Journal of Teaching Language Skills最新文献_第9页

The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability 序列图、回答问题和3-2-1技巧对英语学习者总结写作能力的影响

Journal of Teaching Language Skills Pub Date : 2018-07-01 DOI: 10.22099/JTLS.2019.31617.2611

Rasoul Mohammad Hosseinpur, Reza Bagheri Nevisi, Saeid Bahrani

{"title":"The Impact of Sequence Map, Answering Question, and 3-2-1 Techniques on EFL Learners’ Summary Writing Ability","authors":"Rasoul Mohammad Hosseinpur, Reza Bagheri Nevisi, Saeid Bahrani","doi":"10.22099/JTLS.2019.31617.2611","DOIUrl":"https://doi.org/10.22099/JTLS.2019.31617.2611","url":null,"abstract":"Considering the challenges inherent in learning and teaching of summary writing in EFL/ ESL settings, it is crucial to look into various instructional techniques thoroughly. This study investigated the relative effectiveness of three summary writing techniques: Sequence map, answering question, and 3-2-1 technique. To this end, 60 language learners from an English language institute in Ahvaz participated in the study. Before implementing the instructional techniques, a pre-test was administered to gauge the participants' fundamental knowledge of L2 summary writing. Three experimental groups were instructed through the already-mentioned techniques for ten weeks while the control group was given no such treatment. Finally, a post-test was administered to ascertain the effectiveness of such techniques in improving EFL learners' summary writing. The TOEFL-iBT scoring rubric was adopted to score the summaries holistically. Paired sample t-test and ANOVA were run to analyze the data. The findings revealed that the sequence map group outperformed the other three groups in terms of the written summaries. The study further implies that the employment of graphical or spatial representation of textual concepts reduces the complexity and ambiguity of the presented information.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"35 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":"129054932","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

Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum 伊朗英语教师对政策改革的理解:以交际新课程为例

Journal of Teaching Language Skills Pub Date : 2018-07-01 DOI: 10.22099/jtls.2019.30819.2580

A. Rasti

{"title":"Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum","authors":"A. Rasti","doi":"10.22099/jtls.2019.30819.2580","DOIUrl":"https://doi.org/10.22099/jtls.2019.30819.2580","url":null,"abstract":"By the end of the 2020s, a change involving the substitution of the Communicative Approach to English teaching for the Structural one has been fully operative in the Iranian secondary education system. This study set out to explore the views of Iranian teachers vis-a-vis the changes introduced into the education policy of the nation since teachers as end-point policy workers play a pivotal role in the ultimate success or failure of any curricular activity. Using data from semi-structured interviews and follow-up procedures, the investigation sought to delve into how eighteen EFL teachers at the upper secondary education level made sense of changes effected at the intersection of policy and practice. Common patterns and themes were identified and presented at the level of data analysis. Despite embracing the changes, the results showed that the teachers sensed that they had been left to their own devices in translating policy into practice and that the proposed reforms were not all-inclusive in the sense that significant stakeholders including parents, school counselors, and educational leaders had been left out. They were further keenly aware of a number of obstacles in the way of policy enactment and found especially the prevalence of a regime of cramming for tests leading to the dominance of a negative teach-to-the-test culture, limited support available and infrastructural challenges, as well as resistance to change among structurally-minded practitioners as highly detrimental to implementation of change. Implications for policy, practice, and research are finally given.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"29 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":"128178013","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: 3

Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives 通过Photovoice在伊朗英语学习环境中运用参与式学习:以反思性叙事为例

Journal of Teaching Language Skills Pub Date : 2018-07-01 DOI: 10.22099/JTLS.2019.30359.2556

Mahzad Karimi, Azizeh Chalak, Hossein Heidari Tabrizi

{"title":"Employing Participatory Learning through the Use of Photovoice in Iranian EFL Learning Settings: The Case of Reflective Narratives","authors":"Mahzad Karimi, Azizeh Chalak, Hossein Heidari Tabrizi","doi":"10.22099/JTLS.2019.30359.2556","DOIUrl":"https://doi.org/10.22099/JTLS.2019.30359.2556","url":null,"abstract":"Photovoice is a participatory action research method which aims to enable students to create compelling visual representations and identify the local social issues. This paper attempted to investigate the impact of photovoice as an innovative method on the levels of reflection manifested in EFL learners' narratives. To this end, a convenience sample of 48 Iranian intermediate EFL learners including 17 males and 31 females, learning English in two institutes located in Isfahan, Iran, were chosen. Before research implementation, the participants were provided with comprehensive photovoice guidance and workshop. The learners had to present their photos and narratives during a semester which took about two months. The collected data include 237 photographs and 48 essays which were learners' critical reflection on the photos. Then, the levels of reflection in their narratives were measured by Kember (2008) and Ryan and Ryan's (2012) frameworks. According to the results, poverty and air pollution were the most prominent social concerns captured by the participants. Furthermore, photovoice incredibly fostered Iranian EFL learners' reflection, and they all had positive attitudes toward participatory learning. This study could have pedagogical implications for the learners and practitioners in the field of SLA. They can employ innovative methods such as photovoice as a participatory learning tool to improve critical reflection.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"71 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":"124184762","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 a Model of Teachers’ Possible Selves for the Iranian Context 伊朗背景下教师可能自我的发展模式

