Journal of Modern Research in English Language Studies
Volume:8 Issue: 1, Winter 2021

This survey study aimed to examine the efficiency of a mentoring software used for e-mentoring Iranian EFL teachers by investigating (1) if the application of the mentoring software vs. traditional mentoring made any difference in the instructors' methodology of teaching writing and (2) the attitudes of the users towards the application of the mentoring software. In so doing, traditional mentoring and software mentoring were used for mentoring three groups of Iranian EFL teachers (N=30) teaching writing to three groups of learners. The teachers for Group 1 were mentored through traditional mentoring, the teachers for Group 2 were mentored through e-mentoring software and the teachers for Group 3 -the control group- received no mentoring treatment at all. The results of the observation checklists demonstrated that the mentoring style of the teachers in Group 2 had better instructors' methodology of teaching writing on average (G1: 18.16, G2: 57.8, G3: 14.13) and the results of the survey on the opinions of the users towards the application of the mentoring software through a close-ended questionnaire (the total average of mean score: 3.355) showed positive attitudes. The study concluded that the outcome of the application of the mentoring software was effective and helped EFL teachers match the mentoring process of the teachers in Group 2 by better results in comparison to traditional mentoring.

Teachers’ knowledge base refers to what teachers should know and be able to implement in their classes. This study investigated to what extent in-service education and training (INSET) courses were influential in developing teachers’ knowledge base. From different models, the researchers selected Mishra and Koehler’s (2006) technological pedagogical and content knowledge (TPACK) model that assumes an interrelationship between the components of teachers’ knowledge base. Thus, an exploratory sequential mixed methods study was designed in three phases. In the first phase, the questionnaire of English Language Teacher’s Knowledge Base (ELTKB) was developed and validated with 335 randomly selected EFL teachers from Guilan province. In the second phase, the quantitative follow-up phase, twenty-nine 11th grade EFL teachers’ knowledge base improvement was examined after attending online INSET classes. The results of the paired sample t-tests revealed statistically significant differences between the participants’ knowledge base components before and after the courses. In the third phase, semi-structured interviews explored the participants’ viewpoints concerning the content of the INSET courses. The teachers’ perceptions declared in interview sessions were not in complete conformity with the results obtained from the second phase of the study. The teachers had some complaints about the content of the courses and provided some suggestions. The findings of this study can benefit teacher educators, policymakers, INSET programmers, and English teachers. Also, the ELTKB can be employed by researchers as a valid tool for measuring TPACK that is an essential concept for explaining the relationship between teachers’ content, pedagogy, and technology-related knowledge.

This correlational research used the association between norm-referenced (NRTs) and criterion-referenced tests (CRTs) to predict CRT scores on the basis of NRT scores, homogenize English proficiency of university students, and design a structural equation modeling approach between NRTs and CRTs. The participants were 210 allied health EGP (English for General Purposes) students who were assigned to three levels of language proficiency using Cambridge Placement Test. Researcher-made midterm and final exams, focusing on grammar, vocabulary, and reading comprehension were conducted. Results showed significant positive correlations between the NRT and CRTs. Structural Equation Modeling (SEM) analysis indicated significant paths from NRT as the dependent latent variable to CRTs as independent latent variables. The scores on the components of the three latent variables including vocabulary, grammar, and reading, within three assessments (placement, midterm, and final) were considered as observed variables. Significant paths between NRT and CRTs suggested that complex interrelations between components of NRT and CRTs can be used to homogenize university students’ proficiency in academic English courses using NTR scores to overcome problems related to the individual differences. Consequently, in academic English courses, groupings based on university students’ language ability using NRT scores would override groupings solely based on students’ academic majors.

A significant proportion of academic exercise today, even for those who do not speak English as a first language, has to do with the English Internet and the texts within. Accordingly, the present study focused on examining the effects of extensive multimedia-based English Internet reading on enhancing motivation in EFL learners’ English reading. Specifically, the quasi-experimental pretest-post-test design was used to compare the performance of three groups of Iranian university EFL students (i.e., one control and two experimental groups) in terms of their degrees of motivation, prior to and following university-level general English courses which included a multimedia-based Internet extensive reading program on the one hand, and a linear text extensive reading program on the other. Analysis of the results revealed that the extensive reading of both linear and multimedia Internet texts enhanced Iranian EFL readers' reading motivation, an enhancement which was not observed in the motivation of the participants in the control group who did not experience any such program. However, there was no statistically significant difference observed in the amount of motivation improvement between the linear text and the multimedia Internet groups. Teachers may be the most beneficiaries of the present study as they can gain insights into how far they should enter the realm of integrating Internet-based reading programs into general English courses.

