International Journal of Research in English Education
Volume:7 Issue: 4, Dec 2022

The present study was conducted to investigate the impact of collaborative output tasks on Iranian intermediate EFL learners’ knowledge of active/passive voice. The main question this study tried to investigate was whether there would be any significant difference between the means of the two participant groups in a grammar posttest if the groups were taught with two different teaching methods. The participants of the study comprised 40 EFL learners. They were divided into two experimental and control groups. Each group consists of 20 participants. The control group received the traditional treatment while the experimental group was taught active/passive voice through collaborative output tasks. Two similar tests were prepared as the pretest and posttest to measure the students’ active/passive voice knowledge at the beginning and end of the study. To analyze the data, a series of paired sample t-tests and independent sample t-tests were run. The results showed that participants in the experimental group had a better performance than the control group. Consequently, it was concluded that the utilization of collaborative output tasks in teaching active/passive voice led to a higher level of knowledge improvement.

The present study made an attempt to determine the translator’s choices made, both at macro and micro levels, to render humor from English into Persian. To this end, the English version of Teule’s (2008) The Suicide Shop and its Persian translation, which was made by Karamveisi (2017), was carefully investigated to extract humor and Persian translations. Then, Chiaro’s (2010) taxonomy of translation strategies, including replace the source VEH with a different instance of VEH in the TL, replace the source VEH with an idiomatic expression in the TL, ignore the VEH altogether, and leave the VEH unchanged, were applied to examine the translation strategies employed by Karamveisi to cope with humor. Karamveisi’s overall strategy for the whole text was also probed on the basis of Nida’s (1964) formal and dynamic equivalences. As the results indicated, Karamveisi was interested in the employment of the TT-oriented translation strategies rather than the ST-oriented ones that led his overall strategy at macro level to be the TT-oriented and his translation to be dynamic. Hence, Karamveisi was able to create the humorous effect on the recipients and amuse them successfully.

COVID-19 pandemic has been a worldwide grave issue that unfavorably affected people’s life, including education. This study aimed to examine the impact of the COVID-19 pandemic on students’ learning in Iran EFL context. A mixed method research design was employed in carrying out the study. The quantitative data were gathered through an online survey questionnaire from 139 students in Islamic Azad university (IAU) selected on convenience sampling method and six semi-structured interviews were conducted to collect qualitative data. The quantitative data analyzed through Statistical Package for Social Sciences (SPSS) showed that the students were not involved in a continual online teaching and learning during the COVID-19 pandemic. They also revealed that the pandemic unspeakably affected students’ learning in Iran. In addition, the qualitative data coded and analyzed thematically showed that the students had problems with the Internet and technological facilities, and they suggested that the IAU design and introduce a resourceful online platform which will be free for and accessible to poor Internet connection users because some of the students live in areas where the Internet speed is very slow. The finding of the study may help educational managers and higher education leaders to review and adopt policies for teaching and learning in emergency cases. It will also help lecturers to design a proper plan and improve their instruction in these cases.

This study aims to explore the treatment of pronunciation in English language teaching and presents the position of pronunciation teaching at the tertiary level in Bangladesh. Many English language learners in Bangladesh have pronunciation problems both from production and perception perspectives.  This research is mainly significant because it focuses on the key factors of effective pronunciation teaching implementation in the Bangladeshi context. Moreover, it explores the practical implications of learners’ pronunciation development. This research includes a combination of both qualitative and quantitative data and research procedures. It represents data collected from a total of 111 students and 20 teachers at five private universities in Bangladesh through a questionnaire, interview and focus group discussion. The results of this study show key elements for the upgrading of pronunciation education and recommend effective techniques of teaching and learning for improving knowledge of pronunciation. It reveals that English pronunciation classrooms should not only emphasize theoretical knowledge but also encourage learners to practice more for practical skills and suggests possible pedagogical implications for teachers, researchers and policymakers. Finally, this study emphasizes on effective approaches and techniques based on Bangladeshi learners’ requirements.

The present study trailed a proper experimental design to examine jigsaw reading method in our setting. The data collection process encompassed qualitative and quantitative evaluations. The scrutinization aimed to influence the interactive jigsaw method on EFL intermediary Iranian learners’ reading capability and anxiety. 205 Iranian learners acquired the Oxford Placement Test, 135 intermediary learners were selected as the research sample. A random control group (CG) and an experimental group (EG) were designated to the participants. The instrumentation was pre-and post-tests for evaluating the reading performance, and the subjects replied reading anxiety questionnaire, which was validated by Zoghi (2012). The EG outperformed the CG in their reading performance comprehension, which is indicated in the results. Also, EG participants’ reading anxiety reduced after considerable management. The outcomes also did not reveal any significant variance among the two age groups. The findings might accord creative intuitions in jigsaw interactive learning and reading, and the situation could encompass the conclusions of the associated literature. The research results can be advantageous to instructors by invigorating their learners’ L2 reading ability. Moreover, learners become skilled in regulating their anxiety and acting more assertively amid the tasks.

The art of public speaking comes into play in many places. It is important not only in the delivery of speeches and public talks, but also in professional presentations, training events, and motivational speaking. ELT teachers, teacher trainers, lecturers and university professors, all have a reason at times to speak in front of others. A lackluster speaker can make a topic or proposal seem less than enticing, while a polished speaker can add allure to an otherwise mediocre proposition. Stephen E. Lucas’ “The Art of Public Speaking” is the leading public speaking textbook in the field. Whether a novice or an experienced speaker when beginning the course, every page-turner will learn how to be a better public speaker through Lucas’ clear explanations. Vivid examples, creative activities, annotated speech samples, and foundation of classic and contemporary rhetoric provide learners a strong understanding of public speaking. Lucas’ book which is under review in this paper reminds us that the most ordinary person can become extraordinary by developing their God-given potentials and unique gift of speech to be an inspiration and positive influence in the lives of others

Gamification is an innovative pedagogical approach where digital games are used in an educational setting which provides tools to consider the instructions from the engagement aspects. Accordingly, since language classes are not always attractive for learners, instructors are looking for new strategies and techniques to provide opportunities to increase learners’ communication and cooperation skills in classrooms. Therefore, nowadays, teachers try using gamification tools to enhance learners’ communication skills. In this case, the present study aimed to investigate the effect of gamification, as one of the motivating ways, on Iranian EFL learners’ willingness to communicate and cooperate. A total of 50 Iranian intermediate EFL learners were chosen through convenience sampling and categorized into two groups (experimental and control groups). The classes were held online on the Adobe Connect platform. Two gamification websites (Flippity & Wordwall) were applied in the experimental group as the treatment, and the traditional method was used for the control group to teach three chapters of American English File book 1. In the experimental group, in the middle of the class, a link was given to the learners. They were randomly grouped through the spin wheel of the Flippity app and were asked to click on the link to start the game that appeared on their screen through the Wordwall and Flippity applications. The results demonstrated that gamification as a treatment in the experimental group was effective and applying gamified activities had a significant effect on Iranian intermediate EFL learners’ willingness to communicate and cooperate. However, there was not any significant difference between male and female willingness to communicate and cooperate using gamification. The results of this study can aid teachers and students in better implementation of gamified tools.