Iranian Upper-intermediate EFL Learners Research Articles

The Effect of Dogme on General English Achievement and Motivation : Evidence from Iranian Upper-Intermediate EFL Learners

The Effect of Dogme on General English Achievement and Motivation : Evidence from Iranian Upper-Intermediate EFL Learners

The Impact of Kagan's Cooperative Group-work Structures on Iranian Upper-Intermediate EFL Learners' Willingness to Communicate

The Impact of Kagan's Cooperative Group-work Structures on Iranian Upper-Intermediate EFL Learners' Willingness to Communicate

EFL Learners’ Vocabulary Achievement and Autonomy: Using Memrise Mobile Application

There has been rapid advancement in the use of technology through which an extensive array of mobile technologies have been introduced to educational contexts. In the same vein, mobile assisted language learning provides new possibilities for improving language learning conditions. The current study was an attempt to find out the effect of Memrise Mobile Application on Iranian upper-Intermediate EFL learners’ vocabulary achievement and their autonomy. To find the effects, a pre-test post-test quasi-experimental study was conducted. Fifty participants were selected from a cluster of 110 students. The Quick placement test as a test of homogeneity was administered to select the upper intermediate learners. Accordingly, 25 participants for each of the experimental and control groups were selected. Memrise Mobile Application was employed during the treatment period for teaching the 504 Absolutely Essential Words book to the experimental group while the control group was instructed the textbook of 504 Absolutely Essential Words. The intervention continued for a period of 8 weeks. A researcher-made vocabulary test and Zhang and Li’s (2004) standardized questionnaire on autonomy were administered. For the qualitative data collection, a semi-structured interview was conducted to determine the participants’ attitudes. An Independent T-test was run the results of which revealed a significant difference between the two groups in vocabulary achievement. However, there was no significant difference between the two groups in autonomy. Moreover, based on the qualitative data it was concluded that the experimental group participants were more motivated holding a more positive attitude.

Using Instagram for Teaching Idioms to Iranian Upper-intermediate EFL Learners

In this study, the efficacy of using Instagram as a smartphone assisting tool on teaching idioms to Iranian upper-intermediate EFL learners was examined. Oxford Placement Test (OPT) was utilized to determine the level of the learner's proficiency. Then, 60 selected participants were divided into two groups namely experimental and control groups. The learners in the experimental group learned idioms through Instagram (pictures, examples, and texts) and the learners in the control group learned them through the traditional method (texts, meaning, and examples). T-test was used to determine the significance of the experimental group improvement in learning idioms compared with the control group. The findings showed that the experimental group learners outperformed the control group learners and the increase in their scores was significant showing that Instagram is a good application for learning idioms. The results of this study might be useful for both EFL students and professors to learn and teach better.

On the Impact of Literature Reading on Iranian Upper-intermediate Male and Female EFL Learners’ Creative Writing Ability

On the Impact of Literature Reading on Iranian Upper-intermediate Male and Female EFL Learners’ Creative Writing Ability

The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners\u2019 speaking complexity, accuracy, and fluency (CAF)

This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.

The Effect of Unit-of-Translation on Iranian Upper-Intermediate EFL Learners’ Achievement in Bizarre News Translation

The Effect of Unit-of-Translation on Iranian Upper-Intermediate EFL Learners’ Achievement in Bizarre News Translation

Improving EFL Learners’ Vocabulary Learning Through Short Story Oriented Strategy (SSOS)

Vocabulary is the main building block of language learning which acts as the kernel for all language skills. The present study attempts to investigate the effect of applying SSOS on Iranian upper-intermediate EFL learners’ vocabulary learning. Lack of English vocabulary knowledge of Iranian learners as EFL learners encounters them with a lot of English using difficulties which influence their language abilities (reading, writing, listening and speaking). To this end, based on convenience non-random sampling selection, 40 upper-intermediate female learners were selected via Quick Placement Test. The participants were assigned to experimental (n = 20) and control (n = 20) groups. A vocabulary test as a pretest and a posttest were administered to all participants. The data were analyzed through descriptive and inferential statistics using SPSS software. The result of findings indicated that it is helpful to utilize SSOS as a tool to enhance not only learners’ conceptual and comprehensible processes in order to discover, guess and grasp the meaning of vocabulary but also to store and internalize them in their minds more successfully.

