International Journal of Foreign Language Teaching and Research
Volume:10 Issue: 43, Winter 2022

A key aspect of effective communication is the use of appropriate speech acts.  This study investigated the difference between Persian native speakers, Iranian EFL learners, and English native speakers in terms of the speech act realization of refusal and uncovered the reasons for which, each group of participants produced the refusal speech act regarding the Rapport Management Approach. To this end, 100 (male and female) intermediate EFL learners were chosen based on their performance on the Oxford Placement Test. 100 Persian native speakers among 140 students studying Persian literature at Najafabad Azad University were randomly chosen and they were asked to fill out a Discourse Completion Test (DCT), consisting of 12 situations realizing the refusal of four types of eliciting acts. Additionally, 12 English native speakers (6 males and 6 females) were also contacted through emails to participate in the study. The English DCT was given to two groups of participants and the Persian DCT was given to Persian native speakers. The politeness model proposed by Brown and Levinson (1987) was adopted to show the differences between Iranian EFL learners, English native speakers, and Persian native speakers who were participants in this study. By using the SPSS software program, the results indicated 'negative' strategies as the most frequent ones and highlighted the significant role of face, social rights, and obligations in interaction. The findings revealed that among politeness strategies 'negative' strategies are the most frequent ones. The results also indicated that English native speakers use negative politeness strategies more than Iranian EFL learners. Therefore, English native participants regard themselves as having rights and obligations about other people more than Iranian EFL learners. The results of this study highlighted the importance of pragmatic knowledge in international communications.

This study was an attempt to investigate the impact of elementary learners’ L1 in consciousness-raising tasks on their L2 writing accuracy. To achieve this end, 32 male and female elementary EFL learners, aged 17 to 26, participated in this study. They were assigned to two experimental groups (L1 and L2 groups) using the intact group sampling technique. The treatment was 13 two-hour sessions in which the participants of L1 group were exposed to consciousness-raising tasks through their L1, but the L2 group experienced the same tasks in English. At the end, a writing test was administered for both groups and the data collected through the pre-test and post-test were analyzed using paired-samples t test and one-way analysis of covariance. The results of the data analysis showed that L1 group significantly outperformed the L2 group in writing accuracy. This finding verifies the rejection of the ideological dogma of using first language in foreign language classes.

Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated EFL students' perceptions of English language education policy, current educational policies, and the purposes for learning in Kurdish contexts across genders and study fields. To this end, a version of Yang's (2012) questionnaire was adapted and administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%) at two private and state universities in Iraqi Kurdistan. The statistical analysis of the obtained data revealed students' positive attitudes toward learning English as an international language in both soft and hard sciences. Notably, students stressed that all Iraqi Kurdish students should learn the English language in English- and Kurdish-medium classes. They also considered English competence as a significant academic accomplishment. However, some of them felt dissatisfied with the status quo of English education in their institutions. The findings of this study offer insights and recommendations for English education policymakers, administrators, and instructors at tertiary levels.

This study is an investigation of gender equity in the context of the General English Achievement Test developed and used at Islamic Azad University (Isfahan Branch, IRAN), henceforth IAUGEAT, with test takers majoring in different fields of study. A sample of 835 students sitting for IAUGEAT was chosen purposively. The test scores were analyzed by the one-parameter IRT model. A focus group interview (10 test developers and language teachers) was also used to inquire into their perceptions about the impact of test takers’ gender and major on test equity. The findings of the DIF analysis indicated a reciprocal action between item type and gender DIF as some items exhibited DIF across different subgroups. In three subgroups, they favored female students. In one subgroup, they favored males. In the other two subgroups, they favored males and females alike. The qualitative data obtained from the focus group interview further confirmed the results. In general, our findings strongly suggest that checking gender equity via a Rasch-model DIF analysis is both eminent and convergent with a qualitative evaluation of test-takers' performance by test developers and instructors.

During the Covid-19 pandemic, universities around the world faced closure because of social distancing and lockdown, therefore, unprecedently, education had to move online and universities in Iran were not exceptional. This sudden and abrupt shift required teachers to rethink their attitudes and beliefs. This study has been conducted to explore English Language Teachers’ attitudes toward their practices concerning the effects of social distancing and the maximized use of technology in the teaching profession. Having adopted a qualitative method to investigate teachers’ experiences, the data of this study were collected through interviews with nine English language university teachers, and their reflective journals. Generally, the results communicate considerable appreciation for integrating technology in English language courses. To be more detailed, this study revealed three main categories for positive attitudes (pedagogical innovation, instructional support, and professional identity formation) each with some subcategories. Also, the analysis highlights three concerns (technology-related challenges, classroom management, and inflexibility in behavior) for online teaching. The implications of the study mainly provide a welcoming environment for utilizing technology in teaching, especially in English language teaching.

