نشریه پژوهش در مسائل تعلیم و تربیت
شماره 50 (1392)

Materials development and evaluation especially in the field of foreign or second language education have recently received momentum to the extent that the stake holders try to warrant compatibility between teaching -learning theories and those of syllabus design. Principles of teachability and learnability hypotheses seem sound enough to be incorporated in the development and evaluation of materials as a new trend in this field. To this end, this study was an attempt to approach the evaluation of the newly developed materials in the form of a series of textbook (i.e. called Prospect) for Iranian EFL Junior Secondary Program from the teachability perspectives. To do so, this descriptiveexploratory research employed 30 Iranian EFL teachers encouraged to attempt a questionnaire addressing the teachability tenets on one of the textbooks (i.e., Prospect I). Aimed to probing the components of the materials developed in terms of target tenets from the participants’ perspectives, the data analyses revealed that the teachers positively evaluated the textbook in terms of its objectives, design and package, methodology, content selection and grading, language component presentation, discourse and style appropriateness, and listening skills presentation, although they held opposite perspectives on the components of language development. The core message of this study for the stakeholders could be the necessity of serious and rigorous revisions, modifications or adaptations so that the expectations of all consumers can be met. 

The present research was an attempt to examine the effectiveness of three techniques for teaching two target structures (simple past and past progressive) in English grammar. The participants were 90 Iranian students randomly assigned to three groups: Group A as the control group, Group B as the first experimental group (receiving enhanced input), and Group C as the second experimental group (receiving enhanced input plus metalinguistic explanations). To make sure the participants did not possess any background knowledge of the target structures, a pretest was administered. Then, three techniques were utilized to present the grammatical input to the three groups. A posttest was also administered after implementation of the treatment. Statistical analysis revealed the participants in the first and the second experimental groups experienced the largest improvement in recognition and intake of the structures. Given the higher mean of the scores for the participants in Group C and the integrated nature of the technique, typographically enhanced input plus metalinguistic explanations seems to be more effective in teaching grammar.

Radical changes in the English textbook of the first grade of junior high after 27 years have aroused researchers’ incentives to conduct evaluations of the new textbook (Prospect 1) to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook from teachers’ perspectives. For this purpose, a quantitative research methodology was applied. To collect data, a researcher-made textbook evaluation checklist was administered to 405 junior high school English teachers and the data were analyzed by SPSS. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities. 

Motivation is a key factor in learning in general and in second language learning in particular. Motivation has a dark side, “demotivation” that is the loss of existing motivation, which can lead to failure of students in second language learning. This study aimed at finding the most important demotivating factor(s) among Engineering and Humanities students in Iran. A modified form of Sakaii and Kikuchi’s demotivation questionnaire was administered to 300 university students (150 Humanities, 150 Engineering), from 7 universities of Iran (in Qom, Kashan, Tehran). The result of the study showed that the three factors “Learning contents, Materials   Facilities”, and “The Teacher”, and “Attitude towards Second Language Learning” were the most important demotivating factors in both Engineering, and Humanities students. Significant differences between Humanities and Engineering students in demotivating factors were also found. The findings of this study can benefit material developers, English teachers and language planners.

Vocabulary may be considered the most essential part of any language. It has a central role in the process of second/foreign language learning because it can facilitate communication in general and comprehension in particular. Hence, research on vocabulary learning is significant for teachers and students. This study investigated the impact of two different techniques of vocabulary presentation i.e., picture vs. word list on improving Iranian students’ vocabulary learning. There were twenty six preintermediate learners of English in this study. The treatment went for 10 weeks during which each group was instructed through one of the techniques mentioned above. The results, analyzed through Analysis of Covariance, revealed that there was a statistically significant difference between the two groups. The Picture group learners outperformed the Word list group learners. The results suggest that teaching vocabulary through picture technique is more conducive to vocabulary learning. The results will further be applied to curriculum design and materials development.

Drawing on the literature on the appearance of different varieties of English in the globalized world, the present study reports the findings of a quantitative and qualitative research study with 76 native American and British, 88 Indian and Pakistani and 80 Iranian and Turkish learners as members of Inner, Outer and Expanding circles (Kachru, 1992) to explore their attitudes towards pronunciation issues and varieties of  English within the framework of English as an international language and  how they see themselves in relation to English in the global era. The findings demonstrate the Iranian learners’ norm-bound orientation was found to be the greatest among the three groups of learners. The findings also highlight the concept of “identity” which shows that expanding-circle learners like more to have a native-like identity. This article argues that together with valuing different varieties of English, it is important to acknowledge and promote ways to raise awareness of English learners towards global spread of English.

The purpose of this article is to study the formation of international education, communication and macro- social structure and their interaction for peace production. These concepts and constructs are easy abstain. The study investigating empathetically and thinking soundly on the” qualia”/personal experience/ultimate concern and quality of “peace producer identity”'s effects into worldwide peace. International anomy may accompany disembededment, despised identities and consequently alienating, segregating, easy abstain premises and null international education.
Probably education can consider human identity as a whole, it would be able to avoid the fragmentation of this identity and the poisoning of the capillary of human international education, communication and relationships (in pitfalls, snares and traps, with glossy titles and seemingly justified motif) will be able to intellectually engage in an unfinished function of enlightenment.). Potential and active function of annihilatory design of powers (including science, technology, artificial intelligence, deep state and super powers…) may demand to annihilate and re labelling all of the live domains of life and living. A desired international education tries to avoid falling into traps and livestock - with glossy titles and seemingly justified motifs - and to keep intellectuals open to the unfinished role and function of enlightenment.
The issues of international education and communication have the same role as the intermediary -not arrogantly not segregetted and not alienating- and empathic /just assessment, or the possibility of coordinating rigid social structures and international education and communication. This understanding is an important part and symbol of the will and responsibility of the individual and beyond of the common meaning of socialization. The theoretical work of the article is aimed at elucidating the power of "education" not in the method of solving simple problems, but in its process of elaboration, in the expansion and enhancement of the capacity and flexibility of structures. Thinking and skill training to get rid of the unevenness of the crooked/rigid structures require a qualitative and artistic understanding so that the mentor, the international education and communication organization may do their part to build.