sima modirkhameneh

The current study explored the effect of value-based reading instruction on EFL learners' attitudes towards human social values and etiquette. Seventy-three university students were randomly assigned to Select Readings Group (SRG, n = 37) and value-based reading group (VRG, n = 36). Participants were assessed through semi-structured interviews and questionnaires in terms of their attitudes towards values and awareness of etiquette, prior and successive to the treatment. The instructional materials used for the experimental group were reading comprehension passages based on human values, and passages with etiquette topics. The results of two-way ANCOVA showed a significant difference between SRG and VRG in terms of their attitudes towards values and awareness of etiquette. Furthermore, gender was found not to have a significant effect on the treatment results. The results also confirmed an increase in learners’ interest in etiquette and value-based topics in reading comprehension courses. Findings are discussed in relation to the incorporation of values in the contents of English textbooks and EFL classrooms to enhance positive attitudes towards values.

Teachers are the most important players of every educational system in different societies; accordingly، understanding their personal reflections may help us gain valuable insights into what it means to be a teacher in a specific cultural and social context. The purpose of this case study was to investigate the life and career of 6 non-native English speaking teachers in state educational systems and private institutes in Iran so that a clear image of EFL teacher’s perceptions on their own language learning، teaching experiences، current conditions and expectations، and their possible attempts to innovate in their classrooms would be obtained. By conducting a series of repeated interviews and observations within the period of one year، the researcher collected the required data and examined them through the process of meaning categorization. The outcomes suggested that most teachers either in state or private schools were not satisfied with their current living status or working conditions. Moreover، they were struggling with lots of de-motivating factors in their career and life due to some external and internal policies imposed by authorities. It is discussed that by giving voice to EFL teachers in Iran، their real status would be revealed and، consequently، some improvements would be made towards their essential needs and expectations.

Conferences are gatherings that attract attendants from various places and serve both academic and social purposes. Organizing an international conference is, accordingly, a very challenging, demanding and time-consuming task. In order for the conference organizers to hold a successful conference, there is a need for a comprehensive guide to use as a departure and reference point. No academic paper seems to have attended to do's and donts of organizing a successful conference in ELT/Applied linguistics. Drawing on the very positive evaluation of a recent international ELT conference held in Urmia, Iran, in May 2013, the authors (as the academic and executive organizers of this conference) share, in this paper, their experiences in holding what was viewed as a 'mammoth succes's and a 'magnificent conference' by the attendants (http://www.urmia.ac.ir/elt2013/doclib/testimonials.aspx). The paper discusses conference organizing tasks in terms of two major categories: academic and executive, each with different phases and sub-activities. The paper is hoped to provide a resourceful piece of first-hand information to conference, especially first-time, organizers in the field of ELT and related disciplines.

This study aimed at finding out the effect of two different methods of ESP instruction, namely, the traditional grammar translation method and an eclectic method on improving university students' reading comprehension ability. The main assumption was that compared to the Grammar-Translation which is probably not an efficient method, an eclectic method that focuses on improving reading comprehension ability of the university students through the use of some necessary strategies and skills, as proposed by Brown (2003), seems to be more effective.The participants, within the age range of 18-24, included 72 male and female Agriculture students who were semi-randomly assigned to two experimental groups (i.e. eclectic vs. traditional) each consisting of 36 learners. Following a pre-test, treatment (15 weeks, 2 sessions per week), and a post-test, the obtained data was analyzed using two-way ANOVA to examine the effects of the independent variables, while taking gender as a moderator variable. The results of the analysis showed that the eclectic method was significantly more effective compared to the traditional one in improving reading comprehension ability of the students, while gender did not turn out to have any significant effect on the students' reading comprehension. The findings are discussed in relation to effective reading comprehension instruction through the use of cognitive and metacognitive strategies in ESP teaching contexts.