There are two different trends for the study of metadiscourse, including interactive and reflexive. The reflexive model suggested by (Mauranen, 1993) and (Ädel, 2010) cares about reflexivity in language. As reflexivity plays a pivotal role in spoken genres, this study aimed to study the frequency and functions of reflexive metadiscourse markers in academic interviews. Hence, this study focused on a corpus of three academic interviews carried out in English native academic context that was taken from “The Michigan Corpus of Academe Spoken English” (MICASE). The corpus was analyzed using the model by Ädel that includes four functional categories of metalinguistic comments, discourse organization, speech act labels, and references to the audiences. The results showed that about one-quarter of the personal pronouns were metadiscourse. Besides, among the personal pronouns that perform metadiscourse function, singular first-person pronoun was the most frequent while plural first-person pronoun was very rare. It was also found that among the four functions, the interviewees and interviewers paid more attention to metalinguistic comments and references to the audience. The results of this study could add to the knowledge of those participating in interviews in general and in the academic context in particular.

This study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral interview in the second phase was designed and implemented. Forty adult Iranian EFL learners took part in the quantitative study and were randomly assigned to experimental and control groups. The authors developed and delivered the AR-infused materials through the Zappar application, an AR platform. The treatment involved the conventional language teaching method for the control and the AR-integrated one for the experimental group for 20 sessions. The anxiety level of learners in both groups was assessed before and after the treatment to check for any effects. Data on participants’ FLA has been gathered through Horwitz’s (1986) Foreign Language Classroom Anxiety Survey (FLCAS) questionnaire and analyzed via ANCOVA in SPSS. Also, the participants in the experimental group were interviewed at the end of the experiment to provide feedback on their AR-integrated language learning experience. Results revealed that AR did not affect learners’ foreign language anxiety levels. Also, some learners found it not very relaxing and easy to use. This could be attributed to the novelty of the experience and the cognitive load imposed on learners. The study’s outcomes were in contrast to several previous research findings; however, since research in this area is still in its infancy, more research should be done on the impact of AR on language education.

Developing textbook material is a crucial component of any curriculum, which should be based on sound and systematic techniques. In a detailed view, considering the importance of knowing English not only as an international language but as the language of commerce, tech and science, English course needs to be programmed efficiently to provide a suitable circumstance of learning for learners. In this regard, the present study is to develop a new English textbook for Iranian Senior High Schools to provide an opportunity for high school students as well as teachers to be actively engaged in the text, questions, and images of the textbook based on William Rummy’s Technique to keep up with the developments of the field. The results of the study demonstrate demonstrates that the involvement index is appropriate enough to actively engage the learners in the newly developed English textbook. That is, the texts, questions, and images within the textbook are suitably developed to engage the students actively.

Metadiscourse markers are aspects of a text’s organization denoting a writer’s stance toward its propositional content. Given the ideological difference between quantitative and qualitative research in terms of determinacy, metadiscourse markers can be viewed as a venue through which writers’ epistemological positions are presented. The present study was designed to compare the use frequency of interactive and interactional metadiscourse markers in the discussion section of 20 quantitative and 20 qualitative applied linguistics research articles, with reference to Hyland's (2005) framework. The analysis involved the comparison of frequency counts of metadiscourse markers across the two corpora using a series of Chi-square tests. To that end, the results were computed and analyzed through SPSS. The results revealed significant differences in terms of the frequency of all interactive and interactional metadiscourse markers except for frame markers, evidentials, attitude markers, engagement markers, and boosters. The findings of study have important implications for academic writing instruction.

This study aimed to investigate the effectiveness of using online peer and teacher feedback on Iranian EFL learners writing performance. To this end, a group of 28 homogenous learners were selected to participate in this study. They were divided into two equal sets; the first group received online peer feedback and the second group received online teacher feedback. In order to obtain the results of the treatments, two types of t-tests were run. First, to check the effectiveness of the two types of online feedback, paired sample t-tests and to make the comparison between the TF and PF independent sample t-test was run. Results of the study indicated that both types of online corrective feedback are effective. However, the TF group outperformed the PF one. Therefore, technology integration in L2 classrooms and, more specifically, providing learners with online corrective feedback will lead to more progress in EFL learners' writing performance.

