Iranian Teachers attitudes towards the Previous and New Series of English Books regarding Language Sub Skills

Zahra Hashempour & Dr. Samira Baghaee,

Islamic Azad University, Genaveh Branch & Islamic Azad University, Shiraz Branch, Iran

Textbooks serve as the foundation for more than language input that students receive and the language practice that take place in the classroom. Therefore, present study aimed to compare the representation of language sub skills in ‘Right Path to English’ and ‘Prospect 1’ series based on the Iranian Teachers’ attitudes. To this end, the researchers modified the book evaluation checklist developed by Abdel Wahab (2013) and employed it as the instrument of the study. The questionnaire was administered to fifty Iranian language teachers from two provinces (Fars and Bushehr) who were selected randomly as the participants of the study. Results of the study revealed that the teachers had favorable attitudes towards the representation of the language sub skills in the new series. The results also indicated that the teachers held unfavorable attitudes toward the representation of the language sub skills in the first series. The analysis of paired samples t-tests showed that the teachers held significantly more favorable attitudes towards the representation of vocabulary and pronunciation in the new series compared with the old series. The results also revealed that there was not any significant difference between the teachers’ attitudes towards the representation of grammar in the new series compared to the old ones.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Effect of Semantic Mapping and Imagery Strategies on Intermediate EFL Learners' Reading Comprehension

Zahra Parvanevar, Dr. Seyyed Amir Hossein Sarkeshikian & Dr. Seyyed Abdulmajid Tabatabaee Lotfi,

Islamic Azad University, Qom Branch, Iran

The purpose of this study was to examine the effects of two memory strategies, (i.e., semantic mapping and imagery strategies) on the reading comprehension of Iranian intermediate EFL learners. To conduct this quasi-experimental study, 75 females tenth grade high-school students were selected through a language proficiency test (Nelson test). They were randomly assigned to three groups, each group consisting of 25 students (i.e., two experimental groups, and one control group). All the three groups were given a pretest. The experimental groups were instructed reading by two different treatments; one group received reading through semantic mapping strategy and the other was taught reading through imagery. The control group did not receive any specific training or strategy. At the end of the semester, a similar test like the pre-test, was administered to all the subjects of the three groups. The mean scores of three groups were compared through One-way Analysis of Variance (ANOVA). The results indicated that the learners who utilized semantic mapping and imagery strategies outperformed the control group. Furthermore, the experimental group that received semantic mapping showed a higher efficiency than the imagery one. In addition, the imagery group significantly outperformed the control group. As a result, it can be concluded that semantic mapping and imagery strategies had positive effects on students' reading comprehension and these strategies can be used as a way of helping learners to improve their reading comprehension. The findings have pedagogical implications.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Effect of Using Metacognitive Vocabulary Learning Strategies on Iranian EFL Learners’ Vocabulary Size

Omid Salmanpour & Dr. Omid Tabatabaei,

  English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

The aim of the present study was to investigate the effect of using metacognitive vocabulary learning strategies on the vocabulary size among a group of intermediate Iranian EFL students. For that purpose, sixty students at Islamic Azad University of Dezful in Iran were randomly selected and assigned in two intact classes as the participants of the study. By considering total sixty participants, randomly thirty participants were assigned to control group and thirty participants to experimental group. Metacognitive Strategy Test (designed by the current researcher) for measuring the percentage in which participants were familiar with metacognitive strategies as the treatment of the study was the first instrument and Vocabulary Levels Test (VLT) as the other instrument for measuring the vocabulary size was administered before (as pre-test) and after (as post-test) the treatment of the study. Both groups worked on the same reading passages and textbooks. In addition, the students in experimental group were also taught in metacognitive vocabulary learning strategies while the students in control group received traditional teaching without any treatment for 12 sessions. The result of one-way ANCOVA indicated that applying metacognitive vocabulary strategies was beneficial in increasing the students’ vocabulary size.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Impact of Collaborative Guessing Game on EFL Learners’ Willingness to Communicate and Speaking Achievement

Dr. Fatemeh Hemmati, Nayyereh Borhani & Shamsoddin Aref,

Payame Nour University, Tehran, Iran

This study aimed at investigating the effect of employing collaborative guessing games on Iranian EFL learners' willingness to communicate (WTC) and their foreign language speaking performance. To this end, 80 Iranian female intermediate students from a private language institute in Mashhad took part in the study. The proficiency level of the participants was tested using an EPT test and based on the scores, 36 students were selected and divided into three groups (n= 12) to constitute the experimental and control groups of the study. The participants' willingness to communicate was tested by McCroskey’s (1992) WTC.  Also, an oral interview test was used to check the learners’ speaking achievement after the treatment. Reliability and validity of both tests were ensured through the piloting process before the treatment. The results of One-Way ANOVA showed that participants who worked in collaborative groups or pairs outperformed the students who worked in an individualistic conventional setting. Furthermore, collaborative guessing games had a significant influence on the participants' WTC and speaking skills.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

The Impact of Spiritual Intelligence and Motivation on Iranian Pre-university Students’ Reading Comprehension

Dr. Hooman Bizhani, Shamsoddin Aref & Samira Sobh Gol,

Zanjan Branch, Islamic Azad University, Iran

A whole host of studies in the area of English as a foreign language (EFL) have focused on learners’ motivation and spiritual intelligence (SI). However, to date, few attempts have been made to include both motivation and SI in a single study to examine their effect on students’ reading skills. To fill this gap, this study investigated the effect of motivation and SI on Iranian pre-university female students’ reading achievement. An English language proficiency test was used to ensure the homogeneity of the participants (n=67). Pre-tests of motivation and SI were employed and based on the results of these measures the participants were put into 6 sub-groups as: LOW (n = 11), MID (n = 21), and HIGH (n = 35) SI groups and LOW (n = 19), MID (n = 25), HIGH (n = 23) motivation groups. After the treatment, students were given post-tests of motivation and SI as well as a test of reading achievement. A series of One-sample Kolmogorov-Smirnov tests and Shapiro-Wilk tests, Paired Samples t-test, One-Way ANOVA, Post-Hoc Scheffe, and Pearson Product-Moment Correlation tests were administered to analyze the data. The results indicated that LOW, MID, and HIGH groups performed differently in their reading achievement test which means the level of both motivation and SI had a significant influence on their reading skills. It was also concluded that the three main variable of this study were highly correlated.

 

The above abstract is part of the article which was accepted at The Third International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR)  & The Fifth National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 31 January-1February 2019 , Iran-Ahwaz.

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