Iranian English As A Foreign Language Learners Research Articles

The Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses

Neuro-Linguistic Programming (NLP) has potential to help language learners; however, it has received scant attention. The present study was an attempt to investigate the effect of NLP techniques on reading comprehension of English as a Foreign Language (EFL) learners at an English for Specific Purposes (ESP) course. To achieve this goal, two intact classes of students were selected to form an experimental group (n=30) and a control group (n=30). A reading pretest (based on the course content) was given to all participants. The sensory learning styles of the participants were diagnosed using Reid's (1987) leaning style questionnaire, and the participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their reading. In the control group, the conventional approach to teach ESP reading was used. Considering the analysis of posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on reading comprehension of Iranian undergraduate EFL learners. Pedagogical implications are discussed.

Effects of Self-Regulatory Strategy Development on EFL Learners’ Descriptive Writing and Reflective Thinking

Writing is a demanding, complicated, and fundamental skill which is highly noticeable in the process of learning a foreign language. Thus, it is so important to teach English as a foreign language (EFL) learners how to write effectively in English through effective strategies and instructions and prompt their reflective thinking during EFL learning. This study investigated the effectiveness of using self-regulated strategy development (SRSD) instruction in improving Iranian EFL learners' descriptive writing and reflective thinking skills and compared the effectiveness of such instruction with nonstrategic-based (i.e., traditional) instruction. To these ends, 30 Iranian advanced EFL learners were selected to participate in the two (experimental and control) groups. To collect data, two descriptive essays and a reflective thinking questionnaire were used as the pretest and posttest. The analysis of covariance on the descriptive essay and reflective thinking scores in the control and experimental groups showed that both SRSD and non-SRSD instructions had a positive impact on the EFL participants' descriptive writing skill but, the participants in the SRSD group achieved better outcomes in their descriptive writing; the SRSD instruction was effective in improving the completeness, length, and overall quality of the EFL learners' descriptive writing performance. Also, SRSD instruction improved the learners' reflective thinking more than the non-SRSD instruction by making them metacognitively aware of their cognitive processes and monitoring, analyzing, and evaluating their descriptive writing performance. The findings draw attention to the importance of using SRSD as a possible way for moving EFL learners away from traditional instructions to process-oriented strategies in writing courses.

The Effect of Group Dynamics-Oriented Instruction on Developing Iranian EFL Learners’ Speaking Ability and Willingness to Communicate

The study investigated how group-dynamics instruction techniques of adaptable nature can be to the benefit of EFL (English as a Foreign Language) learners so as to develop and improve their willingness- to- communicate and speaking- ability in the long run. After analyzing the data via ANCOVA and EFA, the researcher selected 108 young Iranian male and female EFL learners in a language school in Tehran by means of convenient sampling technique. This investigation shows how EFL learners reacted to Group-Dynamics Oriented Instruction (GDOI). Later, the researchers instructed speaking tasks along with improving the learner’s willingness to communicate. TOEFL PBT Test was run among participants for homogeneity purposes, and then the researchers used two parallel speaking section of PET test along with WTC questionnaire before and after the treatment process. The findings of the study bore witness to hypotheses of the study, indicating that GDOI was reliably effective in improving speaking ability and uplifting willingness to communicate. In the same line of analysis, the researcher proved that GDOI has improved EFL learner’s willingness to communicate since GDOI provoked and triggered energy, interest, and inclination to partake in discussions in learners. As its effects on speaking ability were concerned, the results were interpreted as showing that GDOI would exert changes to L2 learners’ conceptual and psychological predispositions that, in return, would determine the strategies and behaviors the learners employ to address the challenges of L2 learning.

