Journal of Teaching Language Skills最新文献_第8页

Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing 写作纠正反馈与任务复杂性操作对英语学习者写作语法准确性影响的比较

Journal of Teaching Language Skills Pub Date : 2019-03-01 DOI: 10.22099/JTLS.2019.33549.2688

S. Vahdat, Niloofar ِDaneshkhah

{"title":"Comparison of the effects of Written Corrective Feedback and Task-complexity Manipulation on the Grammatical Accuracy of EFL Learners’ Writing","authors":"S. Vahdat, Niloofar ِDaneshkhah","doi":"10.22099/JTLS.2019.33549.2688","DOIUrl":"https://doi.org/10.22099/JTLS.2019.33549.2688","url":null,"abstract":"This study compared the effects of teacher-provided written corrective feedback and manipulation of resource-directing dimensions of task cognitive-complexity along +/- Here and Now condition on the grammatical accuracy of Iranian EFL learners’ writing products. There were 45 participants in the study who were randomly assigned to three experimental groups. All the participants were first given a prompt for the pre-test of writing, and then each group received its own intervention (direct written corrective feedback, indirect written corrective feedback, and task manipulation) for four sessions during four weeks. Subsequently, all the groups took the pre-test prompt of writing for their post-test performance after which the data were collected for the statistical analyses and fed into SPSS. The findings of the study confirmed the significant effects of direct written corrective feedback on increasing the grammatical accuracy of learners’ writings. There were implications, then, based on the results, highlighting the role of meaningful context of task application in the classroom.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132669401","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

Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks 探讨英语学习者在语用重点角色扮演任务中对公式化序列的使用

Journal of Teaching Language Skills Pub Date : 2019-03-01 DOI: 10.22099/JTLS.2019.33711.2694

Abdullah Sarani, Rasool Najjarbaghseyah

{"title":"Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks","authors":"Abdullah Sarani, Rasool Najjarbaghseyah","doi":"10.22099/JTLS.2019.33711.2694","DOIUrl":"https://doi.org/10.22099/JTLS.2019.33711.2694","url":null,"abstract":"Communicative language use largely entails regular patterns consisting of pre-constructed phrases or sequences. These sequences have been examined by many researchers to find the situation-based formulas which may help L2 learners follow a possibly more target-like speaking system. This study, therefore, explored two categories of formulaic expressions including speech formulas and situation-bound utterances used by EFL learners. The randomly selective participants included 30 intermediate and 30 advanced learners, who performed a total number of 120 role-play tasks focused on the situations which required the use of thanking, requesting, offering, and apology speech acts. Audio-recorded data from role-plays were transcribed and analyzed based on existing lists of speech formulas. Results showed that the participants produced more than 102 types of formulaic sequences that could be called “a list of pragmatic routines for thanking, requesting, offering, and apologizing speech acts in the EFL context”. This list includes 44 and 58 speech formulas and situation-bound utterances, respectively. Results further indicated that advanced language learners used more diverse situation-bound utterances in terms of its internal and contextual complexity than their counterparts in the intermediate group due to expert judgments. Because these formulas can increase coherence in speaking, and enhance effective and natural communication, their instruction could be part of the language teaching curriculum.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132240421","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

Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development 伊朗英语教师专业发展感知模型的建立与验证

Journal of Teaching Language Skills Pub Date : 2018-12-01 DOI: 10.22099/JTLS.2019.32064.2629

Hassan Soodmand Afshar, Shabnam Ghasemi

{"title":"Developing and Validating a Model for Exploring Iranian EFL Teachers’ Perception of Professional Development","authors":"Hassan Soodmand Afshar, Shabnam Ghasemi","doi":"10.22099/JTLS.2019.32064.2629","DOIUrl":"https://doi.org/10.22099/JTLS.2019.32064.2629","url":null,"abstract":"The present study aimed at exploring Iranian EFL teachers’ perception of professional development. To this end, 200 EFL teachers teaching at private language institutes in Iran were selected as the participants of the study. First, a semi-structured interview was conducted with 50 participants of the study based on which Professional Development Perception Questionnaire was developed and pilot-tested (i.e. subjected to exploratory factor analysis) with 82 similar EFL teachers. The questionnaire was then expert viewed and administered to all the 200 participants of the study and was subjected to another factor analysis to ensure its validity and reliability more comprehensively. The findings yielded a valid model or inventory for assessing EFL teachers’ perceptions of professional development. The results also revealed that the participants perceived professional development enhanced their pedagogical knowledge, improved students’ learning outcomes, and helped them understand their own pedagogical weak points and strong points and those of their colleagues. Furthermore, the results of chi-square analyses indicated that high-experienced teachers had significantly more positive perceptions of professional development than their low-experienced counterparts. The results of the current study yielded a valid and reliable model for measuring English teachers’ perception of professional development which can be adopted safely by other similar studies. The findings might also contribute to policymakers and managers of language institutes to establish proper professional development activities for their teachers which might consequently lead to learners’ improvement in learning.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128813105","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

Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework 通过回答哲学问题来评价英语学习者的哲学心态:基于史密斯的哲学思维框架

Journal of Teaching Language Skills Pub Date : 2018-12-01 DOI: 10.22099/JTLS.2019.32745.2660

Gholamhossein Shahini

{"title":"Evaluating EFL Learners’ Philosophical Mentality through their Answers to Philosophical Questions: Using Smith’s Framework","authors":"Gholamhossein Shahini","doi":"10.22099/JTLS.2019.32745.2660","DOIUrl":"https://doi.org/10.22099/JTLS.2019.32745.2660","url":null,"abstract":"Given the role philosophical mentality can fulfill in bringing individuals the essential skills of wisdom and well thinking, the present paper, by applying Smith’s (2007) theoretical framework, strived to explore the extent philosophic-mindedness exists among the participants. Considering the fact that, a philosophic mind begets philosophical answers, the participants’ philosophical thinking ability was evaluated through analyzing their answers to philosophical questions. To this end, through convenience sampling, a group of 40 EFL students in BA degree, 21 female and 19 male with the age range of 19 to 35, at Shiraz University, Iran, were selected. They were asked to read two simple short passages, story and non-story, and answer the related questions. Based on three characteristics of philosophic-mindedness (i.e. comprehensiveness, penetration, and flexibility) it was revealed that the majority of the participants signified rigidity and dogmatism in their way of thinking and were in the habit of shallow and superficial thinking. They seemed to be unable to afford themselves a profound insight into the questions. The minority, on the other hand, took notice of different options in the questions, reappraised their varying strands, and provided reasonable answers. In addition, it was inferred that lack of comprehensiveness alone assures lack of philosophical mentality. Finally, the three dimensions of philosophic-mindedness recommended in the framework can be utilized by stakeholders in educational fields to realize a person with (non-) philosophical mentality.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127760856","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

Perceptions of EAP for Business: Fresh Findings from Academia and Workplace 企业EAP的认知:来自学术界和工作场所的新发现

Journal of Teaching Language Skills Pub Date : 2018-12-01 DOI: 10.22099/JTLS.2019.31601.2610

M. Amerian, F. Marefat

{"title":"Perceptions of EAP for Business: Fresh Findings from Academia and Workplace","authors":"M. Amerian, F. Marefat","doi":"10.22099/JTLS.2019.31601.2610","DOIUrl":"https://doi.org/10.22099/JTLS.2019.31601.2610","url":null,"abstract":"In a scholarly convention, ESP has bilaterally focused on “academic” and “occupational” arenas leaving the symbiosis between the two almost untouched. The present study, thus, aims to weigh the concordance between what is taught in universities as EAP courses for B.A. students in Business and Economics and what English skills and abilities are, actually, required from them on the job. Altogether, 120 university teachers and 30 business managers were asked for their opinions about the existing curricula from one side and occupation-related English expectations from the graduates from the other. Triangulation of instruments using questionnaire, interview, teacher-assessment, and participant observation was applied. The results narrated not good news: considerable mismatch between the aforementioned arenas (education and occupation) and complete ignorance of oral skills (listening and speaking) in the academia, despite their vital importance at the workplace. The participants mainly emphasized equipping students with various skills required from them at work after their general English proficiency development and empowering EAP teachers with the needed content knowledge to potentially tailor university education and market. Implications of the study can include creating more practical opportunities such as simulated classes based on workshops and on-the-job training (OJT) with cooperation of the professionals in business. The findings can help educational policy-makers shift their focus to the graduates’ professional-future literacy, modify the EAP curricula with regard to real needs of the workplace and contribute to decreasing the gap between academia and labor market.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129987655","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 Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning 在线学习工具对二语阅读理解和词汇学习的影响

Journal of Teaching Language Skills Pub Date : 2018-10-01 DOI: 10.22099/JTLS.2019.32248.2637

