Iranian High School Students Research Articles

Cultivating Iranian High School Students’ Writing Skills through Task-Based Language Teaching: A Mixed-Methods Study

This mixed-methods study attempts to explore the effects of TBLT on the development of Iranian high school students’ writing skills. To this end, two entire classes were selected in Shahed high school in Borujerd City, Iran. The groups went through pre-test, intervention, post-test, and delayed post-test procedures. In addition, using a classroom observation checklist, the researchers checked how much of the TBLT tenets can be implemented in real classes, and a focus group interview was used to further investigate the students’ perceptions about the effectiveness of TBLT. The collected data were analyzed through repeated measures: ANOVA, a calculation of percentage, and content analysis. Findings showed a statistically significant difference between the experimental group and control group in relationship to their writing skills. Moreover, the results of the classroom observation checklist disclosed that the principles and procedures of TBLT were implementable in Iranian high school classes. Furthermore, the findings of the focus group interview revealed that the participants have positive attitudes toward TBLT. Finally, a range of implications is suggested for the different stakeholders.

“Physics with Chocolate Taste”: A Cognitive-Pragmatic Approach to the Titles of Iranian Educational Books

This paper investigates some linguistic strategies in educational books titling aimed at Iranian high school students. In Iran, the competition for admission in top universities is very significant, and thus studying supplementary material for school subjects is highly required. The books published by the Ministry of Education lack flexibility and innovation, and as such, the demand for high quality materials is very high, and consequently a rewarding book market has been formed. In this competitive market, publishers do their best to attract a higher number of customers, and choosing eye-catching titles for their published books is one of the most decisive marketing tasks. In the present study, a total of 120 book titles have been collected and analyzed. In terms of the cognitive processes, it was found that strengthening and mitigation play a significant role in creating book titles. According to the findings, the cognitive operation of strengthening is more dominant than mitigation: in 46 cases of book titles (25.8%), one positive feature is linguistically strengthened to promote book selling, with only 11 cases involving the mitigation process. It is also shown that authors and publishers tend to employ metaphors to create attractive titles for their books. The pattern BOOK IS A JOURNEY tends to be the most frequent metaphor (17 items), followed by those related to food (14), game (12), medicine (6), animal (4), and weapon (3). Some titles showcase a kind of allusion to literary works or cultural symbols reflected in various forms of arts and media.

Family communication patterns and internet addiction among Iranian female high school students: The mediating role of psychological needs satisfaction

The prevalence of internet addiction in Iranian adolescents has been an increasing matter with a rising trend mostly in females. The present study aimed to investigate the mediating role of satisfying basic psychological needs in the relationship between family communication patterns and internet addiction among female high school students in Iran. For this purpose, 250 second-grade female students of Yasouj high schools were selected with a multi-stage cluster random sampling method and asked to answer Revised Family Communication Patterns, Psychological Basic Needs Satisfaction, and Internet Addiction questionnaires. The results showed that family communication patterns were related to basic psychological needs. In addition, greater psychological needs satisfaction was connected with low levels of internet addiction. The direct effect of family communication patterns on internet addiction was not significant. The indirect influence of family communication patterns on internet addiction through basic psychological needs was of significance. Thus, basic psychological needs mediated the relationship between family communication patterns and internet addiction.

Stages of dairy product consumption among Iranian female high school students based on transtheoretical model: The case of osteoporosis prevention.

Background: As nutritional needs increase in adolescence, dairy consumption can play a key role in health and disease prevention; however, unfortunately, inadequate consumption of milk and dairy products has often been reported in adolescents. Aim: The purpose of this study was to investigate the relation between decisional balance, self-efficacy, and the processes of change with the stages of change for dairy consumption in female high school students in Shaft county located in the west of Gilan Province, Iran. Methods: A total of 385 female high school students in Shaft County were studied through the census method in 2019. The data collection instrument was a valid and reliable questionnaire consisting of demographic information, stages of change and items of transtheoretical model constructs including the processes of change (cognitive process: consciousness-raising, dramatic relief, self-reevaluation, environmental reevaluation, and social liberation; behavioral process: self-liberation, counter conditioning, reinforcement management, stimulus control and helping relationships), decisional balance and self-efficacy. Data were analyzed using SPSS 21 software. Results: A total of 208 (54%), 53 (13.8%), 56 (14.5%), 32 (8.3%) and 36 (9.4%) students were in the pre-contemplate, contemplation, preparation, action and maintenance stages, respectively. As the subjects progressed through the stage of change for dairy consumption, an increase in the mean score of self-efficacy, decisional balance, and processes of change was observed (P < 0.01). Conclusion: The constructs of the transtheoretical model should be considered in designing educational interventions to promote dairy consumption with regard to the stage of change for dairy consumption in the subjects.