The Impact of ESA Elements on Motivation of EFL Learners to Speak: A Case of Iranian EFL Learners

Implementing a best course of action to boost English as a Foreign Language (EFL) learners’ motivation to speak has been a controversial issue among EFL instructors. The present study aims to investigate the probable impact of Harmer’s ESA (Engagement, Study, and Activate) elements implementation on motivation of EFL learners to speak. To meet this objective, first, the pre-treatment questionnaire was delivered to 15 EFL learners at the beginning of the term to measure ‘input motivation’. After collecting information from the pre-treatment questionnaire, the students were taught for nearly two months by applying ESA elements, and then the post-treatment questionnaire was given to the same students to gather information of students’ motivation changes, students’ attitudes towards techniques and activities applied by teachers and their preferences. Additionally, to triangulate the results, a Pearson product-moment correlation coefficient was run to see if there is any relationship between the learners’ speaking performance and their motivation to speak. In sum, the results of the questionnaires and correlation analysis proved that the treatment of the learners via ESA approach was quite influential in boosting EFL learners’ motivation to speak. It is expected that the findings of the study may significantly contribute to work of EFL teachers, EFL learners, policy makers, supervisors and researchers.

The Effect of Impulsivity vs. Reflectivity on Reading Comprehension of Iranian EFL Learners

In recent years attention has been accorded to language learners’ affective factors and learning styles. Two of the significant learning styles are impulsivity and reflectivity which have not been studied as much as other styles such as introversion and extroversion. This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners. Seventy two language learners were selected from 4 intact classes out of 112 learners. Nelson proficiency test was given to the participants as homogeneity test. Next, Barrat’s (1995) impulsiveness questionnaire was given to the participants. Based on the results of the questionnaire, the participants formed 3 different groups, i.e., a reflective group (n=25), impulsive group (n=25) and a control group (n=22). The control group consisted of less impulsive and less reflective learners based on Barrat’s scale. An IELTS reading test (general module) was administered to the participants. Based on the results of independent samples t-test, it was found that impulsivity and reflectivity do not have any effect on reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.

Reading Comprehension: Blog Exposure in the English as a Foreign Language (EFL) Context of Iran

The present study aims to provide experimental evidence on exploring the blogs to develop Iranian EFL learners' reading comprehension. To this end, forty intermediate female learners after taking the placement test were randomly assigned to control and experimental group. After twenty two sessions of blog exposure, a comparison of the reading test scores of the control and experimental groups revealed that EFL learners favor surfing the blogs which can act as an effective strategy of improving their reading comprehension.

Investigating the Relationship between Learning Style and Metacognitive Listening Awareness

This research investigated the relationship between English as a Foreign Language (EFL) learners’ style and their metacognitive listening strategy awareness. In order to investigate the relationship, 135 female intermediate Iranian EFL learners took part in the study voluntarily. Two sets of questionnaires, Metacognitive Awareness Listening Questionnaire (MALQ) and Reid Learner Style Questionnaire, are used in this research as the medium of data collection. To have a comprehensive assessment, four learner styles—auditory, kinaesthetic, tactile/haptic, and visual learners—are considered in the study. The results indicated there is a statistically significant relationship between learner style and metacognitive listening strategy awareness of EFL learners. In other words, each learner type differ in the degree of metacognitive listening awareness. The auditory learners reported a significant difference in the mean scores on MALQ than other learner styles.

Successful vs. Less Successful Iranian EFL Learners: Cognitive Styles, Cognitive Flexibility, and Experience Evaluation

The present study aimed to compare successful with less successful English as a Foreign Language (EFL) learners regarding their cognitive styles and flexibility, together with the learners’ evaluation of their experience of doing an unfamiliar cognitive test. The sample consists of 60 adult EFL learners (30 successful and 30 less successful), both males and females symmetrically. The homogeneity of participants’ age of onset, socio-economic class, and motivation was also considered. The data was analyzed, using Chi-square and Gamma correlation. Overall, it was revealed that analytical, logical reasoning, reflective, and learning were the most prominent cognitive styles among successful learners. They also showed a considerable cognitive flexibility. On the other hand, less successful learners were inclined to the random style, along with a lower cognitive flexibility. With respect to gender groups, it turned out that females in the successful group were significantly inclined to the reflective and logical reasoning styles and less successful females adopted a random style. Finally, no significant result was found concerning the cognitive test evaluation. The findings of this study may contribute to a wider understanding of EFL success and failure from the viewpoint of cognitive preferences.

