely, Baran-Lucarz's (2017) PA, and PM, and Simić’s (2014) WTC questionnaires were used. Descriptive and inferential statistics were utilized to answer the research question of the study. Findings indicated that both variables under study, PA and PM, had significant correlations with learners’ L2 WTC. However, although results suggested that both independent variables predicted the learners' L2 WTC, PA was found to be a stronger predictor. Implications of the study findings and suggestions for further research are also offered.