massoud tajaddini

This experimental study investigated the impact of reciprocal-scaffolding teaching procedures on two aspects of learners' quality: their self-efficacy and speaking and listening skills. The study also analyzed the EFL learners’ attitudes on the use of reciprocal-scaffolding strategies via LMS. Moreover, it highlighted the possible difference between the effect of reciprocal-scaffolding strategies on EFL learners' oral skills and their self-efficacy. To this end, 48 pre-intermediate Iranian EFL learners were selected as the participants. A concurrent embedded mixed-methods design was employed to collect qualitative and quantitative data through the pre and posttest PET-test and an interview at the end of term. The results of independent samples t-tests and paired t-tests indicated that students who received treatment in form of integration of scaffolding and reciprocal strategies received both statically and practically significantly higher marks on speaking and listening skills, and self–efficacy than did the students in the control group. There was also a significant relationship between self-efficacy and success in speaking and listening performance. It can be inferred that reciprocal-scaffolding strategies have a significant positive impact on the improvement of oral skills. Finally, the results of the interview revealed the positive and negative attitudes of students towards the use of the strategies in LMS context.

The present work adopted a multiphase design to investigate the effect of using web-based collaborative and strategy-based approaches on EFL learners' oral skills. Moreover, a more comprehensive objective was to check if the use of collaboration and strategy instruction could enhance EFL students' self-efficacy. The participants of the study consisted of 85 intermediate EFL learners who were studying at a language school in Kerman. To collect the data, four instruments were used: Cambridge Placement Test to homogenize the participants, pre- and post-listening and speaking tests, a questionnaire to estimate EFL learners’ self-efficacy, and an interview. The results suggested that most of the students preferred cooperative learning strategy-based instruction. The findings indicated that the effective use of web-based collaboration in speaking and listening classes that could have a remarkable effect on the linguistic input of the learners. The sample also proposed that the appreciation of the program was a given sign of the positive effect of both web-based instruction and collaboration in the web environment. Above all, the results of the speaking and listening tests revealed that the participants improved satisfactorily.

Trying to motivate language learners is one of the most demanding yet vital challenges faced by L2 teachers. Dealing with Dörnyei’s motivational theory, the current research was an attempt to ponder the ideal-self, ought-to-self, and L2 experience orientations of Iranian EFL high-school students. Moreover, this study examined whether there was any relationship among three L2 motivational variables across gender and residential background. To this end, 200 male and 184 female junior-high-school students were selected through cluster sampling. The newly designed L2 motivational self-system questionnaire consisted of three main variables, in which 13 items were related to Ideal L2 Self, 12 with ought-to L2 Self, and the other nine with L2 Learning Experience. The findings revealed no significant difference between male and female students in L2 motivational orientation for English learning, and female learners’ L2 motivation in English language learning was affected by L2 motivation compared to male learners. Furthermore, there was a significant difference between female and male students’ scores in ought-to L2 self. Moreover, it was found that there was no significant difference between female and male learners’ L2 experience. Regarding residential background, there was a significant difference among the mean ranks of the city participants at three L2 Motivational Orientations but there was no significant difference among the mean ranks of the rural participants at three L2 Motivational Orientations.Keywords: Educational transition; Gender; Residential background; Second language (L2) motivation; Second language (L2) selvesTrying to motivate language learners is one of the most demanding yet vital challenges faced by L2 teachers. Dealing with Dörnyei’s motivational theory, the current research was an attempt to ponder the ideal-self, ought-to-self, and L2 experience orientations of Iranian EFL high-school students. Moreover, this study examined whether there was any relationship among three L2 motivational variables across gender and residential background. To this end, 200 male and 184 female junior-high-school students were selected through cluster sampling. The newly designed L2 motivational self-system questionnaire consisted of three main variables, in which 13 items were related to Ideal L2 Self, 12 with ought-to L2 Self, and the other nine with L2 Learning Experience. The findings revealed no significant difference between male and female students in L2 motivational orientation for English learning, and female learners’ L2 motivation in English language learning was affected by L2 motivation compared to male learners. Furthermore, there was a significant difference between female and male students’ scores in ought-to L2 self. Moreover, it was found that there was no significant difference between female and male learners’ L2 experience. Regarding residential background, there was a significant difference among the mean ranks of the city participants at three L2 Motivational Orientations but there was no significant difference among the mean ranks of the rural participants at three L2 Motivational Orientations.