صفورا جاهدی زاده

The current study purports to carry out a systematic review of 279 articles published during the last ten-year period in the ESP Journal. It intends to (1) investigate how genre theory is viewed and used, (2) examine the most frequently used research methods, and (3) explore the general trends in the findings based on a bibliometric analysis of reliability coefficients. To this end, all the articles were initially codified based on the genres they established, type of reliability they reported, namely internal consistency (RA), interrater reliability (RB), and intra-rater reliability (RC), and the methods implemented, including Qualitative (MA), Quantitative (MB), and Mixed-Methods (MC). The findings obtained using SPSS software indicated that among the skills and subskills, writing received the highest attention (60.2%), and among various disciplines, business had the highest frequency (13.6%). Besides, Corpus Analysis was used by most of the researchers (43.4%). Furthermore, only 86 articles (30.8%) reported the reliability coefficients, and interrater reliability had the highest, and intra-rater reliability had the lowest frequencies. Among the three methods of research, Mixed Methods had the maximum frequency (52%) and Quantitative Methods had the lowest (11.5%). Besides, 36.6% of the articles used the Qualitative Method for their studies.

This study elucidated how humanistic teaching as manifested in teachers’ error correction influences EFL learners’ engagement, motivation, and language achievement. the present study was carried out in a language Institute in Mashhad, Iran. The population comprised 42 advanced female learners. To investigate how error treatment will affect EFL learners’ engagement, intrinsic motiv ation and language achievement, a mixed -methods design incorporating both quantitative (experimental design) and qualitative (interview & observation) methods (QUANqual) was employed. The participants were divided into control and experimental groups. Speaking errors of the participants of the experimental group were corrected by three methods of corrective feedback including peer-correction, elicitation, and repetition, whereas, speaking errors of the participants of control group were directly corrected by the teacher. To measure the intrinsic motivation, the MSLQ questionnaire (Pintrich, et al., 1991) was employed. Students’ engagement was determined through Tool-school engagement scale, which was assesses behavioral, emotional, and cognitive aspects of academic engagement (Fredericks, Blumenfeld, Friedel, & Paris, 2005). A Babel test was utilized to assess language proficiency. To examine the effect of corrective feedback on intrinsic interest, an independent samples t-test was run. The results substantiated the efficiency of corrective feedback in enhancing intrinsic motivation. A one-way between-groups multivariate analysis of variance (MANOVA) was utilized to investigate the role of corrective feedback in Cognitive, Behavioral, and Emotional Engagement. It was revealed that all three types of engagement were influenced and the highest difference was observed in Emotional engagement and the lowest difference was obtained for Behavioral engagement. Regarding language achievement, the results implied that corrective feedback utilized in the experimental group resulted in higher language achievement. Twenty-five percent of the whole participants were interviewed after the term. The findings analyzed via MAXQDA software were in line with the results of the quantitative phase.

The purpose of this study was to examine the effect of teachers’ corrective feedbacks on L2 Farsi learners’ reading comprehension, language learning anxiety, and attitudes towards L2 learning. Thus, 44 Persian language learners who were homogeneous in terms of proficiency and studied Farsi at the International Center for Persian Instruction to Non-Persian Speakers at Ferdowsi University were randomly selected as participants. They were assigned to the control and the experiment groups. Prior to the treatment, both groups were assessed via Dörnyei’s (2005) Attitudes and Anxiety questionnaire and Ghonsooly’s (1389) Farsi Language Proficiency Test. The participants of the experimental group were then provided with different corrective feedbacks by the teacher in the course of 15 treatment sessions. After the treatment, the post-test was administered and the students’ attitudes towards the feedbacks were also obtained through a video-recorded interview. The results of the independent samples t-test demonstrated that on the reading comprehension posttest, the participants in experimental group outperformed their counterparts in the control group. Moreover, the results confirmed the effectiveness of corrective feedback in diminishing the learners' language learning anxiety. However, the teacher’s corrective feedbacks had no significant effect on the learners' attitudes towards L2 learning. The majority of the participants believed that appropriate to the occasions, a variety of corrective feedbacks should be used to enhance the effectiveness of corrective feedbacks.

Directed motivational current (DMC) as a novel strand in L2 motivational field is a robust motivational drive fueled by a highly valued goal and capable of stimulating and sustaining long-term behavior. The present study explored English as a foreign language students’ Directed Motivational Currents by validating the dynamic web-based Persian version of the scale, finding the most crucial motivational currents, and exploring its association with students’ proficiency and educational levels. This is accomplished by translating the DMC Disposition Scale (Muir, 2016) which measures two facets of easy flow and challenge through twelve items as the first step and utilizing the validated questionnaire to explore the most significant motivational currents of students by analyzing students’ responses on open-ended items of the questionnaire (qualitative phase) and finding the association between DMC and proficiency level as well as DMC and educational level (the quantitative phase) as the second step. The results of reliability estimates and confirmatory factor analysis (CFA) demonstrated acceptable reliability and validity indices of the Persian version of DMC Disposition Scale. The results also indicated that most of the DMCs experienced by students were competitively self-referenced experiences rather than competitively other-referenced objectives. Moreover, a significant difference was observed between elementary and upper-intermediate proficiency levels of students regarding DMC with upper-intermediate learners experiencing more levels of motivational currents than the elementary counterparts. BA and MA students of English were found to experience more levels of DMCs than diploma learners. The most significant cases in the qualitative phase as well as the discussion on both parts are presented.

The present study probed 250 English as foreign language (EFL) learner's de-motivation by investigating its role in student's burnout, i.e., a state of physical, emotional, and mental exhaustion caused by long-term involvement in situations that are emotionally demanding or stressful. It also sought to examine the indirect impact of de-motivation and direct impact of burnout on language achievement among Iranian English learners. To do so, a two-phase study was designed. The first phase comprised an array of different steps to validate the Persian version of the 'de-motivation scale' designed by Sakai and Kichuki (2009). It measures six constructs: teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. In the second phase, the researchers utilized the validated questionnaire along with the student version of Maslach Burnout Inventory (Schaufeli et al., 2002) to explore the relationship among student's de-motivation, their burnout, and achievement. The latter scale measures three dimensions of burnout, namely, emotional exhaustion, cynicism, and academic inefficacy. The results of reliability estimates and confirmatory factor analysis (CFA) demonstrated acceptable reliability and validity indices of the Persian version of 'demotivation scale'. The findings of the second phase yielded via structural equation modeling (SEM) revealed that student's de-motivation positively predicted student's burnout with 'class material's and 'lack of interest' having the highest influence. Burnout in turn was found to negatively influence language achievement.