This experimental research centered on considering the effect of cognitive intervention instruction on the phonological awareness of Iranian dyslexic students at primary schools. For this purpose, 32 male and female students between 8 to 11 years of age with 90 to 110 IQs average, were purposefully selected from primary schools and randomly assigned to a control group and an experimental group. Wechsler Intelligence test (WIT), Karami and Noori (KNT) test, and a cognitive intervention package were used as tools in this research. Then, to check the participants’ phonological awareness, (KNT) measurement was applied to the students. The covariance analysis of the resultant data showed that this package was effective on the phonological awareness of the experimental group after receiving the cognitive intervention package in contrast to the control group. The independent sample t-test also showed that there was no statistically meaningful difference between dyslexic male and female students in the experimental group regarding phonological awareness. The findings recommend that instructors at primary schools should teach the students to use cognitive intervention programs in phonological awareness to accelerate and do their more effective homework and develop productive insights into their phonological awareness.

Based on the importance of virtual classrooms and due to the inevitability of using them in difficult situations such as the Covid-19 pandemic, the current study was an attempt to investigate the perception of high school EFL teachers toward virtual learning systems' experience. Also, probing the perception of high school EFL teachers toward virtual learning systems' opportunities, exploring the perception of high school EFL teachers toward virtual learning systems' challenges and threats, and informing the educational society of the solutions to the barriers of virtual learning systems based on the perception of high school EFL teachers were the other objectives of the current study. To this end, the attitudes of 120 EFL teachers (males=67, females=53) with the age range of 30 to 50 who were teaching at different high schools of West Azerbaijan province, Urmia, Iran, were gathered via a researcher-made questionnaire. The results of the study show that although high school teachers faced some barriers such as low internet access, low interaction, and low concentration by learners, actually they actually have positive attitudes toward the use of digital learning, particularly in virtual classrooms. Furthermore, the findings showed that data retention power and quick and easy access were favored by most of the teachers, and they believed these two items can be regarded as positive opportunities. In addition, teachers presented some comments such as adding visuals to the virtual classrooms, using chat boxes, and planning interaction hints to resolve the virtual classrooms’ existing problems such as poor connection and low concentration. The implications of the study will be discussed.

Intercultural competence and intercultural sensitivity have drawn the attention of a myriad of scholars in the fields of language teaching, communication, culture, gender, and ethnicity. This is the rationale behind the current research aiming at investigating EFL teachers’ beliefs concerning the concepts of intercultural communication competence (ICC) and intercultural sensitivity (IS) and how such concepts are promoted in their real practices in English classes. To this end, utilizing a qualitative design, a sample of 20 EFL teachers (11 experienced and 9 novice teachers) from different language institutes in West Azerbaijan province were selected. A semi-structured interview and a three-session observation were conducted as data-gathering tools. The results of the data analysis indicated that even though Iranian EFL teachers were familiar with the concepts of IS and ICC and they knew that language and culture are not isolated terms, they ignored culture in the classes due to some regularities imposed on them by society. As a matter of fact, for teachers, the concept of language is the top priority while culture plays a second fiddle. The study has some pedagogical implications for EFL teachers and learners in overcoming cultural differences to improve the level of language proficiency.

Translation quality assessment with its focus on the formulation of a comprehensive model for translation evaluation has gained a growing interest in the field of translation studies. However, little attention has been paid to the use of linguistic theories in the evaluative judgment of a translation. The aim of this study was to apply a particular kind of linguistic analysis based on systemic functional linguistics (SFL) as a framework for the translation quality assessment of a novel. Meanwhile, it aimed to identify the kinds of overt errors and the used translation strategies in English to Persian. To this end, thirty pages of The Sound and The Fury by Faulkner (1329) and its translation by Bahman Sholevar (2003) were selected and the mismatches across the three metafunctions of ideational, interpersonal, and thematic meanings were identified based on SFL. The comparison of the source text (ST) and the target text (TT) revealed that the ideational meaning had the greatest number of errors as produced by the translator. Moreover, omission constituted the largest kind of overt translation error. Thus, the translator mostly used reduction strategies and text expansion strategies in translating the ST. The results showed that SFL can successfully be applied to evaluate the correct translation of the three metafunctions of language. This study has important implications for syllabus designers of translation studies, translation teachers, and literary translators.

This study aims to report on the literature related to the barriers to ICT (Information Communications Technology) integration into ESP (English for Specific Purposes) instruction that hinder promoting ESP instruction through this integration. The literature review has also shed light upon ways of addressing these barriers. To meet this end, the paper begins with discussing a review of some of the important Iranian and international studies on barriers to ICT integration in ESP instruction and then the paper highlights a number of first-order, second-order barriers, and ways of addressing them to help in promoting and changing traditional ESP instruction and materials. It is suggested that this review could be useful for those who make decisions about the ESP courses, for ESP material developers, and for ESP teachers to change from traditional ESP instruction, which is teacher-centered and text-based, to a new ESP instruction through ICT integration. This review has also implications for practice. Change is mostly challenging; reporting a review of previous studies on barriers to ICT integration at the tertiary level and proposing ways of addressing them may help defeat the barriers and may enhance acceptance of new ESP teaching and learning methods.