An Exploration of Iranian EFL Practicing and Prospective Teachers' Perceptions about the Importance of Familiarity with Target Cultural Attributes

Elham Yaghtin, Zahra Rastegar Haghighi Shirazi(Corresponding Author)

Department of Foreign Languages, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

 

 It has long been assumed that language and culture are strongly linked to each other and an important aspect of learning a foreign language is learning its culture. However, teachers in different classrooms in different parts of the world still ignore the importance of EFL learners’ familiarity with target cultural attributes. Regarding the need to investigate culture and culture teaching in different context of foreign language teaching, this study proposes an attempt in an Iranian EFL context by comparing 126 prospective and practicing EFL teachers’ perceptions about the importance of familiarity with target cultural attributes. In particular, this study examines whether significant differences exist between teachers from different experience. The results gathered through an Importance of Cultural Value questionnaire showed that practicing and prospective teachers were different regarding their perceptions about the importance of EFL learners’ familiarity with target cultural attributes. Findings also showed that the practicing and prospective teachers’ perceptions were significantly different according to customs-traditions and religion. The results also indicated that there was a statistically significant difference between male and female practicing teachers’ perceptions about the importance of EFL learners’ familiarity with target cultural attributes. In other words, male practicing teachers showed more positive perceptions about the importance of EFL learners’ familiarity with target cultural attributes. Based on the results, several implications are derived from the study and suggestions are made for future studies.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

An Analysis of the Relationship between EFL Teachers' Self-regulated Strategies and Burnout

Mojgan Karamooz,

Department of Foreign Languages, Kerman Branch, Islamic Azad University, Iran

 

During the last decades, teachers have received more attention in the studies done in mainstream education. Consequently, this study examined  the  link  between  Iranian EFL teachers’ self- regulation and burnout at Kerman English language institutes. For  this  aim,  a  total  of  101 English  language  teachers  teaching  in  various  language  institutes  in  Kerman  took  part  in  this study. The research participant selection was according to the convenience sampling. They  completed  two  questionnaires:  Teachers' Self-Regulation Questionnaire (TSRQ) designed by Yesim  et  al.  (2009),based  on  the  model proposed  by  Zimmerman’s self-regulation (2000) ), and Teachers' Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout Scale. This study was  a  quantitative correlation survey of  issue  in  which the  relationship between variables  was  analyzed.  The  predictor variable  was teachers'  self-regulation, and the criterion variable was teachers' burnout. The findings yielded  via  correlation  analysis  documented that  there  was  a  negative  significant  relationship  between  applying  self-regulated  strategies and  burnout . Subsequent data  analyses showed  that  among the  components  of  self-regulated  strategies,  goal  setting  was  the  best  predictor  of  burnout. It means that EFL teachers who establish goals for their teaching and attempt to accomplish them will be rarely at the risk of burnout.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Iranian EFL Learners’ Attitudes toward Using British Council Video Clips and Podcasts for Listening Comprehension

Tahereh Movahedi(Department of English Language, Faculty of Humanities, Qom Science and Research Branch, Islamic Azad University, Qom, Iran  & Department of English Language, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran  ), Dr. Seyyed Abdolmajid Tabatabaee Lotfi (Department of English Language, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran) & Dr. Seyyed Amir Hosseyn Sarkeshikian (Department of English Language, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran)

 

The current study intended to use CALL program to investigate the attitudes of Iranian intermediate EFL learners toward using British Council video clips and podcasts for listening comprehension. The participants were selected from among 110 intermediate learners based on their performance on a language proficiency test. The 90 female EFL learners were selected and divided into the three groups (one control group and two experimental groups) of 30 participants in each. One of the experimental groups received British Council video clips while the other experimental group practiced through the British Council podcasts.  The control group received the same lesson plans without the use of video clips and podcasts. Once the treatment was over, the attitude questionnaire was administered to all groups. Moreover, to test the null hypothesis, ANOVA and Scheffe's test were employed. Based on the obtained results, it could be concluded that there was a significant difference between the mean scores of the three groups on the attitude questionnaire. In other words, the video clips had the most statistically significant effect on the positive attitude of intermediate learners in comparison with the other groups.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Learning Styles Effects on Achievement Scores among Iranian Technology-based and Face-to-Face Learning Contexts

Dr. Zahra Moharrer, Malaysia

 

To pursue the progression of electronic learning worldwide, some prominent universities in Iran have established online learning courses or programs. However, for EFL students who have been educated mainly in face-to-face (FTF) traditional classrooms, it is crucial to be equipped with appropriate awareness on how to fine-tune their learning style preferences to cope with the problems that may arise in the absence of teachers.  The instruments for data collection were a demographic questionnaire, Willing’s (1988) Learning Style Model ‘How Do You Learn Best?’, and an achievement test based on the English course. In this study, a total of 236 high school seniors were selected from a computer-based and three FTF schools in Shiraz, Iran to investigate the trends in the students’ preferences in two different modes of teaching and learning contexts. The items of the learning style model were confirmed via Confirmatory Factor Analysis (CFA). Findings showed that in the computer-based learning (CBL), students had a tendency to apply concrete, authority-oriented, analytical and communicative learning styles. On the contrary, the FTF students preferred communicative, authority-oriented, concrete and analytical learning styles. The other results revealed that learning style preferences had no effect on achievement scores in both of the groups: CBL and FTF. On the basis of the findings, theoretical and practical implications would be discussed.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

Predictive Validity of B.A. Entrance Examination for English Majors in Iran

Nazanin Azamnouri & Dr. Behzad Ghonsooly,

Ferdowsi University of Mashhad, Iran

 

Entrance examinations are of great significance in countries where the candidate selection procedure is done through these tests. Several studies have investigated the predictive validity of such examinations and conflicting results have been obtained. The aim of the current study was to assess the predictive validity of the B.A. entrance examination for English majors in Iran. Data was collected from a class of 50 students of English Language and Literature at Ferdowsi University of Mashhad. The required data consisting of students’ rankings and GPA was obtained from the department of education of the university and from the participants themselves. Semi-structured interviews were conducted to examine the difference between the students’ ranks and their GPAs in addition to illuminate the effective factors on their success or failure during their four years of education. The results indicated no meaningful correlation between the participants’ entrance examination ranks and their total GPAs; thus, no predictive validity was found. The outcomes should be taken into consideration for improving the predictive validity of the Iranian University Entrance Examination which dictates the candidates’ future to a great extent.

 

The above abstract is part  of the article which was accepted at The First International Conference on Current Issues of Languages, Dialects and Linguistics (WWW.LLLD.IR) & The Third National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 2-3 February 2017 , Iran-Ahwaz.

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