The Effect of Employing Electronic Peer Assessment on Iranian EFL Learners’ Writing Ability and Autonomy

Peer assessment known as an effective technique in improving English as a Foreign Language (EFL) learners' achievement as well as their autonomy has taken a new form thanks to the employment of electronic applications and web-based tools. The purpose of this study was to explore the effects of employing electronic peer assessment on Iranian EFL learners’ writing ability and autonomy. To achieve the goals of the study a sample including 48 Iranian upper-intermediate EFL learners were selected from among 90 female learners studying English in a language institute in Kashmar, Khorasan Razavi, according to their scores in Quick Placement Test (QPT), Version1. These participants were randomly assigned to control (N=24) and experimental (N=24) groups. Both groups took writing pretest and Learner Autonomy Questionnaire developed by Zhang and Li (2004). Throughout the experiment which lasted for 12 sessions, the experimental group benefited from the treatment, electronic peer assessment. However, the control group received the same treatment but peer assessment technique was carried out without any electronic interventions. Finally, both groups sat for the posttest being the same as the pretest. In addition, a semi-structured interview was conducted to the participants in the experimental group. Results of data analysis indicated the experimental group's outperformance in both writing and autonomy scale administered at the end of the study. Results of qualitative data (interview), also, showed that these participants had positive beliefs about employing electronic peer assessment. Pedagogically, the present findings support the employment of the treatment in EFL settings.

A Genre Analysis Study of Iranian EFL Learners’ Master Theses with a Focus on the Introduction Section

Genre analysis, which is defined as the study of how language is used in a particular context, is considered as a crucial factor in all types of communication especially in writing academic texts. This study aimed at analyzing the rhetorical structure of the introduction section of master theses, to see to what extent they follow the standard frameworks. To fulfill the objectives of the study, 40 master(M.A.) theses written by Iranian English as a Foreign Language (EFL) learners majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University (IAU), Isfahan (Khorasgan) Branch were collected and analyzed. The descriptive analysis of the data including frequency and percentage, indicated that most of the rhetorical structures (moves) that are approved by the field professionals were followed with a high degree of occurrence in Iranian EFL learners’ M.A. theses. The results of the study may pave the way for improving the students’ writing and also the teaching process for academic practitioners.

The impact of E-learning on improving Iranian EFL learners’ language skills: decreasing learning anxiety

Multimedia materials in the English classroom play a novel role in language learning. The report presents the advantages of the e-learning and its role in enhancing “English Foreign language” (EFL) students’ language skills and independent learning. An already running and established virtual learning environment, namely the e-learning, was used successfully in the Azad University in Iran. Participants in this study were of EFL (English as a Foreign language) university students majoring in computer engineering and IT (information technology). A pretest and posttest included listening, reading comprehension and grammatical points contain multiple choices, fill in the blank, substitution, written form. Two classes were randomly selected as a control group and experimental group in the study. The different activities and resources that were provided by e-learning have been described with an analysis of how they can be used to develop EFL students’ language proficiency and independent learning. The purpose of this study was to expose a group of Iranian students to an e-learning program and find out the effects of this exposure on their learning skills. The study conducted claims to identify and understand the relationship between multimedia techniques in language teaching and learners’ language learning. Its results also suggest that a multimedia environment can reduce student anxiety and provide a less stressful classroom environment. Put otherwise, multimedia tools enable English teachers to help students to both improve their English performance and lower their language anxiety. Keywords: CALL; E-Learning; English as a Foreign Language ( EFL ); Scaffolding

Writing Complexity, Accuracy, and Fluency among EFL Learners: Inspecting Their Interaction with Learners’ Degree of Creativity

Based on the peculiarities of developing second language (L2) writing among English as a Foreign Language (EFL) learners and the significance of studying the way writing skill interacts with EFL learners’ internal factors, the present study attempted to inspect the relationship between EFL learners’ creativity, on one hand, and writing complexity, writing accuracy, and writing fluency, on the other hand. The participants of the study were 185 male and female adult Iranian EFL learners (Mage = 26). The Persian version of O’Neil, Abedi, and Spielberger’s (1992) Creativity Questionnaire, validated by Zaker (2013), was employed in order to estimate participants’ degree of creativity. Participants’ two exploratory and descriptive writings were analyzed through employing the Profile of Larsen-Freeman (2006) by two raters in order to estimate participants’ writing complexity, accuracy, and fluency. Through running Pearson's Product-moment correlations it was indicated that there are significant correlations between participants’ creativity and writing accuracy, ρ = .84, n = 185, p < .05; creativity and writing fluency, ρ = .77, n = 185, p < .05; and creativity and writing complexity, ρ = .69, n = 185, p < .05. Moreover, running three linear regressions revealed that Creativity can predict 70.1 percent of participants’ writing accuracy (R = .837, R2 = .701); 60 percent of their writing fluency (R = .775, R2 = .600); and 47.5 percent of their writing complexity (R = .689, R2 = .475). The study concludes with a discussion on the findings and stating a number of recommendations for further research.

