Journal of Teaching Language Skills最新文献_第3页

The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation 外语写作课程翻转对写作表现和写作动机的影响

Journal of Teaching Language Skills Pub Date : 2020-11-01 DOI: 10.22099/JTLS.2021.38564.2900

Zeinab Khazaee, Hamidreza Dowlatabadi, M. Amerian, J. Fathi

{"title":"The Effect of Flipping a Foreign Language Writing Course on Writing Performance and Writing Motivation","authors":"Zeinab Khazaee, Hamidreza Dowlatabadi, M. Amerian, J. Fathi","doi":"10.22099/JTLS.2021.38564.2900","DOIUrl":"https://doi.org/10.22099/JTLS.2021.38564.2900","url":null,"abstract":"To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group (F= 22.20, p = 0.000, partial eta squared = 0.35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation (F= 51.67, p = 0.000, partial eta squared = 0.56). The findings have remarkable implications for L2 writing methodology.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"440 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125774319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model 课堂翻转对伊朗中级英语学习者参与度的影响及其对翻转课堂模式的感知

Journal of Teaching Language Skills Pub Date : 2020-11-01 DOI: 10.22099/JTLS.2021.38824.2901

E. A. Salimi, Maedeh Karimabadi

{"title":"The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model","authors":"E. A. Salimi, Maedeh Karimabadi","doi":"10.22099/JTLS.2021.38824.2901","DOIUrl":"https://doi.org/10.22099/JTLS.2021.38824.2901","url":null,"abstract":"Regarding problems with traditional models of instruction, EFL learners need to exercise innovative models of learning. For this purpose, flipped classroom instruction may render an effective learning environment. The purpose of this study was to determine how flipped instruction may increase learners’ engagement. Therefore, 100 Iranian EFL intermediate students, selected based on convenience sampling, participated in this study. The students were then randomly assigned to the experimental (n=50) and control group (n=50). Those in the experimental group were instructed by a flipped classroom model for 10 sessions, while the control group participants were instructed on traditional methods. Before and after treatment, all the participants filled out the “Classroom Engagement Inventory” by Wang, Bergin, and Bergin (2014) which served as the pre and post-tests. A repeated measures ANCOVA was conducted to analyze the pre and post-tests of the experimental and control groups. The results indicated that the students' level of engagement in the experimental group increased in comparison to the performance of the students in the control group. Moreover, a semi-structured interview was conducted to find out students' perceptions of this model. Thematic analysis of the interview indicated that the students had positive perceptions of the model; believed that classroom and home activities remarkably increased their engagement; and preferred the role of the teacher in a flipped classroom than in a traditional one.It can be implicated that educators need to focus on the innovative methods of instruction by utilizing different technological tools.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"444 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125767953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education 伊朗TEFL博士研究生在博士教育过程中的职业认同发展调查

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2020.38243.2872

Armaghan Qaleshahzari, E. Faghih, Massood Yazdanimoghaddam

{"title":"Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education","authors":"Armaghan Qaleshahzari, E. Faghih, Massood Yazdanimoghaddam","doi":"10.22099/JTLS.2020.38243.2872","DOIUrl":"https://doi.org/10.22099/JTLS.2020.38243.2872","url":null,"abstract":"The current study investigated the Iranian Teaching English as a Foreign language (TEFL) Ph.D. candidates’ (TPCs) professional identity development during the TEFL Ph.D. education program (TPEP). Applying a mixed-method design, the current study used two kinds of instruments: a four-point, Likert-scale, a researcher-made questionnaire on TPCs’ professional identity development, and the semi-structured interviews. First, the survey was mailed to 80 university instructors. Then, to yield an in-depth understanding of how TPCs develop their professional identity, TPCs with more than 10 years of intensive experience were asked to participate in the interview. Following the quantitative data analysis, the qualitative data obtained through semi-structured interviews were analyzed using descriptive qualitative content analysis techniques. The results indicated that the majority of the participants believed that TPEP caused them to gain social legitimation from their community of practice, to get socialized to their global community, and raised their social status; therefore, they believed that not only professional but also personal development took place. Furthermore, it developed their pedagogical knowledge; however, it created small changes in the likelihood of TPCs’ career advancement and led to a small increase in their job satisfaction and security. The findings of the study can have some pedagogical implications for teacher education programs in that they can be used to emphasize their strengths, eliminate their weaknesses, and incorporate ample opportunities for TPCs’ reflection on their current and aspiring professional identities and improve their performance in classes.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125606270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring L1 use in English as Foreign Language Classrooms through Activity theory 用活动理论探讨外语课堂中母语的使用

