Male Iranian EFL Learners Research Articles

Transactional Distance Perception as a Predictor for EFL Learners’ Online Self-efficacy

Nowadays, technology has been used in education in general and second language learning in specific, in different ways. So, there is a need to do more in-depth research on its implications. The current study examined whether EFL learners’ transactional distance perception could predict their online self-efficacy. To this end, 138 female and male Iranian EFL learners were selected through convenience sampling. Then, the participants were asked to complete two questionnaires, namely the transactional distance questionnaire and the online self-efficacy questionnaire. In order to answer the research questions, the data were analyzed using the Spearman coefficient of correlation and standard multiple regression. Based on the results of the data analysis, it was found that online self-efficacy was positively and significantly correlated with transactional distance perception, and transactional distance perception could significantly predict online self-efficacy findings of the present study have implications for the teachers, learners, and syllabus designers.

The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

This study aimed at investigating the effect of dictogloss on EFL learners’ listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants’ listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006). The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group’s listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique. Findings are discussed in light of recent theories of language learning and teaching.

A Study of the Relationship between Iranian EFL Learners’ Level of Spatial Intelligence and Their Performance on Analytical and Perceptual Cloze Tests

During the last two decades, Gardner’s theory of multiple intelligences with its emphasis on learner variables has been appreciated in language learning. Spatial intelligence, as one domain of the multiple structures of intelligence, which is thought to play a great role in reading, writing, and literacy, particularly in L2 learning, has not received sufficient attention as it deserves. The aim of this study was twofold: (1) to examine the relationship between EFL learners’ spatial intelligence and their performance on cloze tests in general; (2) to determine which variety of cloze tests, analytic or perceptual (based on deletion method), may correlate more strongly with learners’ spatial intelligence. Accordingly, a correlational study was conducted with 41 male Iranian EFL learners at Jihad Daneshgahi Language Center of Tehran University (Iran). Participants’ scores on the spatial intelligence test were first compared with their scores on two cloze tests. Next, the obtained correlations were examined to see the effect of deletion method for cloze tests on the strength of the relationship between the spatial intelligence scores and scores on the cloze tests. Significant correlations (0.61 and 0.56) were found between the variables. The findings emphasize making reconsiderations in using cloze tests in EFL contexts. Further research is also suggested to explore spatial intelligence and its role in language classrooms.