Investigating the Effect of Perceived Social Support on the Promotion of Earthquake-Related Awareness in Iranian High School Students.

Students are one of the groups in society that are always exposed to earthquake-related hazards. Perceived social support plays a major role in students' self-efficacy to respond appropriately to earthquakes. Social support affects students' beliefs about their abilities and enhances their performance during earthquakes. Thus, the present study aimed to investigate the effect of perceived social support on the promotion of earthquake-related awareness amongst high school students. The present educational intervention with a randomized control group was conducted on 64 high school students in Lordegan, Iran. The participants were randomly divided into an intervention and a control group. Earthquake-related awareness index and perceived social support were completed by the two groups before, immediately after, and two months after the intervention. The intervention group received 120-minute educational intervention sessions once a week for four weeks. The data were entered into the SPSS 20 software and were analyzed using descriptive and inferential statistical methods. According to the results, educational intervention was effective in improving the perceived social support. The results also showed that increasing the perceived social support significantly improved the earthquake-related awareness among the high school students in the intervention group compared to the control group after the intervention (P <.001). The findings revealed that perceived social support played a major role in promoting earthquake-related awareness in the high school students. Due to the accuracy of the study, these results can be considered in future investigations.

Validity, reliability and factor analysis of Reid’s English language learning styles for high school students: A case study on Iranian students

The purpose of this research was standardization through a test construction by addressing the assessment of validity and reliability of Reid’s English language learning styles among high school students. This research was of quantitative approach. In this paper, 357 (189 females and 168 males) high school students in Isfahan Province on 2013–2014 academic year were randomly selected using stratified sampling method. They were asked to fill Reid’s English language learning styles’ questionnaire. The questionnaire was assessed in terms of content validity, construct validity, face validity, and factor validity. Likewise, its reliability was confirmed by assessing its internal consistency using a split-half method. LISREL 8.5 and SPSS Software, Version 19, were used for its statistical calculations. The results indicated that Cronbach’s alpha coefficients were strong for all subscales and the overall scale of psychometric measurement. Moreover, confirmatory factor analysis revealed a good fitness for the scale. Results of split-half method also indicated that coefficient of test reliability was desirable. Therefore, considering the results, it can be said that the Persian version of the language learning style questionnaire demonstrated an acceptable validity and reliability. Findings of this study can be useful for Iranian high school students to improve their learning status because their native cultural milieu and their own educational structure were under focus which consequently leads to the discovery and innovation of new teaching and learning methods to improve their knowledge in each area, and new learning styles can be discovered based on their own special condition.

