Journal of Research in Applied Linguistics
Volume:11 Issue: 1, Winter-Spring 2020

This study addresses the impact of 2 types of written corrective feedback (WCF) on the acquisition of the third person singular -s in English. The study followed a quasi-experimental design: 2 experimental groups and 1 control group that included 57 preservice teachers from a Chilean university. The experimental groups underwent a treatment based on the provision of direct metalinguistic feedback (group 1) and indirect metalinguistic feedback (group 2). The control group did not receive any type of WCF. At the end of the treatment, a posttest was run and, 1 month later, a delayed posttest was given. Finally, a semistructured interview was conducted in order to identify the L2 learners’ perceptions about the provision of WCF through a Wiki environment. There was no significant difference between the experimental groups on the posttest. However, on the delayed test, group 2 outperformed group 1.

In applied linguistics, washback, or backwash, refers to the influence of tests on teaching and learning. Though there is now a large body of research investigating the impact of tests on educational processes and outcomes, the possible effect of language tests on the psychological environment of language classrooms remains underexplored. This study examined the effect of IELTS on the classroom climate of IELTS speaking preparation courses. To isolate the washback of IELTS, the classroom climate of an IELTS speaking preparation course was compared with that of a general conversation course, both taught by the same teacher. Data were collected using classroom observations and a questionnaire. Sixty-seven participants responded to a measure of classroom climate and 4 sessions of each of the noted courses were observed. Data were analyzed, using parametric and nonparametric statistics. It was revealed that IELTS exerted some negative influence on 3 dimensions of classroom climate: student involvement, teacher support, and investigation. In contrast, the washback of IELTS on class cohesiveness, teacher support, investigation, task orientation, as well as on cooperation and equity appeared to be positive. Findings carry implications for language teaching, test preparation, and language classroom management.

Despite the global spread of English, it seems that voices from Persian-speaking teachers concerning English as an international language (EIL) teaching methods and materials are underrepresented. The present study set out to explore how nonnative Persian-speaking English language teachers respond to the increasing global dominance of EIL and native- and non-native-speakers’ language norms within the general paradigm of ELT. Questionnaires and interviews were used to explore 210 teachers’ beliefs about language teaching materials and methods in the context of EIL. Findings showed that the teachers noticed the need to expose English language learners to both native and nonnative varieties of English. Furthermore, the teachers acknowledged the significance of using standard English for language instruction. They seemed to be open to nonnative varieties of English, as they expressed their concern for what is communicatively acceptable. Findings contribute to our understanding of requisite language pedagogy in the EIL context.

The validity of large-scale assessments may be compromised, partly due to their content inappropriateness or construct underrepresentation. Few validity studies have focused on such assessments within an argument-based framework. This study analyzed the domain description and evaluation inference of the Ph.D. Entrance Exam of ELT (PEEE) sat by Ph.D. examinees (n = 999) in 2014 in Iran. To track evidence for domain definition, the test content was scrutinized by applied linguistics experts (n = 12). As for evaluation inference, the reliability and differential item functioning (DIF) of the test were examined. Results indicated that the test is biased because (1) the test tasks are not fully represented in the Ph.D. course objectives, (2) the test is best reliable for high-ability test-takers (IRT analysis), and (3) 4 items are flagged for nonnegligible DIF (logistic regression [LR] analysis). Implications for language testing and assessment are discussed and some possible suggestions are offered.

As a mixed-method study, this study investigated EFL test-takers’ perceptions of paired speaking tests and the role of interlocutor variables (i.e., peer interlocutor’s acquaintanceship, gender, and proficiency level) in pairing in a Cambridge English Language Assessment Open Center. The participants (N = 148), having experienced sitting either live paired speaking tests of Cambridge ESOL (group P, n = 53) or only IELTS solo interview, (group S, n = 48) or both (group P-S, n = 47), completed a validated Likert-scale questionnaire. Also, 63 of the participants attended, on a voluntary basis, a semistructured interview. Findings indicated group P test-takers had significantly more positive perceptions of paired/group speaking tests than their counterparts in group P-S, who, in turn, had significantly more positive perceptions of pairing than group S participants. Interview results revealed that the majority of the participants preferred friend, same-proficiency-level, and same-gender peer interlocutors. The (culture-specific) reasons for the findings are discussed in detail.

McCarthy scholarship has predominantly tended to stress the writer’s revisionism with regard to his rendering of the myth of the American West in Blood Meridian (1985). McCarthy’s novel has beenmainlyhailed as a critique of the violence of manifest destiny. This study aims to delineate aspects of McCarthy’s narrative which resist the predominant view of him as a revisionist. In this regard, it addresses the writer’s representation of manifest destiny and American identity in this narrative. It is argued that McCarthy’s narrative essentially problematizes historiographic representation of the myth of the West not only by denying a valid access to history, but also by calling into doubt the truth claims of such a representation. Furthermore, the writer’s visions of violence and evil as universal entities undermine the predominant view of him as a revisionist. Finally, a critical reading of McCarthy’s rendering of American identity vis-à-vis Native American identity underscores the marginalization and denigration of Native Americans in the text.