Abbas Ali Zarei, M. Amani

{"title":"The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning","authors":"Abbas Ali Zarei, M. Amani","doi":"10.22099/JTLS.2019.32248.2637","DOIUrl":"https://doi.org/10.22099/JTLS.2019.32248.2637","url":null,"abstract":"The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126237793","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: 7

EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success 英语教师逆境商、个人成长主动性与教学成功

Journal of Teaching Language Skills Pub Date : 2018-10-01 DOI: 10.22099/JTLS.2019.32783.2661

H. Marashi, Samira Rashidian

{"title":"EFL Teachers’ Adversity Quotient, Personal Growth Initiative, and Pedagogical Success","authors":"H. Marashi, Samira Rashidian","doi":"10.22099/JTLS.2019.32783.2661","DOIUrl":"https://doi.org/10.22099/JTLS.2019.32783.2661","url":null,"abstract":"This study investigated the relationship among Iranian English teachers’ adversity quotient, personal growth initiative, and pedagogical success. The participants comprised 28 male and female English teachers and a total of 336 male and female EFL learners who attended the abovementioned teachers’ classes (12 for each teacher). Stoltz’ (1997) Adversity Response Profile (ARP) and Robitscheck’s (1998) Personal Growth Initiative Scale (PGIS) were administered among the 28 teachers while Moafian and Pishghadam’s (2009) Characteristics of Successful Iranian EFL Teachers Questionnaire (SIETQ) was administered among the 336 students. To look into the relationship and the predictability of the three aforesaid constructs, a Pearson product-moment correlation and subsequently multiple regression analysis were run following all statistical prerequisites necessary for running these parametric tests. The results demonstrated that there was a significant correlation among the teachers’ scores on the ARP and SIETQ, and their PGIS and SIETQ. Also, there was a significant difference in the predictability of the teachers’ SIETQ by their ARP and PGIS.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128133575","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: 6

Exploring the Conceptions of Academic Reading Comprehension by Iranian Graduate Students of Applied Linguistics 伊朗应用语言学研究生学术阅读理解概念的探讨

Journal of Teaching Language Skills Pub Date : 2018-07-01 DOI: 10.22099/JTLS.2019.32055.2628

M. Atai, M. Hashemi, Hassan Nejadghanbar

引用次数: 3

Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures 关注词汇和二语学习者口语复杂性、准确性和流利性的发展

Journal of Teaching Language Skills Pub Date : 2018-07-01 DOI: 10.22099/JTLS.2019.31417.2601

A. Mirzaei, Ashraf Beyzaei, A. Roohani

{"title":"Focus on Lexis and L2 Learners' Development of Oral Complexity, Accuracy, and Fluency Measures","authors":"A. Mirzaei, Ashraf Beyzaei, A. Roohani","doi":"10.22099/JTLS.2019.31417.2601","DOIUrl":"https://doi.org/10.22099/JTLS.2019.31417.2601","url":null,"abstract":"Second language (L2) theories have for long acknowledged the importance of focus on formulaicity or conventionalized lexical chunks. Yet, there has been little attempt to examine the impact of this on foreign language learners’ development of complexity, accuracy, and fluency (CAF) measures. The purpose of this study was twofold: First, to see whether lexis-based instruction had any significant effects on EFL learners' oral CAF, and, second, whether different types of lexis-based instructions (e.g., using corpus-based concordances, textual lexis enhancement, and audio-visual captioned lexis) had differential effects. Participants were 54 EFL undergraduates at an Iranian university. After checking the initial homogeneity, 2 groups of participants were randomly assigned to experimental (lexis) and control (non-lexis) groups. After pretesting on CAF, the lexis sub-groups received the 3 types of lexis-based instructions in a counterbalanced manner. After each lexis instruction, students’ oral data were also obtained. The control group received mainstream non-lexis instruction. One-way MANCOVA results pointed to the significant effects of lexis instruction on oral CAF measures. Specifically, repeated-measures MANOVA results revealed that audio-visual captioned lexis was the most effective modality in heightening formulaicity. The findings suggest that focus on lexis is beneficial to L2 learners’ oral skills. Further theoretical and pedagogical implications are discussed.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131845862","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

Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment 伊朗英语教师集体效能感、自我效能感与工作满意度:教学承诺的中介作用

Journal of Teaching Language Skills Pub Date : 2018-07-01 DOI: 10.22099/JTLS.2019.30729.2572

J. Fathi, Elaheh Rostami

引用次数: 14