Editorial

In this first issue of 2022, Journal of Modern Languages (JML) is pleased to share six interesting articles which are of relevance to the field of languages and linguistics. The first article of Volume 32, Department Store Surveys as a Methodology in the Study of Linguistic Variation by Shangxin Zheng and Xiaomei Wang, evaluates the use of Department Store Surveys (DSS) as an effective sociolinguistic tool to study linguistic variation in a multilingual society. Then, the next article by Vivian Chiew and Cecilia Cheong talks about the socio-cognitive and professional practice perspectives on chairperson statements. The findings of their study do not only illuminate the importance of professional discourse but also highlight pedagogical implications for English for Professional Communication (EPC) programmes. In this issue, we have also included an article that concern minority languages, a major area of interest for many researchers. In the article Maimani Language and Lawati Language: Two Sides of the Same Coin?, Said Humaid Al Jahdhami shares with us the resemblance between two minority languages which are Maimani Language and Lawati language. The other two articles focus on translation. In the article Evaluating the Curriculum for M.A. English Translation in Iran: Is the Curriculum Effective for Students?, Aynaz Samir evaluates the effectiveness of the English translation programme in Iran by investigating 341 university students’ perspectives. Insights for curriculum reform in the area of English translation are provided. The following article The Art of Paper Cutting: Strategies and Challenges in Chinese to English Subtitle Translation of Cultural Items by William Chai, Hui Yi Ong, Mansour Amini and Latha Ravindran highlights the technical, cultural and linguistic challenges faced in translating culture-specific items. Some of the proposed strategies in dealing with the translation of culture-specific terms are omission, equivalence, adaptation and direct transfer. Last but not least, Abbas Pazireh, Nilofar Hessamodini and Zohre Jaferi reported the findings of their quantitative study in the article Iranian EFL Learners’ Perceptions towards Demotivation in Learning English. In their study, 300 Iranian high school students’ perceptions of demotivation in learning English were gathered and factors such as teachers, textbooks, classroom conditions were identified. We hope that these articles published by JML are insightful to you and that you would share them with your friends and colleagues. For your easy reference, a list of featured articles published in the last five years is attached in the Appendix.

The effect of collaborative writing on Iranian high-school students' vocabulary development: Comparing group and individual work

The effect of collaborative writing on Iranian high-school students' vocabulary development: Comparing group and individual work

Online peer-dynamic assessment: an approach to boosting Iranian high school students’ writing skills: a mixed-methods study

ABSTRACT The purpose of this study is three-fold. First, to explore the effects of online peer-dynamic assessment (Peer-DA), rooted in the Zone of Proximal Development (ZPD) notion, on boosting Iranian high school students’ writing skills. Second, to disclose how online Peer-DA can lead to improving the participants’ writing skills. Third, to disclose their perceptions of the effectiveness of online Peer-DA in boosting writing skills. To these aims, one intact grade 11 class, including female students (n = 18) was selected randomly. The class went through pre-test, intervention, immediate post-test, and delayed post-test procedures. Additionally, the peers’ interactions were recorded meticulously and one-third of the students were selected randomly and invited to a focus-group interview. The data were analyzed through a repeated measure ANOVA, a microgenetic development approach, and a content analysis approach. Findings evidenced a significant improvement in the students’ writing skills on the immediate post-test and the delayed post-test. Also, the microgenetic development analysis documented that the contingent prompts led to improving the students’ writing performance. Besides, the findings of the focus group interview evidenced that the students had positive attitudes toward the online Peer-DA. Finally, a range of implications is offered for relevant stakeholders. ABBREVIATIONS: Peer-DA: Peer dynamic assessment; ZPD: Zone of proximal development; SCT: Sociocultural theory

Students’ perceptions of learning environment: associations with personal mastery goal orientations, regulations, and academic performance in biology

ABSTRACT Previous research has reported the importance of students’ perceptions of learning environment in their affective outcomes, motivational regulations, and performance. In this study, we investigated the predictive effects of students’ perceptions of biology classroom learning environment on their mastery goals orientation, motivational regulations, and performance in biology. A total of 329 Iranian high school students completed questionnaires on perceptions of biology classroom learning environment, personal mastery goal orientation, and, intrinsic and extrinsic regulations in learning biology. The results revealed that perceived meaningfulness predicted personal mastery goals orientation moderately and positively. Perceived autonomy had significant and positive influences on intrinsic and extrinsic regulations. The results also showed that students’ perceived meaningfulness and intrinsic regulation were slightly and positively correlated. Personal mastery goals orientation was moderately and positively correlated with students’ intrinsic and extrinsic regulations. Moreover, the results indicated that perceived competition, perceived meaningfulness, personal mastery goals orientation, and extrinsic regulation positively affected students’ performance in biology. The findings also underscore the central mediating role of students’ personal mastery goals orientation in the relationship between perceptions of learning environment and their regulations in biology learning. The results support many of the hypothesized relationships and provide broader clarification and implications for the literature.