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2021.39025.2912

Hossein Bozorgian, Sedighe Fallahpour

{"title":"Exploring L1 use in English as Foreign Language Classrooms through Activity theory","authors":"Hossein Bozorgian, Sedighe Fallahpour","doi":"10.22099/JTLS.2021.39025.2912","DOIUrl":"https://doi.org/10.22099/JTLS.2021.39025.2912","url":null,"abstract":"This study attempts to examine the amounts, purposes, and reasons for using L1 by teachers as well as the amounts and purposes of its use by students in English as foreign language classrooms through investigating two pre-intermediate classes of an English language institute in Iran. Among students with an age range of 16-25 years, eight male and female students were in one class and 16 were in the other class (N = 24). Two native Persian teachers with master's degrees in Teaching English as a Foreign Language participated in this study: One was 40 years old with 14 years of experience and the other one was 32 years old with nine years of experience. Eight 90-minute sessions of each teacher’s class were audio-recorded. Following that, the two teachers were interviewed to report on the reasons for which they used their first language. The findings obtained from the classroom audio transcriptions were analyzed using a combination of quantitative and qualitative approaches through the lens of Activity Theory. Moreover, the teachers’ interviews were thematically analyzed and the results of these analyses indicated that the teachers and their students resorted to the first language as an important cognitive and pedagogical tool on different occasions wherever needed during their teaching. The findings also revealed that teachers in this study maintained that using the students’ first language supports second/foreign language learning and teaching processes in the pre-intermediate levels.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114360769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment 诊断评价与动态评价对英语学习者接受-反应和生产-反应听力理解成绩的影响

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2020.38116.2865

Ghazaleh Zandi, Kobra Tavassoli, Fateme Nikmard

{"title":"Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment","authors":"Ghazaleh Zandi, Kobra Tavassoli, Fateme Nikmard","doi":"10.22099/JTLS.2020.38116.2865","DOIUrl":"https://doi.org/10.22099/JTLS.2020.38116.2865","url":null,"abstract":"Listening comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ progress on two types of listening comprehension items, receptive-response and productive-response, through diagnostic assessment (DIA) and dynamic assessment (DA). To do this, a Nelson proficiency test was administered among 120 EFL students in six classes, out of which, 90 students whose scores were in the acceptable range were selected. The classes were then randomly divided into three groups of control, DIA, and DA. As the pretest, a KET listening test in two sections of receptive-response and productive-response items was used to check the learners’ initial performance. Next, as for the treatment, in the DIA group, the learners took four listening tests with receptive-response and productive-response items in the form of test-feedback; in the DA group, the learners took the same four tests in the form of test-mediation-retest, and in the control group, the learners practiced receptive-response and productive-response items after each listening activity. At the end of the study, another KET listening test in two sections of receptive-response and productive-response items was administered to the participants to investigate the three groups’ progress from pretest to posttest. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run, and the results showed that both DIA and DA resulted in significant improvements in the learners’ performance on both receptive-response and productive-response listening items; however, the difference between the two types of assessment was not significant.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126200983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents 伊朗的外语教育政策(FLEP):主要国家政策文件中的国家授权

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2021.38870.2904

Z. Tajeddin, Fariba Chamani

{"title":"Foreign Language Education Policy (FLEP) in Iran: Unpacking State Mandates in Major National Policy Documents","authors":"Z. Tajeddin, Fariba Chamani","doi":"10.22099/JTLS.2021.38870.2904","DOIUrl":"https://doi.org/10.22099/JTLS.2021.38870.2904","url":null,"abstract":"The worldwide spread of English as the dominant language of globalization has accelerated the development and implementation of Foreign Language Education Policy (FLEP) in many countries. However, Iranian macro policymakers seem to be reluctant to develop an overt FLEP due to ideologized agendas. This study employs document analysis to explore FLEP in eight major national policy documents in Iran including, inter alia, National Vision 2025, Comprehensive Scientific Roadmap, and National Document of Education. This analysis was based on Kaplan and Baldauf’s (1997, 2003) framework for language-in-education planning, which covers Access, Curriculum, Methods and Materials, Evaluation, Personnel, and Resourcing policy as its major components. The data, coded through MAXQDA Software, revealed that the documents relatively deal with almost all components of FLEP excluding the Resourcing policy. Curriculum policy and Methods and materials policy receive the highest attention. Further, some contradictions, conflicts of interest, and gaps are observed in the documents regarding FLEP. Although these documents deemed English necessary for the development of the country, there are worries that it may lead to Westernization. The findings also show that FLEP in Iran is top-down and hardly reflects the needs and attitudes of the community. This has resulted in the failure of ELT in public schools and, in turn, its boom in the private sectors.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129087334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency 用图形标记突出句法韵律和重读韵律及其对ESP读者外语阅读焦虑和流畅性的影响

