On the Relationship between Iranian EFL Teachers’ Professional Development (PD) and Their Teaching Knowledge Test (TKT): A Case of Fars Province

Dr. Shahram Afraz(Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran), Dr. Fazlolah Samimi(Department of English Language, Bandar Abass Branch, Islamic Azad University, Bandar Abass, Iran) & Abouzar Shojaei(Ph.D. Candidate, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran)

This study investigated the relationship between EFL, teachers' professional development (PD) and their teaching knowledge (TKT). Hence, the professional development test and teaching knowledge test questionnaires were distributed to 100 EFL teachers selected based on a convenience sampling from different English language institutes in Fars province (Shiraz), a city in south-west Iran. Both males and females (58males and 42 females) participated in the study. Their age ranged from 24 to 44. In this study both tests enjoy a relatively high reliability index (α=.83 for TKT; α=.70 for PD). Following the test of reliability and the null-hypothesis of this test indicates that there is normality of the data distribution. The p-value for TKT (p=.16>.05) and PD (p=.48>.05) is more than .05, and then the data follow a normal distribution. the findings of the study shows that the TKT is significantly (r=.275, sig=.006<.05) correlated with pd. as a result, the research null-hypothesis is rejected asserting that Iranian EFL teachers' teaching knowledge test is significantly correlated with their professional development at the .01 level of significance. the results of the regression shows r2  is .84 meaning that  independent variables account for a significant amount of variation in the dependent variable, teaching knowledge, among EFL teachers (r2= .84, p < 0.01).

 

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 Collaborative Summary Writing on EFL Students’ Second/Foreign Language Development

Dr. Farnaz Sahebkheir,

Tabriz Branch, Islamic Azad University, Iran

This study investigated the effect of Collaborative Summary Writing on EFL students’ second

Language development. The participants of the current study were 60 EFL students in two intact classes who were passing a writing course.  In the experimental group, teacher explained about the summary writing and students were supposed to write their summaries in class collaboratively by the help of their peers and teacher. All papers were checked by the teacher and they discussed about the received feedback in class. However, in the control group students wrote their summaries at home and the next session they got teacher written corrective feedback on their paper. The first summary was used as the pre-test and the last summary was used as the post-test in both groups.  Writing score was determined by a holistic rating procedure that included content, organization, grammar, vocabulary, and mechanics. Results of the study showed that students in the experimental group who received collaborative summary writing outperformed the students in the control group in summary writing. In addition, it was observed that students’ writing ability improved significantly in terms of content, organization, and vocabulary, but not for grammar or mechanics. At the end, a number of theoretical and pedagogical implications for further research have been presented.

 

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.

Different Approaches to Develop Learner Autonomy in Vocabulary Learning in Classroom

Dr. Farnaz Sahebkheir,

Tabriz Branch, Islamic Azad University, Iran

Vocabulary learning is one of the most challenging skills that EFL learners deal with it. Traditionally learners rely on their teachers but new approaches towards teaching encourage learner autonomy. In an academic level, learners should become more autonomous in learning foreign language vocabulary and try to find different ways of how to become more successful learners. They are forced to become autonomous and make conscious efforts to learn vocabulary outside of the classroom simply because exposure to target language is limited in classrooms. Therefore, the autonomy of the learner plays an important role in developing and enhancing their vocabulary. The aim of this study is exploring the application of learner autonomy in the context of vocabulary learning for English language students. In addition, it mentions the importance of learner's autonomy in vocabulary learning and learning strategies. Besides, it clarifies why teachers should enhance learner autonomy in vocabulary learning by exploring the role of both the teachers and learners. It also tries to find out how teachers can enhance learner autonomy in vocabulary learning and what is the expected effects of learner autonomy in vocabulary learning.

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.

Designing and Validating a New Scale/Questionnaire for Determining the Perceived Applicability of Dynamic Assessment in Iran: Contextual Particularities in Focus

Dr. Fazlolah Samimi(Department of English Language, Bandar Abass Branch, Islamic Azad University, Bandar Abass, Iran), Dr. Shahram Afraz(Department of English Language, Qeshm Branch, Islamic Azad University, Qeshm, Iran) & Abouzar Shojaei(Ph.D. Candidate, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran)

The present research intended to designing and validateing a qualitative scale for the perceived applicability of dynamic assessment in Iran to provide better interpretation of the qualitative model. It seems quite necessary to validate a context-sensitive new scale/ questionnaire for dynamic assessment (DA). The methodology of this research is grounded in a mixed methods approach allowing both qualitative and quantitative analysis. The number of participants depends on the number of items which are finally included in the questionnaire following piloting, literature review and expert judgment according to Pallants (2007) for each item; 5-10 participants are required about 500 teachers.  The method of this study is SEM (Structural Equal Modeling) and CFA (Confirmatory Factor Analysis). Their age ranged from 23 to 48. Their native language was Farsi. They were selected from all around Iran including three cities in Fars province (Shiraz, Marvdasht, Kazeroun). The questionnaire was piloted by many ELT teachers, and the related validities were checked. Finally, the proposed scale of dynamic assessment in Iran can be discussed with teacher educators and results can make learners and teacher educators aware of the determining factors for the perceived applicability of dynamic assessment in Iran. As a result, learner and teacher educators might use questionnaire of dynamic assessment, when needed, for learners and teachers.

 

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.

An Introductory Analysis of Prose in the Days of Ignorance with Special Reference to Will, Tales and Sacerdotal Words

Bakht Rahman, Dr. Shams Ul Hussain Zaheer, & Shehla Shams,

Women University, Swabi, Pakistan

Arabic literature, from the very past, is divided into two basic parts: prose and poetry. It will not be wrong if we say that this partition is found even in the era of ignorance (Jahilliat). In this period, poetry was given much significance since people showed deeper interest in its melodious impact while listening and singing as compared to prose writing. Because poetry was directly appealing to the emotions of the people, it was celebrated as universal genre and prose remained in a subordinate position due to its diction. Despite this attitude towards the genre of prose, some of the prosaic arts were orally transmitted from one generation to another during the era of ignorance. Later on, in the Omayyad and Abbasside periods, when literature was properly classified, this art was given its proper placement in the history. In this connection, there are three important aspects of this genre i.e. will, tales, and sacerdotal words. This paper traces the historical background of these categories and how they contributed to the modern understanding of literature in terms of its diction, themes, and kinds of prose writings. This is a descriptive and qualitative research which will add insight into the role these terms can play in understanding the thinking and inclination of the people in the days of ignorance.

 

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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