In cognitive process theories of L2 writing, the rich lexical knowledge plays a key role in facilitated writing performance. Therefore, the inquiry into the relationship between aspects of vocabulary knowledge and writing performance can proffer theoretical clues on L2 writing process. However, assessing and researching writing is not independent from the type of tasks or genres that are used for eliciting samples of writing. Accordingly, this study probed into the association between vocabulary knowledge and L2 writing performance with a focus on possible differences originating from descriptive and narrative genres of writing. Four distinctive writing tasks were given to 101 Iranian advanced-level EFL learners whose depth and breadth of vocabulary knowledge were measured with Word Associates Test and New Vocabulary Levels Test. The analyses indicated moderate positive correlations between depth and breadth of vocabulary knowledge and writing performance in both descriptive and narrative genres. Moreover, the results of regression analysis revealed a significant positive predictive power for both depth and breadth in descriptive and narrative writings. Also, Iranian EFL learners performed better on descriptive writing than narrative writing. Genric differentiations in the relationship between lexical knowledge and L2 writing performance seem to be mediated by such factors as learners’ proficiency level and L1 cultural background. However, achieving an overarching view of the genric differentiations in affecting the relationship between EFL learners’ vocabulary knowledge and writing performance awaits further complementary research with a focus on all genres of writing while the multidimensionality of L2 vocabulary knowledge is taken into account.

The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was used for quantitative data analysis. Qualitative data analysis was based on students’ questionnaire data. The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. The mean score difference is 3.45. The majority of students from formal and informal groups prefer formal context of learning. Interaction with peers is more productive between peers, higher levels of satisfaction when they encountered difficulties and significantly constructive in the formal context. Moreover, contrary to previous findings, no significant difference was found between Post Literal and Post Figurative mean scores. Thus both literal and figurative phrasal verb categories improve evenly in a digital game play context and it fosters the interpretation of the previously difficult to comprehend figurative verbs in traditional learning context and mean score for play was considerably higher in formal group and performed better compared to the informal game group.

The student's success at school greatly depends on quality teacher and this has led to the governments' growing focus on the quality of teacher education programs and production of quality teachers. This study explored the key stakeholders' views of the pre-service teachers' professional preparation in the latest teacher education program.The participants were 257 BA students in TEFL and 40 teacher educators. Data were collected through an adapted version of the Survey of Teacher Education Programs (STEP) (Williams-Pettway, 2005) and semi-structured interview. After analyzing data by employing descriptive and inferential statistics, the findings indicated that the participants positively evaluated the components in the program and found it effective in preparation of prospective teachers. However, some participants pointed to some drawbacks as the requirement of more input on language proficiency and knowledge of English language learners, more effective use of technology, more teaching practice opportunities as a means of experiential learning, and sufficient support from supervising teachers and teacher educators during teaching practicum courses for student teachers. The findings from this study may help the tomorrow’s educational leaders and syllabus designers to equip themselves with a visionary perspective and begin to form ideas for future change and direction in line with social influences.

Examining learners' beliefs about the essence of knowledge, how they are conceptualized, and the ways they influence the learning process have gained attention in the second language (L2) learning. This study employed a multivariate statistical framework to model complex relationships among three constructs, i.e., epistemic beliefs (EB), language learning strategies (LLSs), L2 motivational self-system (L2MSS), and their sub-factors (N = 12). The data were collected in two phases. At the preliminary stage, the structural equation modeling (SEM) was conducted to visualize a hypothesized model and to map the conceptual framework of the study. At the secondary step, three questionnaires, EB, LLSs, and L2MSS, were distributed among junior high school students (N = 300). The questionnaires were collected over four months. The collected data were screened for incomplete responses and sample attrition. Notably, 774 questionnaires met a valid response rate of 95 percent. Correlational and SEM analyses were utilized to probe the causal relationships among the constructs. The findings revealed that there was a significant positive relationship between the subscales of L2MSS and LLSs. However, there was a significant negative relationship between EB and LLSs. Besides, confirmatory factor analysis underpinned the fitness of the hypothesized model after two stepwise corrections. The findings revealed that the path coefficient for EB had a significant impact on the LLSs with the mediating role of L2MSS. In particular, the path analysis revealed that 48% of LLSs might be explained through EB and L2MSS. This paper suggests that the more EB students experience, the less likely they adopt learning strategies, and the more L2MSS they hold, the more LLS students employ.