Interlanguage Pragmatic Learning Strategies (IPLS) as Predictors of L2 Social Identity: A Case of Iranian Upper-Intermediate and advanced EFL Learners

Interlanguage pragmatic learning strategies (IPLS) as particularly tailored language learning strategies for acquiring L2 pragmatic knowledge have been recently paid paramount attention in the pragmatics literature. These strategies are, therefore, related to some other social variables which are central to pragmatic development such as L2 social identity. Because of the importance of the IPLS and the rarity of research about the relationship between IPLS and with L2 social identity as a highly pragmatic-oriented variable, the current study tried to investigate the contribution of various forms of IPLS to L2 social identity among a randomly selected sample of 125 upper-intermediate to advanced EFL learners at a state university in Iran. During the two-phased data collection procedure, first, the participants filled out Locastro’s (2001) L2 social identity questionnaire, and then Malmir and Tajeddin’s (2015) IPLS inventory in two subsequent sessions. Data analysis using multiple regression revealed that all types of IPLS were significant contributors to L2 social identity except for the memory IPLS. Among the other five types of IPLS, social IPLS was a significant and strong contributor to L2 social identity. Affective and compensatory IPLS were significant moderate contributors to L2 social identity; however, metacognitive and cognitive interlanguage pragmatic learning strategies were weak albeit significant predictors of Iranian EFL learners’ social identity in English as an L2. The results of this study imply that L2 teachers can enhance social identity among the learners by fostering the knowledge of various forms of IPLS.

The Impact of Using Inverted Classrooms on Promoting Extensive versus Intensive Reading Comprehension among Iranian Upper-intermediate EFL Learners

This study aimed to investigate the impact of inverted classrooms on promoting Iranian EFL learners’ extensive and intensive reading comprehension. To fulfil, 60 Iranian upper-intermediate EFL students out of 90 were chosen based on an Oxford Quick Placement Test. The selected participants were randomly divided into two experimental groups; intensive reading group (n=20) and extensive reading group (n=20), and a control group (n=20). Then, the three groups were pretested. After that, the researcher put the participants of both experimental groups in two inverted classrooms. Each inverted classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. On the other hand, the control group receive no treatment and were taught in traditional instruction. The results of paired samples t-test and one-way ANOVA revealed that both experimental groups had better performance on their post-test compared to their pre-test. The results showed that there was not a significant difference between the performances of the experimental groups on the post-test. Finally, implications arising from the findings and suggestions for further research were explained.

The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

The effect of lexical inference strategy instruction on Iranian EFL learners’ vocabulary depth and breadth

The current study was an attempt to investigate the possible effects of lexical inference strategy training on Iranian upper-intermediate EFL learners’ vocabulary depth and breadth. This quasi-expe...

The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender

This study examined the impact of using cultural materials on listening comprehension among male and female Iranian EFL learners. To this end, 96 upper-intermediate male (n = 48) and female (n = 48) EFL learners out of 130, were chosen through administering an Oxford Quick Placement Test (OQPT). The participants of each gender were randomly assigned into four equal groups; group A (Target Culture = TC), group B (International Target Culture = ITC), group C (Source Culture = SC) and group D (Culture-Free = CF). Then, a listening comprehension pre-test was administered to assess the participants’ listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. Each group received listening comprehension materials that reflected a particular culture. During the treatment, some audio files related to American and English culture (for group A), culture of different foreign countries such as Japan, Australia and France (for group B), Persian culture (group C), and culture free materials (for group D), were chosen. Finally, a post-test of listening comprehension was employed after the treatment to gather sufficient data. Two-way ANOVA was run to analyze the data among all groups’ pre and post-tests regarding the male and female participants. The findings proposed that the participants performed differently on the post-test showing that culturally oriented language materials enhance the Iranian EFL learners’ listening comprehension. Furthermore, the results indicated that the male learners did better than female ones on the posttest.