Journal of Teaching Language Skills Pub Date : 2018-04-08 DOI: 10.22099/JTLS.2018.28369.2453

A. Dastgoshadeh

{"title":"Developing a Model of Teachers’ Possible Selves for the Iranian Context","authors":"A. Dastgoshadeh","doi":"10.22099/JTLS.2018.28369.2453","DOIUrl":"https://doi.org/10.22099/JTLS.2018.28369.2453","url":null,"abstract":"This study reports on the development and validation of a questionnaire for exploring the different types of EFL teachers’ possible selves. First, a theoretical framework behind possible selves theory and its types was cultivated through an extensive review of the related literature and content analysis of 24 transcribed semi-structured interviews with ELT experts. Second, the questionnaire was developed and validated through collecting three types of evidence: content, reliability and construct. Content validity was insured by submitting the questionnaire to expert judgment, and Cronbach’s alpha was checked to measure the internal consistency reliability of the scale and its subscales. Finally, confirmatory and exploratory factor analyses as well as SEM were used to estimate the construct validity of the instrument administered to 380 EFL teachers. The results indicated that the questionnaire was both a valid and reliable measure of EFL teachers’ possible selves and the resultant model hypothesized based on the data collected from the questionnaire enjoyed acceptable fitness indices. The model of EFL teachers’ possible selves (L2 selves) consists of four types including ideal, ought-to, actual and feared selves. The paper is concluded by presenting the different senses of selves within each type which together constitute the whole model of L2 self-development and how the model can be used in future studies.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130925861","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

Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class 语言社会化与论文写作:伊朗大学英语第二语言课堂学术话语的挪用

Journal of Teaching Language Skills Pub Date : 2018-04-08 DOI: 10.22099/JTLS.2018.30320.2555

M. Amerian, E. Mehri

{"title":"Language Socialization and Essay Writing: The Appropriation of Academic Discourse in an Iranian English L2 University Class","authors":"M. Amerian, E. Mehri","doi":"10.22099/JTLS.2018.30320.2555","DOIUrl":"https://doi.org/10.22099/JTLS.2018.30320.2555","url":null,"abstract":"L2 language socialization asks how learners come to gain the ability to write appropriately and sufficiently in an institutional academic community of practice. In the same line, this study focuses on the process of socialization of an Iranian English L2 essay writing class in the context of higher education. The theoretical backgrounds rely on the socialization and Vygotsky's sociocultural theories. Three case studies were analyzed throughout six weeks. The learners' essays, outlines, and reflective diaries were analyzed to trace their development in appropriating academic discourse and argumentation. Also, an interview session was held at the end of the study in which the issues regarding the whole experience of socialization were discussed with the participants. The results suggested that each learner pursued their path of socialization based on their individual and social needs of the academic discourse community. Accordingly, a model demonstrating their paths of development is presented. The model shows that the new-comers to this social site of engagement were mediated by the old-timer agent of practice (instructor) to appropriate the values, principles, and behaviors of this community of practice through the activities they were engaged in.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114907669","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

From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science 从学术文本到新闻文本:科学评价语言的定性分析

Journal of Teaching Language Skills Pub Date : 2018-04-08 DOI: 10.22099/JTLS.2018.30299.2554

A. Jalilifar, A. Bardideh, Z. Shooshtari

{"title":"From Academic to Journalistic Texts: A Qualitative Analysis of the Evaluative Language of Science","authors":"A. Jalilifar, A. Bardideh, Z. Shooshtari","doi":"10.22099/JTLS.2018.30299.2554","DOIUrl":"https://doi.org/10.22099/JTLS.2018.30299.2554","url":null,"abstract":"This study examined academic articles and journalistic reports in 5 disciplinary areas to explore how similar contents might attitudinally be realized in two different genres. To this end, 25 research articles and 210 news reports were carefully selected and underwent detailed discourse semantic and grammatical analyses with the purpose of identifying the evaluative linguistic patterns. The findings showed that academic texts are attitudinally charged with appreciation rather than other categories of attitude. This suggests that markers of appreciation are responsible for detachment, impersonality, and objectivity. On the contrary, notwithstanding the frequent use of appreciation in journalistic texts, other categories of attitude (affect and judgment) are also effectively used. This suggests that affective and judgment markers account for the subjectivity of journalistic texts. One of the findings emerging from this study is that frequent instances of appreciation in the different parts of an RA might be attributed to the development of language use within an individual which does not lead to lowering the level of objectivity in academic texts but enhancing interpersonal communication.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124761697","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

Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach 新课程背景下伊朗英语教师自我效能感的来源:扎根理论研究

Journal of Teaching Language Skills Pub Date : 2018-04-08 DOI: 10.22099/JTLS.2018.29613.2527

Elyas Barabadi, H. Barabadi

{"title":"Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach","authors":"Elyas Barabadi, H. Barabadi","doi":"10.22099/JTLS.2018.29613.2527","DOIUrl":"https://doi.org/10.22099/JTLS.2018.29613.2527","url":null,"abstract":"Teacher efficacy is an essential psychological variable which is linked to student achievement, motivation, and even student self-efficacy. Moreover, teachers' self-efficacy beliefs play an essential role in the context of reform initiatives by mediating any behavioral change. The relevant literature reports conflicting findings on the sources, however. Such being the case, the present study aimed at speculating on the sources of self-efficacy among Iranian EFL teachers who participated in this study. To this aim, individual interviews were conducted with 18 English language teachers teaching in middle schools up to the point when data saturation was achieved. Moreover, the participating teachers were asked to keep journals in order to keep a record of the significant experiences that captured their attention concerning their self-efficacy beliefs during one semester. The data were analyzed using grounded theory procedures in which open, axial, and selective coding were applied to extract the themes (Corbin & Strauss, 1990). The results of the study indicated that Bandura's (1997) four sources of self-efficacy information including mastery experiences, vicarious experiences, social persuasion, and physiological/emotional states played a crucial role in forming Iranian EFL teachers' efficacy beliefs. In addition to these sources, \"teacher competence\" and “contextual factors” appeared as two other influential factors affecting Iranian EFL teachers’ efficacy beliefs.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132648249","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

Inspecting Task-Induced Involvement from the Perspective of Sociocultural Theory 从社会文化理论的视角审视任务诱发介入

Journal of Teaching Language Skills Pub Date : 2018-04-01 DOI: 10.22099/JTLS.2019.30652.2569

S. Kaivanpanah, Mowla Miri

引用次数: 2

Grammatical Subject in Results and Discussion Section of Research Articles: Disciplinary Variations 研究论文结果和讨论部分的语法主题:学科差异

Journal of Teaching Language Skills Pub Date : 2018-04-01 DOI: 10.22099/JTLS.2018.30374.2557

S. F. Ebrahimi, Chan Swee Heng

引用次数: 6

Short- And Long-Term Word Clustering Effect on Vocabulary Learning of EFL Learners: A Case of Semantic Versus Phonological Clustering 短期和长期聚类对英语学习者词汇学习的影响:语义聚类与语音聚类的对比

Journal of Teaching Language Skills Pub Date : 2018-03-01 DOI: 10.22099/JTLS.2018.24468.2201

Seyyed Mohammad Reza Amirian, Mortaza Bonjakhi, Golnaz Sabbaghzadeh

{"title":"Short- And Long-Term Word Clustering Effect on Vocabulary Learning of EFL Learners: A Case of Semantic Versus Phonological Clustering","authors":"Seyyed Mohammad Reza Amirian, Mortaza Bonjakhi, Golnaz Sabbaghzadeh","doi":"10.22099/JTLS.2018.24468.2201","DOIUrl":"https://doi.org/10.22099/JTLS.2018.24468.2201","url":null,"abstract":"Research on word clustering effect has been a critical issue in vocabulary studies and has generated controversial results. To remove this controversy, the aim of this study is to probe into the effect of word clustering method on vocabulary learning of Iranian EFL learners through semantic versus phonological clustering. To this effect, 80 homogeneous students from four intermediate classes at an English institute in Torbat‑e‑Heydariyeh participated in this research. They were assigned to four groups according to semantic versus phonological clustering (± semantic, ± phonological); then, based on each group's clustering pattern, 10 selected words were taught. At the end of the treatment phase, immediate and delayed posttests of vocabulary were given to the students in a multiple-choice format to investigate the effects of word clustering in short and long-term vocabulary learning. The analysis of the data was done in SPSS through a one-way ANOVA. The results in both immediate and delayed post-tests showed a statistically significant difference among groups. The obtained mean scores revealed the following rank order of mean performance in both immediate and delayed post-tests :(+ semantic, + phonological), (+ semantic, - phonological), (- semantic, + phonological), and (- semantic, - phonological). This finding revealed that semantic and phonological clustering were effective methods of grouping new vocabulary. These findings and relevant implications are discussed in the paper.","PeriodicalId":150431,"journal":{"name":"Journal of Teaching Language Skills","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133996036","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