Perfectionism and L2 Achievement: The Mediating Roles of Motivation and Self-Regulated Learning Among Iranian High School Students

The current study investigated how perfectionism can be related to L2 learners’ achievement with motivation and two aspects of self-regulated learning as possible mediators. This study also evaluated the factor structure of the Big Three Perfectionism Scale (BTPS) in an Iranian sample. The participants were 495 Iranian high school students who completed six BTPS sub-scales and measures of self-determined motivation and self-regulated learning. Psychometric analyses indicated that rigid perfectionism and self-critical perfectionism as two higher order factors have construct validity. Structural equation modeling indicated that rigid perfectionism positively predicted L2 achievement, while self-critical perfectionism negatively predicted L2 achievement. Mediational models indicated that neither autonomous-mastery/performance motivation nor controlled motivation mediated the path from perfectionism to L2 achievement. However, both aspects of self-regulated learning, namely, deep learning and persistence could mediate the relationship between perfectionism and L2 achievement. Specifically, higher levels of rigid perfectionism were positively related to deep learning and persistence that, in turn, were related to higher L2 achievement. In contrast, self-critical perfectionism was negatively related to deep learning and persistence, that, in turn, were related to lower L2 achievement. The results are discussed in terms of the practical implications for L2 teachers and parents.

Epistemic Beliefs and Learners' Self-Efficacy as Predictors of Language Learning Strategies: Toward Testing a Model.

Understanding the beliefs held by the learners about learning a language, and the way they utilize their thoughts about knowledge and learning seem essential for planning a constructive language program. Following this line of research, this paper aims at testing a hypothetical model of the relationship between epistemic beliefs (EBs) and subscales of language-learning strategies (LLSs) through the mediating role of learners' self-efficacy (LSE). To this end, a sample of 300 Iranian high school students, taking regular courses, completed three survey questionnaires. At this stage, correlational analysis and structural equation modeling (SEM) were employed to probe the interconnections, analyze the model, and outline the conceptual framework. The results revealed that the LSE framework can adequately account for the learners' LLSs. In particular, the results indicated that efforts, persistence, and imitation (i.e., the subfactors of LSE) positively and significantly influenced LLSs. However, EBs with the mediating role of LSE were known to be a significant factor in demoting the LLSs. Notably, knowledge and learning agents were the negative predictors of LLSs. This paper suggests that LSE has higher explanatory power than EBs in predicting LLSs. The findings of this study suggest that teachers and material developers should pay serious attention to the learners' self-efficacy as they were known to influence LLSs.

A Survey Study of Secondary Students’ Beliefs and Preferences about Grammar Instruction: An Investigation of Iranian EFL Context

In this study, we investigated Iranian high school students’ preferences and beliefs about two types of form-focused instruction (FFI) for teaching grammar, namely isolated FFI and integrated FFI. Using an adapted version of the questionnaire developed by Valeo and Spada (2016), we collected data from a large sample of senior high school students (n=1,058) in the Iranian public school system. The results of the analysis showed that most participants expressed preference toward having more integrated FFI grammar in their curricula. The analysis also indicated that learners’ preferences for each of these types of grammar instructions vary depending on their high school major and length of exposure to English. The results are discussed with special attention to the context of the research and in light of the country’s attempt to implement communicative language teaching at K-12 schools.

Rural students’ achievement goal orientation choices: A qualitative analysis of the influential individuals and factors

This qualitative study aimed to investigate the influences on 32 rural Iranian high school students’ adoption of achievement goals. To this end, the high school students took part in individual semi-structured interviews. The outcomes indicated the high school students’ goal orientation adoption was impacted by a host of significant individuals in four contexts: (1) school (e.g. teachers, classmates), (2) family (e.g. parents, relatives), (3) rural community (e.g. neighbors and rural university graduates) and (4) media (e.g. counselors on TV). Likewise, various factors (i.e. social, psychological, economic, educational, rural, biological and religious) also appeared to influence their achievement goal adoption. Results may have implications for various stakeholders such as educational authorities, policy makers, researchers and significant others (e.g. teachers, counselors, parents, among many others).

