جستجوی مقالات مرتبط با کلیدواژه "learners" در نشریات گروه "ادبیات و زبان ها"

The success of language teachers and learners is definitively pertinent to the emotions they experience in academic environments. Accordingly, the factors impacting language teachers’ and learners’ emotions must be recognized. Many scholars have scrutinized emotional variables in response to this necessity through various methodological approaches. The present study aims to evaluate some of the innovative approaches to assessing emotional factors to see how innovative they are and review their positive points and shortcomings. To do so, Q Methodology (Q), idiodynamic method, Latent Growth Curve Modeling (LGCM), Process Tracing Approach (PTA), Social Network Analysis (SNA), Nested Ecosystem Model (Ecological approach), and Retrodictive Qualitative Modeling (RQM) methods have been selected to be reviewed in this research. The findings highlight several strengths and weaknesses of each of the methodological approaches. It has also been reported that these approaches need to be context-specific and person-sensitive to generate more accurate data. Among the approaches, PTA and SNA have received scant attention in the investigation of emotional factors since the data in these two approaches cannot be reported precisely in narrative form. Our study would be conducive for all researchers, notably those working in the field of language teachers’ and learners’ psychology.

In keeping with Control-Value Theory (CVT), learners’ achievement emotions and language achievement can affect e ach other. The flexibility of learners in academic settings can be a refugee from academic difficulties, and protect learners from discouragement after a negative emotional experience about achievement. Review of the literature proved the existence of several studies that have been conducted to support this theory. In this study, the possible contributions of eight achievement emotions (pride, hope, enjoyment, shame, anxiety, boredom, anger, and hopelessness) to language achievement in EFL context were examined to see if there was a relationship between them and learners’ language achievement. Accordingly, 279 advanced EFL learners (148 male and 131 female) of Iran Language Institute (ILI) took part. The Achievement Emotions Questionnaire (AEQ) was used to collect the data about the learners’ emotions and participants’ Grade Point Average (GPA) as evidence for their language achievement was employed to see how much of their achievement emotions could be contributed to their language achievement. The results of multiple linear regression revealed that enjoyment, hope, and anxiety were the three significant emotion factors predicting EFL learners’ language achievement and among them anxiety was the strongest predictor. In addition, based on the results of the independent-samples t-test, there was a statistically significant difference between the female and male learners’ achievement emotions scores. The learners’ emotions in language classes can be dealt with so that they can experience a better language learning experience. The findings are beneficial for EFL teachers, learners, and course designers.

Speaking a foreign language in an academic setting is one of the most challenging tasks among Algerian EFL learners who lack fluency in the target language. The purpose of this paper is twofold: First, it tries to discover the principal reasons behind the learners’ feeling of anxiety when performing orally in class. Second, it attempts to maintain a supportive relationship between students and teachers in order to improve the learners’ oral performance and mitigate anxiety. Through the use of two questionnaires administered to teachers and second year graduate students from the department of English and studying at Belhadj Bouchaib University, data were gathered and analyzed via a mixed- method approach embracing both quantitative and qualitative approaches. The findings revealed that anxiety is omnipresent among the learners who are supposed to perform orally in class, and it is only via better teachers’ sociability that the students may avoid anxiety and improve their oral performance.

The Covid-19 pandemic changed education in general and EFL teaching and learning in particular in most countries. Many schools adopted online classes to cope with the crisis. This study aims to identify the challenges of online classes and their impact on teachers’ and students’ perceptions. It also examines the effects of these changes on the teachers’ professional development. To this end, a quantitative method was used. The data was collected by administering two questionnaires to 51 high school teachers and 100 high school students in Isfahan. This study also examines the effect of the challenges of online classes on English language teachers’ professional development to cope with the crisis. The analysis of the data revealed that online education exerted negative effects on participants’ attitudes toward different issues such as online classes and assessment, technology competence, and interactivity rate. The results also revealed the positive effects of online classes’ challenges on teachers’ professional development and innovative capacity.

Since little is known about how EFL learners experience and understand effective English language classroom, this study was an attempt to find out about the Iranian EFL learners’ experiences of an effective English language classroom at the tertiary level. The design of the current research drew on a phenomenological study in which the lived experiences of EFL learners concerning the effective English language classroom were explored. The primary data collection method was in-depth interviewing with seven Ph.D. candidates (two males and five females) who had been studying English for years and were selected through purposive sampling. The data were coded and explicitated using Colaizzi’s seven-step coding strategy. The three major resulting themes were a) Teacher characteristics, b) Classroom interaction, and c) Class performance. In addition, key findings from the study suggest that two elements of personal experiences and personal beliefs constitute effective English language classroom from the Iranian EFL learners’ perspectives. Recommendations are provided for EFL researchers as the current study reveals.

