The Effect of Motivation on Read in English on Reading Strategy Use and Reading ability in EGP and ESP

Dr. Seyed Hassan Talebi & Dr. Mojtaba Maghsoudi,

University of Mazandaran & Farhangian University, Iran

This study attempts to find out if level of motivation to Read in English would affect strategy use and ability in EGP and ESP reading differently. For this purpose, forty university students majoring in basic science stook a motivation to read questionnaire and were divided into two groups of high and low according to their obtained mean score. Then, the two groups were given two reading comprehension tests, one in EGP and another in ESP as well as a strategy questionnaire to be answered following the EGP and ESP reading tests. Analysis of data showed level of motivation to read did not affect strategy use in EGP and ESP reading tasks, differently. However, it was shown that motivation to read affected only the EGP reading ability differently, and no significant difference was observed between the two groups in ESP reading ability. It seems though motivation to read as an affective factors is important to be boosted in EGP reading tasks, specific knowledge in a given discipline at an academic setting makes up for low motivation to read effect.

 

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 Relationship of L1 Reading Ability with L2 EGP and ESP Reading Ability and the Awareness and Use of Reading Strategies

Dr. Seyed Hassan Talebi & Samansa Azadegan,

University of Mazandaran and Gofteman Language Institute, Iran

English courses in Iranian universities are reading-based. This study intends to find out the relationship of L1 (Persian) general reading ability with EGP and ESP awareness and use of reading strategies, and reading ability. To this end 45 tertiary level students who were freshmen and sophomores at the University of Mazandaran and their major areas of study were Economics part in this study. They were divided into two groups of high and low reading ability based on the L1 reading test scores.  Then they were given a test of reading in EGP and ESP and immediately following the reading tasks they were given the reading strategies questionnaire as a retrospective measure of their reading behavior. The obtained results indicated that there was no significant relationship between L1 reading ability (reading comprehension test score) and the strategic behavior in EGP and ESP. There was also no significant difference in ESP reading ability for high and low groups, but in EGP reading there was a significant difference in reading ability for high and low groups of L1 reading ability. Cook (2007) maintains that the cognitive processing of information is slower and less efficient in a foreign language. However, the stronger the foundation in L1, the more students will advance in L2. Therefore, it is recommended to get tertiary students more familiar with the L2 code so that they become independent in text processing of different general and specific genres.

 

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.

Exploring EFL Instructors’ Self-Efficacy in Implementing Self-Regulation Strategies

Dr. Mahboubeh Taghizadeh & Arezoo Khodabandeloo,

Iran University of Science and Technology, Iran

The objective of this study was to investigate the self-efficacy of EFL teachers to self-regulate language learners. This study was conducted with 90 Iranian EFL teachers, including both males and females at the Iran University of Science and Technology. In this study teacher self-efficacy scale to implement self-regulated learning was administered in both paper and online formats to the participants of the study. Descriptive statistics were the main statistical analyses computing the most frequent responses to the items and categories of the questionnaire. The results of the data analysis revealed that teachers were found to be familiar with and reported to be moderately to certainly capable of implementing self-regulation learning strategies.

 

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.

Incorporating Community of Inquiry Framework into the Online Graduate Program of TEFL

Dr. Mahboubeh Taghizadeh, Ladan Soleimani & Babak Daneshvar,

Iran University of Science and Technology, Iran

The purpose of this study was to explore the significance of the indicators, categories, and the elements of the Community of Inquiry (CoI) framework for the online graduate program of TEFL. A questionnaire including the indicators of the CoI was administered to 100 MA students of TEFL. The results of the data analysis revealed that Setting curriculum and method, Setting climate for learning, Designing method, Press content, and Utilizing medium effectively were reported to be the most important indicators for the online graduate program of TEFL. Considering the categories of the framework, Design and organization was considered the most important, while Affective was found to be the least important category. With regard to the importance of the elements of the CoI, the results also showed that the elements were hierarchically ranked as teaching presence, cognitive presence, and social presence.

 

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 Guided Discovery Learning on Acquisition of Present Progressive Tense of Iranian High School Learners

Samaneh Gholampour & Donya Mehrabi,

Science and Research Branch, Islamic Azad University, Iran

Teaching grammar has been a debatable issue over the past few decades. According to Al- Kharrat (2002), grammar is taught in both deductive and inductive ways. Deductive ways of teaching English refers to teaching the grammatical rules and learners should apply the rules in different sentences. However, inductive teaching refers to implicit teaching. Recently, teachers tend to utilize a mix of both methods to teach grammar, and that is called Guided Discovery Learning. According to Saumell (2012) “Guided Discovery is a modified inductive approach in which there is exposure to language first, followed by the use of inference, and finally an explicit focus on rules and practice” (p. 2). As teaching grammar is an essential part of learning a language and most of Iranian EFL learners have difficulty with acquiring and utilizing the correct grammatical forms of tenses in their utterances, the present study focused on investigating the effect of guided discovery learning on acquisition of present progressive of Iranian high school Learners. To this end, 120 students were selected and homogenized using a KET. The participants were divided into two groups of experimental and control group. Then, a pretest of grammar containing 50 items in the form of multiple choice and fill the blanks was administered to both groups. Then, during five sessions of treatments, the learners in experimental group were provided with texts enriched with examples of present progressive tense. The learners were required to work in pairs and find the target information without any help from teacher. In control group, present progressive tense was taught explicitly. Finally the posttest of grammar was administered and the results of the data analysis revealed that learners in experimental group significantly outperformed their counterparts in control group. The result of this study is of high significance for language teachers as well as materials developers and curriculum designers.

 

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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