The Effect of Using SMS as a Post Task Activity on Iranian EFL Learners’ Grammar Knowledge

The current study aimed at investigating the effect of using SMS on Iranian upper-intermediate EFL learners’ grammar learning. Moreover, the effect of using SMS on the Iranian EFL students’ autonomy and their perception of it as an educational tool was investigated. The participants of the present study consisted of 60 upper-intermediate Iranian EFL learners. Different instrumentations including the Oxford Placement Test (OPT), grammar test, and Autonomy Questionnaire were used in this study. Through adopting a quasi-experimental design with a pretest- treatment-posttest sequence, participants were divided into Experimental and Control group. The data was analyzed and inferentially compared using independent sample and paired sample t-test. The results indicated that there was a statistically significant difference between the pretest and posttest means of experimental and control group regarding their performance in grammar test. The results showed that experimental group learners outperformed the learners in control group. Therefore, using SMS had a significant effect on Iranian EFL learners’ effective learning of grammatical structures; in addition, it helped students to increase their autonomy towards learning. As an implication of this study, it is proposed that SMS usage can be incorporated into language classroom effectively to enhance learners’ learning of different language skills.

Impact of Audio-viewing Materials on Iranian Upper-Intermediate EFL Learners’ Listening Comprehension

Listening comprehension serves as a precursor to speaking and thus it is essentially important in learning a second language. How listening comprehension of EFL learners can be ameliorated has long been an obsession for L2 teachers. This study intended to 1) examine whether the listening comprehension of Iranian upper intermediate EFL learners was significantly influenced by audio viewing materials, and 2) find out whether variables such as age and gender could affect the learners’ listening abilities. To meet the objectives of the study, 40 L2 learners studying English at several language institutes in Shahreza were selected, and were included in the study after taking part in an OPT. The participants were then divided into two groups of equal size i.e. the experimental group (EG) and the control group (CG). While the former was exposed to the treatment (i.e. audio viewing materials), learners in the latter listened without having access to the scripts. Scores obtained from pretest and posttest enabled the researcher to conduct independent-samples t test as well as multiple regression analysis, and come up with the following results: 1) While the level of listening comprehension of the two groups was roughly equal at the beginning of the study, the EG learners outperformed the CG learners on the listening comprehension posttest, which could be attributed to the treatment they were provided with (i.e. access to audio viewing materials), and 2) Multiple regression analysis revealed that the only independent variable which could exert significant influences on the learners’ listening comprehension was their access to audio viewing materials, and that gender and age could not significantly affect the learners’ listening comprehension scores. The study concludes with pedagogical implications for language teaching.

Application of Virtual Team-working in Teaching Productive Skills to Iranian EFL Learners

Application of Virtual Team-Working has provided opportunities to solve the limitations of the traditional ways of teaching and learning. This study investigated, how using virtual team-working could affect teaching productive skills of Iranian EFL learners. A group of 30 Iranian upper intermediate female EFL learners, aged 18-31, in Isfahan Air Base were arranged in two groups. They set up their virtual groups and continued team-work activities during 6 weeks. This study employed a triangulated research approach involving questionnaires, pre/post productive tests, observation, and interview to increase the reliability of the study. Pre/Post productive tests were used to compare the participants’ speaking and writing productions before/after the project, and they were evaluated based on the comparison of their mean scores by Matlab software. A chi-square test was run for each test to see whether the differences between observed and expected results were significant. The results showed that the mean scores of the participants in the posttest were significantly higher than that in the pretest in experimental group. Moreover, the attitudes of the participants towards using virtual team-working were surveyed by using questionnaires. The results of this study may benefit teachers, students, and those involved in teaching and learning.

THE EFFECT OF E-ASSESSMENT ON WRITING SKILL OF IRANIAN UPPER INTERMEDIATE EFL LEARNERS

This study investigated the effect of E-assessment on writing skill of Iranian upper-intermediate EFL learners'. To achieve this goal, a group of 60 females and males EFL students (aged between 14 to 30 years old) participated in the free paragraph writing course based on their scores on a Writing Placement Test. Participants were divided into two control (N=30) and experimental (N=30) groups. In both control and experimental groups, two tests including a Writing Placement Test and Quick Placement Test were administered before and after the treatment to check the participants’ progress or regress. A quick placement test questionnaire was developed and completed 60students in language teaching institutes in Fars Province, Iran. A quasi-experimental, intact group, pretest and posttest design was employed in the current study. The results of the study revealed that the knowledge of E-assessment has got a significant impact on learners’ writing skill.