Though learner-centered paradigm of education has long been introduced to pedagogy in general and language teaching in particular, it seems that scant heed has been given to its implementation as well as the restrictions and challenges on its way. In an attempt to shed more light on the status of learner-centered instruction in Iranian language schools, particularly as regards the impediments hindering its proper application, the current researchers selected a cohort of 240 teachers and 450 students for the questionnaire phase through convenience sampling, as well as 29 male and female language school learners and 30 EFL teachers for interview. Due to its mostly qualitative nature, the study made use of data gathered via questionnaires and semi-structured interviews. As the findings revealed, students referred to resource constraints and teachers’ tendency toward applying traditional practices as the two overriding barriers restricting proper LCE implementation. The other two prominent factors singled out by the findings obtained out of students’ attitudes were lack of clear definition of LCE and lack of familiarity resulting from improper training. As regards teachers’ perspectives of impediments, however, poor motivation on the part of teachers and parents’ lack of receptivity for LCE were identified as the most prominent barriers. Finally, in line with the interview findings, all three categories of teacher-induced, learner-induced, and context-relevant factors were reported to be responsible for limiting LCE implementation with variable degrees of influence. The study findings are thought to have practical implications for English language pedagogy in the Iranian context.

Improvements and changes in all the fields of today’s world civilization lead to making new discoveries, developing new technologies and products that have a great impact on the human mind, contribute to development of languages which reflect all the new phenomena and serve for fixing and transferring the just appeared knowledge. As a result, there appear so-called specialized vocabulary (terms) in all the fields of science, particularly in such physics fields as medical physics, physics of perspective materials, distributed intellectual systems, quantum devices and radio photonics, and others, the central part of which being terminology. Some part of the vocabulary contributes to enlarging of common language lexical units’ number as well. Emergence of such a large number of vocabularies requires their being regulated and ordered as there appear many versions of their writing and necessity of defining common scientific principles of their formation. The relevance of all the ideas mentioned above defines the purpose of the article, which is to consider the ways of forming professional lexical units in different fields of physics from the point of view of their structure and semantics and their influence on the increase of common language vocabulary. The article outlines the opportunities of how to define the ways of word forming as well as its models in multi-field physics. The leading approaches to the study are methods of structural, contextual, word forming analysis, descriptive method, comparison and generalization of word forming ways in multi-field physics, models of these ways, the development of criteria for determining the direction of derivation and the corresponding methodology for analyzing word-formation relationships for substantivation. The results of the research conducted can be used in higher school practice of English lexicology courses, as well as in making dictionaries on language for special purposes in multi-physics fields. The results also showed a sharp increase of special terms the number of which even exceeds the common vocabulary number due to two main ways: substantivation and conversion. Considered is compounding and eponym terms’ contribution to enlargement of physics fields’ vocabulary as well.

The current study aimed to investigate the use of multimedia in language classrooms and its impact on EFL students’ achievement. To this end the researcher observed the performance of two groups, the first of which was taught new idioms according to the traditional method of teaching vocabulary and the latter was taught using multimedia in a language lab. The results of the final exam demonstrated the positive impact of integrating multimedia on idioms learning. This, in turn, substantiates the importance of integrating new technologies in education in general and language teaching in particular.

Teachers employ various strategies to deal with the errors that occur in the classroom. The present study aimed to investigate various types of EFL teachers’ error management behaviors and the reasons for employing them. For this purpose, 15 male and female EFL instructors were selected based on availability sampling. Real-time observations were made based on a 21-item checklist in 45 sessions which were all recorded to be transcribed. The participating teachers were interviewed immediately after the sessions to find out why they had employed specific kinds of error management behavior. Intra and inter rater reliability of the qualitative content analyses were ensured through Cohen’s Kappa (κ). The results of qualitative and quantitative content analyses revealed that positive error management was more frequent compared to negative error management behaviors; in addition, the types of error management behavior patterns were dependent on teacher’s perception toward errors. Based on the results of the interview, providing comforting atmosphere, arousing motivation, and encouraging students’ self-confidence were the major reasons for the teachers’ employment of adaptive and positive error management behaviors. However, when students were naughty, inattentive, and careless, the teachers were inclined to use maladaptive behaviors. Lack of enough time to get the correct answer from the students, and avoiding the distraction of students were also the main intentions behind the teachers’ selection of ‘correction by teacher’ category.

This study investigates EFL learners’ and teachers’ beliefs and preferences for isolated and integrated focus on form and explores the relationship with learners’ EFL proficiency level. A total number of 157 learners and 53 teachers completed the questionnaires on preferences for integrated and isolated focus on form. Participants’ views were further explored based on their responses to the open-ended prompts at the end of the questionnaires. The results indicated that proficiency level influenced learners’ preferences for isolated and integrated focus on form. In addition, teachers and learners were found to hold divergent attitudes towards different types of focus on form instruction. The study concludes by emphasizing the importance of considering students’ preferences in planning classroom practices.

The present study investigates the relationship between multiple intelligences and teaching styles of Eng-lish as Foreign Language (EFL) learners and teachers. The participants of the study included 106 EFL teachers and 400 EFL learners. Teachers were invited to complete a Multiple Intelligences Inventory for EFL Teachers, developed by Christison (1998) and a Thinking Styles Inventory in Teaching, developed by Grigorenko and Sternberg (1993). The students were also asked to complete Student-Generated Inven-tory for Secondary Level and Young Adult Learners, which was developed by Christison (1996; 1998). The results of the descriptive statistics showed that EFL teachers and students preferred the interaction of different kinds of multiple intelligences and teaching styles in the classroom. Pearson correlation, three-way ANOVA and Multivariate ANOVA further illustrated that there was a significant relationship be-tween EFL teachers’ multiple intelligences and the styles of teaching. Factors such as age, field of study and gender, however, did not have any significant effect on multiple intelligences and teaching styles of EFL teachers.