The Effect of Collaborative Discovery Learning Using MOODLE on the Learning of Conditional Sentences by Iranian EFL Learners

The present research examined the impact of collaborative discovery learning using Modular Object-Oriented Dynamic Learning Environment (MOODLE) platform on the learning of conditional sentences by Iranian English as a Foreign Language (EFL) learners. In addition, attitudes of the participants were investigated towards virtual learning and MOODLE Virtual Learning Environment (VLE) through three face to face semi-structured interviews. The analysis of the data was done through the analysis of the t-test. Finally, it was concluded that the experimental group outperformed the control group; however, there was no statistically significant difference between the achievements of two groups. Moreover, the interviews data indicated that the participants had an overall positive attitude towards virtual learning and MOODLE VLE.

Cultural Values Represented in First Certificate Masterclass Taught in Iran

Due to the crucial role textbooks play in any educational system, an urgent need is felt to examine, evaluate, and choose the most suitable ones available. This study is an attempt to critically examine and uncover the hidden curriculum in First Certificate Masterclass (FCM) that is taught at Navid institute in Iran. To this aim, FCM was deeply examined to identify any instances of Western cultural norms and preferences and their potential influences on Iranian EFL (English as a Foreign Language) learners’ thoughts and ideologies. Peterson’s distinction between Big “C” culture and little “c” culture constituted the theoretical framework of the study. To collect the necessary data, all passages, texts, exercises, and even listening excerpts were closely studied and evaluated by the researcher. Results indicated that among the elements of little “c” culture introduced by Peterson, preferences or tastes, food, hobbies, popular music, and popular issues could mainly be observed in the book. Furthermore, the majority of the representations introduced and depicted in the book were incompatible with Iranian Muslim people’s ideologies and beliefs. Implications of these findings for Iranian material developers and textbook writers as well as English teachers are also discussed.

The Impact of Self-Regulated Strategy Development on Vocabulary Learning among English Language Learners

The purpose of the study was to determine the impact of self-regulated strategy development (SRSD) on vocabulary learning of students’ English as a foreign language (EFL), and find the relationship between male and female participants with regard to the effect of SRSD on their vocabulary learning. To achieve this goal, 60 homogeneous intermediate EFL learners (30 male and 30 female) were randomly assigned to two groups of 30, a control group who received the mainstream instruction for intermediate learners and an experimental group who received additional training using self-regulated strategy development in their vocabulary instruction. The treatment consisted of five vocabulary learning strategies (using a monolingual dictionary, using new words in sentences, guessing meaning from the context, word part analysis and repetition) which were reinforced through five steps of SRSD, i.e., discuss it, model it, make it your own, support it and independent performance. A quasi-experimental design was adopted to collect the data. The results indicated that self-regulated strategy development can have a significantly positive impact on the vocabulary learning of Iranian intermediate EFL learners and this impact does not differ among male and female EFL learners. Based on the findings of the study, it was suggested that self-regulated strategy development is used in English language classes in order to teach vocabulary. Further educational implications of the study have been elaborated in the paper. DOI: 10.5901/mjss.2015.v6n5s2p249

The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening

<p class="2M-body">Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners’ perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners’ listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners’ beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.</p>

The Effect of Grammatical Consciousness Raising Task on Iranian EFL Learners’ Reading Comprehension