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2021.38956.2908

A. Kargar

{"title":"Using Graphic Markers to Highlight Syntactic and Emphatic Prosody and its Impact on ESP Readers' Foreign Language Reading Anxiety and Fluency","authors":"A. Kargar","doi":"10.22099/JTLS.2021.38956.2908","DOIUrl":"https://doi.org/10.22099/JTLS.2021.38956.2908","url":null,"abstract":"The study aimed at examining the effects of scaffolding ESP readers, by using graphic markers and highlighting syntactic and emphatic prosody, on their Foreign Language Reading Anxiety (FLRA) and fluency. A mixed-methods research design was used for a deeper understanding of the obtained data. An experimental design was planned with a control and an experimental group including 38 students of two fields, museum studies, and conservation of historic buildings in Shiraz University of Arts. Participants of the experimental group were scaffolded to develop reading fluency with different graphic markers, while members of the control group had their usual ESP classes. The participants’ FLRA and reading fluency levels were assessed prior to the study and after it ended. Statistical analysis of the results proved that scaffolding the students with graphic markers had the potential to lower their FLRA. Also, the results of fluency assessment frameworks including Words Read Correctly per Minute (WCPM), Multidimensional Fluency Scale (MDFS) and National Assessment of Educational Progress (NAEP) confirmed the effectiveness of scaffolding the readers with graphic markers. For a deeper understanding, the data were explored using qualitative data classification and analysis by the NAEP framework. The qualitative analysis of the observations showed while graphic cues can scaffold the learners to notice their shortcomings toward an optimum level of fluency, they could not be the sufficient condition for achieving the goal. It was also concluded that online decoding, sight-word reading, and sensitivity to stress and intonation are pre-requisites of fluent and prosodic reading with expression.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130741755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners' through English Newspaper Articles 通过英语报纸文章探讨混合、翻转和传统的语法教学策略对伊朗英语学习者的影响

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2020.38443.2883

F. Khodabandeh, Mohammad Hassan Tharirian

{"title":"Exploring the Impact of Blended, Flipped, and Traditional Teaching Strategies for Teaching Grammar on Iranian EFL Learners' through English Newspaper Articles","authors":"F. Khodabandeh, Mohammad Hassan Tharirian","doi":"10.22099/JTLS.2020.38443.2883","DOIUrl":"https://doi.org/10.22099/JTLS.2020.38443.2883","url":null,"abstract":"Following the recent developments in educational technology-integrated learning, interest in the true implementation of flipped and blended classrooms as innovative approaches has become increasingly popular among language education authorities. This research aimed at comparing flipped, blended, and traditional teaching (T-learning) contexts on Iranian EFL learners’ grammar learning. To this end, 60 intermediate EFL students out of 80, based on their performance in an Oxford Placement Test (OPT), were selected and divided into three groups, including two comparative and one control group, 20 in each. At the beginning of the study, the three groups participated in a pretest to assess their initial ability of grammar knowledge. To integrate technology into their instruction, both comparative groups received the same treatment and materials based on the Substitution, Augmentation, Modification, and Redefinition (SAMR) model. The blended comparative group received instruction in both on-line and T-learning contexts, while the flipped comparative group received instruction in an online context. The control group received instruction in a T-learning context. After the treatment sessions, they participated in a post-test. The findings showed that reading interesting English newspaper articles, both in the blended and flipped classrooms had a statistically significant effect on developing EFL learners' grammar knowledge. The findings of the study may be beneficial for EFL teachers and material developers to reconsider the role of educational technology (Ed Tech) tools to support classroom-based learning.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127547913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Development and Validation of Peer Support Questionnaire (PSQ) 同伴支持问卷(PSQ)的编制与验证

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2021.38853.2906

Mahnaz Mostafaei-Alaei, Hedieh Hosseinnezhad

引用次数: 3

Development and Validation of a Measure of Self-Regulated Capacity in Learning the Grammar of English as a Foreign Language 外语英语语法自我调节能力量表的开发与验证

Journal of Teaching Language Skills Pub Date : 2020-10-01 DOI: 10.22099/JTLS.2021.38867.2903

Kioumars Razavipour, Sara SafariArdakani, Zohreh GoonibandShooshtari

引用次数: 0