The Role of Computer Self-Efficacy in High School Students’ E-Learning Anxiety: A Mixed-Methods Study

E-learning anxiety plays a key role in students’ success in online courses. One of the factors that may affect students’ e-learning anxiety is computer self-efficacy (CSE). However, the role of CSE in high school students’ e-learning anxiety has remained unexplored in the Iranian context. Therefore, the present mixed-methods study purports to explore the role of CSE in Iranian high school students’ e-learning anxiety. To this end, for the quantitative part, 410 female high school students were selected, as well as for the qualitative part, 30 female high school students were selected using a random sampling method. The required data were collected using a computer self-efficacy questionnaire, an anxiety in online classes questionnaire, and semi-structured interviews. The collected data were analyzed through a Pearson correlation analysis, a multiple-regression analysis, and a content analysis. Results revealed a strong negative correlation between the students’ CSE and e-learning anxiety. Further, the findings documented that the factors of CSE (i.e., beginning skills, mainframe skills, and advanced skills) determined the high school students’ e-learning anxiety. Moreover, the complementary qualitative findings yielded four overarching themes: ‘promoted digital literacy’, ‘increased problem-solving’, ‘increased learning satisfaction’, and ‘enhanced self-regulated learning’. Finally, a range of implications is suggested for different stakeholders.

Economic evaluation of a national vitamin D supplementation program among Iranian adolescents for the prevention of adulthood type 2 diabetes mellitus

BackgroundThis study aimed to evaluate the cost-effectiveness of vitamin D supplementation in preventing type 2 diabetes mellitus (T2DM) among Iranian adolescents.MethodsThis analytical observational study was conducted, using the decision tree model constructed in TreeAge Pro to assess the cost per quality-adjusted life-year (QALY) of monthly intake vitamin D supplements to prevent T2DM compared to no intervention from the viewpoint of Iran’s Ministry of Health and through an one-year horizon. In the national program of vitamin D supplementation, 1,185,211 Iranian high-school students received 50,000 IU vitamin D supplements monthly for nine months. The costs-related data were modified to 2018. The average cost and effectiveness were compared based on the Incremental Cost-Effectiveness Ratio (ICER).ResultsOur analytical analysis estimated the 4071.25 (USD / QALY) cost per AQALY gained of the monthly intake of 50,000 IU vitamin D for nine months among adolescents over a one-year horizon. Based on the ICER threshold of 1032–2666, vitamin D supplementation was cost-effective for adolescents to prevent adulthood T2DM. It means that vitamin D supplementation costs were substantially less than the costs of T2DM treatments than the no intervention.ConclusionsBased on the findings, the national vitamin D supplementation program for Iranian adolescents could be a cost-effective strategy to reduce the risk of diabetes in adulthood. From an economic perspective, vitamin D supplementation, especially in adolescents with vitamin D deficiency, would be administrated.

Knowledge, Attitudes, and Safety Practices About COVID-19 Among High School Students in Iran During the First Wave of the Pandemic.

Background: School closures have inevitably deprived students of their traditional source of information. The objective of this study was to determine knowledge, attitudes, and safety practices about COVID-19 among high school students in Iran.Methods: This study was conducted from March 24th-April 3rd, 2020. Data were collected via an online-parent-administrative questionnaire.Results: Responses of 704 students were analyzed. Students' mean (SD) knowledge score was 21.5 (4.6) of 30. More than 90% of students knew about the cause of the disease, the routes of transmission, and the most renowned symptoms: dyspnea and cough. Social-and- audiovisual-media were the leading information source. Most students believed that people need to keep safe physical distancing, everyone should isolate themselves upon symptoms onset, people should avoid unnecessary in-person contact with family and friends, and that cities need to go under lockdowns if needed. Students' mean (SD) practice score was 20.2 (2.5) of 24. Most students did not go on a trip, and more than 80% said they would wear facemasks when going outside.Conclusions: High school students' knowledge and safety practices about COVID-19 were somewhat satisfactory, and their attitudes toward the disease were mainly positive. Nevertheless, some witnessed knowledge gaps, negative attitudes, and unsafe practices in the study highlighted the need for targeted education on the pandemic. Social and mass media's significant role and potential could be utilized to battle misinformation and deliver proper knowledge to young adolescents.