Relationship Between Critical Thinking and Compensatory Strategies by Iranian Upper-Intermediate EFL Learners in Oral Communication

Critical thinking (CT) is defined by American Philosophical Association as purposeful, self-regulatory judgment that results in interpretation, analysis, evaluation, and inference and is founded on conceptual criteria upon which a judgment is based (Facione & Facione, 1996). Compensatory strategies are compensation for missing knowledge. The present study aimed at investigating the (possible) relationship between Iranian upper-intermediate EFL learners’ CT and their compensatory strategies, such as circumlocution and approximation. To achieve this goal, 40 EFL learners majoring in English translation in Shahrekord University, Iran were selected and homogenized in terms of proficiency. Then, the sample was asked to take the Watson-Glaser Critical Thinking Appraisal (CTA) and to complete a researcher-designed questionnaire about their preferred types of compensatory strategies. Spearman correlation method was used to analyze the data. Results indicated that there is a positive correlation between CT and some compensatory strategies like appeal for help and nonlinguistic signals. Findings may help L2 teachers to have a better and realistic view towards L2 learners’ choice of compensatory strategies. Besides, results may also help L2 learners to have more awareness of compensatory strategies and their own CT. Therefore, this awareness can lead them to an effective L2 education. DOI: 10.5901/mjss.2015.v6n6s1p11

The Relationship between Self-efficacy Beliefs and Autonomy among Iranian Intermediate and Upper Intermediate EFL Learners

This study aimed to investigate the relationship between self-efficacy beliefs and autonomy among Iranian intermediate and upper intermediate EFL learners. To this end, after conducting Oxford Placement Test (OPT), 84 Iranian EFL learners at both intermediate and upper intermediate levels of English language proficiency were selected. Then, a 28-item autonomy questionnaire and a 34-item self-efficacy questionnaire were administrated. In order to understand the relationship between self-efficacy and autonomy among intermediate EFL learners which is the first aim of this study, a quantitative method of data analysis procedure was conducted which falls under the category of correlational research. To do so, Pearson Correlation Coefficient was used. To figure out the same relationship between the mentioned values among upper intermediate EFL learners, the same procedure was followed. The results of the second research question indicated that there is a somehow strong correlation between the mentioned values among upper intermediate EFL learners. In addition, it was found that the mean score of the two variables is rather stronger among upper intermediate learners than the intermediate ones. At last, the findings of this study indicated that there is not a significant difference between the obtained correlation coefficients of intermediate and upper intermediate learners. By being aware of the importance of self-efficacy and autonomy in the area of language learning, and also the positive association between these values, language experts, teachers, and many learners will be guided toward the right direction in their track of teaching and learning.

Critical Pedagogy: A Key Factor for Improvement of Iranian EFL Learners’ Self-Regulation and Writing Ability

As Keesing-Style (2003) puts out, although the concept of critical pedagogy (CP) has been proposed for three decades, it has not been employed in the educational settings. This study investigated the effect of employing critical pedagogy on the improvement of Iranian EFL learners’ self-regulation and writing skill. To achieve this goal, a group of 60 female EFL students (aged between 14 to 25 years old) participated in the free paragraph writing course based on their scores on a Writing Placement Test and a Self-Regulation Questionnaire. Participants were divided into two control (N=30) and experimental (N=30) groups. The learners in experimental group were taught paragraph writing via CP. In contrast, the learners in control group were taught paragraph writing through traditional pedagogy. In both control and experimental groups, two tests including a Writing Placement Test and a Self-Regulation Questionnaire (SRQ) were administered before and after the treatment to check the participants’ progress or regress. After a five-month study, twenty sessions of treatment, it was revealed that applying CP can significantly affect (sig = .000) Iranian upper-intermediate female EFL learners’ writing skill. Meanwhile, implementation of CP greatly reinforced (sig = .003) the learners’ self-regulation skill.