Since the beginning of language studies, Second Language Acquisition (SLA) researchers have been searching for effective ways of improving learners’ language skills. This study aimed at investigating the effects of Grammatical Consciousness Raising task on English as a foreign language (EFL) learners’ reading comprehension ability. So, two groups of experimental (N=30) and control (N=30) were randomly chosen out of 120 girl learners (chosen by taking part in a proficiency test) in BINT Al HODA High school (first period) EFL learners, Ilam, Iran. A grammar test was the determined instrument for gathering the scores of pre-test. The control group followed its routine procedure in English classes. However, the task of using Consciousness Raising grammar was applied for the experimental group members during their English classes as assignment. This experiment occurred in six weeks, twelve forty minute sessions. Then, all students in both groups answered the questions of post-test. The statistical analysis related to T-test was done on gathered raw scores. Data from this study demonstrate a significant role of using Consciousness Raising in improving reading comprehension ability of the participants in the experimental group. The findings of this study may help the learners to enhance their independent English language learning and improve their reading comprehension ability by using Consciousness Raising Task. All steps of this study will also be beneficial for EFL teachers who are searching ways of improving of reading comprehension their students.

The impact of computer‐based instruction on the development of EFL learners' writing skills

AbstractThe current study investigated the application and effectiveness of computer assisted language learning (CALL) in teaching academic writing to Iranian EFL (English as a Foreign Language) learners by means of Microsoft Word Office. To this end, 44 sophomore intermediate university students majoring in English Language and Literature at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two groups. As a pre‐test, a pen‐and‐paper writing task was given to both groups at the beginning of the semester. The control group including 24 male and female students was taught based on traditional approach while the experimental group including 20 male and female students was taught based on CALL. At the end of one semester, a pen‐and‐paper writing task was given to both groups. The results of the post‐test revealed that the students who were exposed to computer‐based instruction outperformed their counterparts in terms of using appropriate articles, tense, plural forms and spelling. Moreover, the students in the experimental group produced paragraphs of higher quality. The findings of this study confirmed the efficacy of computer‐based instruction in the development of EFL learners' writing skills.

Iranian EFL Learners’ and Teachers’ Beliefs About the Usefulness of Vocabulary Learning Strategies

Vocabulary is an important part of language which is central to all language skills and meaningful communication. One way through which vocabulary learning can be facilitated is by the use of vocabulary learning strategies (VLS). VLSs can empower language learners to be more self-directed, regulated, and autonomous. Also, they can help language learners to discover and consolidate the meaning of the words more effectively. Teachers’ and students’ behavior, functioning, and learning are, however, controlled by their thoughts, beliefs, attitudes, and perceptions. The present study was an effort to explore the Iranian EFL (English as a Foreign Language) learners’ and teachers’ beliefs about the usefulness of different types of VLSs. To that end, a VLS questionnaire developed for this purpose was given to 392 EFL teachers and learners. Based on the results of the study, the Iranian EFL learners and teachers believed that strategies such as paying attention to vocabulary forms, functions, and semantic relations; guessing the meaning of new words from the context; and using monolingual dictionaries can be very useful in discovering and consolidating the meaning of new words. They, nevertheless, expressed hesitancy to use L1, bilingual dictionaries, and mnemonic devices. The results of Kruskal–Wallis Test also showed that the preference for a few strategies differed across levels of education.

The relationship between metacognitive and self-regulated learning strategies with learners’ L2 learning achievement

This study was an attempt to explore the extent to which second/foreign (L2) learners used metacognitive and self-regulated learning strategies. Additionally, it investigated the relationship of metacognitive and self-regulated learning strategies with L2 learners’ language learning achievement. To these ends, 49 English as a foreign language (EFL) learners, including 8 male and 41 female EFL learners, from several language institutes participated in this study. To collect the data, Metacognitive Strategy Questionnaire by Item Type (MSQIT), Self-Regulated Learning Strategy Questionnaire (SRLSQ), and Final English Achievement Test were used. The data were analyzed descriptively and inferentially using Pearson product moment correlation procedures. The results revealed the high and medium use for metacognitive and self-regulated learning strategies, respectively, among Iranian intermediate-level EFL learners. Moreover, there was a positive relationship between metacognitive and self-regulated learning strategy use with L2 learning achievement. The findings can help L2 teachers in gaining better understanding of L2 students’ weaknesses and strengths regarding metacognitive and self-regulated learning strategies and making modifications in their teaching methods to provide opportunities for their students to promote L2 learning achievement.