An Online Portfolio Assessment and Perception Study of Iranian High School Students’ English Writing Performance during the COVID-19 Pandemic

With the abrupt emergence and dissemination of the COVID-19 pandemic, the traditional face-to-face classes were replaced by online classes in Iran. This quick shift has put great demands on finding and practicing new methods to teach and learn English in high schools. Owing to this urgent call, the present study follows a two-fold purpose. Firstly, it purports to disclose the effects of online portfolio assessment (PA) on developing Iranian high school students’ English writing skills. Secondly, it aims to excavate the Iranian high school students’ perceptions about the merits of online PA in cultivating their writing skills. To meet the aims, an intact second-grade class, including female students (n = 25), was chosen in Shahed public high school in Borujerd City. The class received online instruction (sixteen sessions lasting 90 minutes) based on the tenets of PA (e.g., collection, selection, and reflection). Then, a focus group interview was conducted with five of the active participants. Findings evidenced a significant improvement in the participants’ writing skills owing to the instruction. Additionally, the results of the focus group interview yielded some themes about the benefits of PA as perceived by Iranian high school students: ‘developing students’ autonomy’; ‘fostering a sense of belonging to classroom community’; ‘providing a comprehensive analysis of students’ writing proficiency’; ‘collecting empirical evidence on students’ gradual improvement in writing’; ‘training self-regulated students’; and ‘making classes student-centered by teachers-as-advisors’. Finally, a range of implications is presented to various stakeholders.

ZPD-based mediation of L2 learners’ comprehension of implicatures: An educational praxis framework

Abstract Conversational implicatures (CIMs) are implied by the speaker in context rather than being linguistically encoded, and learners’ inability to infer the intended meaning, if not remedied through instruction (or mediation), leads to communication breakdowns. Given this premise, the current study aimed to examine effects of classroom praxis-based instruction adjusted to EFL learners’ Zone of Proximal Development (ZPD) on their comprehension of CIMs. Participants were 36 Iranian high school students in 2 classrooms, assigned to experimental and comparison groups. A 20-item CIM test was administered at pretest and posttest times to collect the data. Microgenetic trajectories were also traced through audio-recorded role-plays and social interactions within the ZPD setting. ZPD-adjusted mediational instruction on CIMs was given based on a multi-level regulatory scale and a view of microgenetic development along an other-to self-regulated functioning continuum. In the non-ZPD setting, mainstream teacher-fronted instruction was employed. ANCOVA results revealed differential instructional effects in favor of the praxis-based mediational setting. Microgenetic learning episodes also portrayed how collectively-mediated, ZPD-activated learning led to L2 learners’ progressively improved comprehension of CIMs. The findings suggest that comprehension (and perhaps production) of L2 CIMs can be improved through praxis-oriented co-construction of pragmatic knowledge through collaborative engagement with communicative activity.

Examining the role of gelotophobia for willingness to communicate and second language achievement using self- and teacher ratings

Gelotophobia (the fear of being laughed at) is an individual difference variable that relates to a particular set of emotional reactions, behaviors, and processes towards laughter and ridicule that are potentially detrimental to learning processes. We extend the research of gelotophobia to the educational domain by exploring the direct effect of gelotophobia on willingness to communicate (WTC) and second-language (L2) achievement. We hypothesized that communication anxiety might have an indirect effect on the relation between gelotophobia and WTC and L2 achievement. A sample of 483 Iranian high school students completed measures of gelotophobia, WTC, and communication anxiety. The results of structural equation modeling indicated that gelotophobia was negatively related to both L2 achievement and WTC. Further, communication anxiety showed the expected indirect effect on the gelotophobia-WTC association. Finally, we incorporated teacher-ratings of students’ gelotophobia and found that (a) the accuracy of teachers’ impressions was comparatively low and (b) that higher accuracy was associated with better L2 achievement. We argue that because of fear of anticipated derision in performance situations such as speaking an L2, gelotophobic L2 learners might adopt a withdrawal strategy by avoiding the social situation altogether. Hence, L2 teachers should be aware that not all students enjoy humor and laughter, and they are recommended to use humor judiciously without laughing at students, and to adapt to students’ engagement and perceptions of laughter.