Journal of English Language Pedagogy and Practice
Volume:11 Issue: 22, Spring - Summer 2018

This study investigated the effect of story-based technique, L1 translation, and Whatsapp emoticon puzzle solving on EFL learners’ learning proverbs. From among 90 female intermediate level learners at two language institutes in Qom, Iran, 60 homogeneous students were chosen following the administration of a sample of Nelson proficiency test and a pre-test. The 60 participants were then assigned to three experimental groups, equal in number. The experimental group 1 was instructed using story-based technique; the experimental group 2 was taught through L1 translation; and the experimental group 3 was exposed to Whatsapp emoticon puzzle solving. Subsequently, all three groups took part in a proverb post-test similar to the pre-test. The data were analyzed by ANOVA. The results showed that Whatsapp emoticon puzzle solving was significantly the most effective, and that the students’ level of learning proverbs was influenced by story-based technique more than L1 translation technique. The findings of this study can contribute to technology- enhanced language teaching.

This contrastive study was conducted to contrastively analyze English and Farsi newspaper opinion columns in terms of the frequency of different types of stance markers.60 newspaper opinion columns (30 written in English and 30 written in Farsi) from 10 wide spread newspapers published in the United States and Iran in 2015 were analyzed. Hyland’s (2005) model of stance markers (hedges, boosters, attitude markers, and self-mention) was used as the framework of analysis.The findings revealed that hedges and self-mentions used by English columnists were considerably more frequent than those employed by the Farsi columnists. In contrast, Farsi columnists used large number of boosters and attitude markers. Although, attitude markers were in the last position of sub-categories of stance markers in both corpora.Generally, it could be concluded that the similarities and differences among columnists could be related to the cultural and linguistic preferences of the writers in languages. This study could be beneficial for EFL students and teachers in understanding intercultural linguistic problems in language use, and could be used to lead to creative reading and writing in journalism and ESP courses.

This study aimed to compare the effect of listening strategies, namely, metacognitive, cognitive and social/affective strategies, on impulsive and reflective visually impaired EFL learners’ (VILs) listening comprehension. The participants of the study were 58 male and female VILs at pre-intermediate level within the age range of 12-18 in the west of Iran, Khorram Abad. These participants were selected non-randomly from among 10 different classes available to the researcher. To select the participants, the researcher talked to learners of these 10 classes and sought the consent of 58 learners to take part in the study. The Preliminary English Test (PET) pre-piloted on 30 students with almost similar characteristics to the target sample was administered to 72 students for selecting a homogenized group of participants. Then, 58 students were selected. Afterwards, the researcher administered the Personality Questionnaire developed by Eysenck (1975) to categorize them into two experimental groups of impulsive and reflective. Furthermore, the researcher made sure that the two groups were homogeneous regarding their listening comprehension prior to the start of the treatment. In this study, both experimental groups practiced listening comprehension through listening strategies, namely, metacognitive, cognitive and social/affective strategies. The listening section of the PET test was administered as the posttest at the end of the treatment to both groups and their mean scores on the tests were compared through Independent Samples t-test. The results of statistical analyses led to the rejection of null hypothesis with the conclusion that the reflective learners significantly outperformed the impulsive students on the posttest of listening comprehension.

This quasi-experimental study investigated the effects of input-enhancement and production of sentences, containing the target structures, on learning grammar by Iranian Intermediate EFL learners. Sixty male students in three input, output, and control groups participated in the study. After checking the homogeneity of the participants with a proficiency test, the researchers administered a pretest. Input-based group received input enhancement within reading texts in which the target structures were highlighted with different techniques such as bolding and underlying. The output-based group were required to produce some sentences including target structures based on reading texts. The control group received traditional grammar instruction. The results of ANCOVA revealed that both experimental groups learned the target structures better than the control group; however, the input-based group outperformed output-based group in learning target grammatical structures. The findings of the study suggest the widespread use of input-enhancement, as one of the techniques of focus on form, plays a significant role in enhancing grammatical accuracy.

With the rapid expansion of deploying mobile instant messaging applications such as Telegram for the purpose of language learning, it is quite apparent that language research in this regard is lagging behind the trend. This study addressed the matter by exploring how language learners utilize a Telegram group for the purpose of language learning. In this regard, the activities of a Telegram language learning group with 74 active members was observed and recorded for a week. To capture the patterns of utilization of the group, a thematic analysis was conducted on the compiled corpus of approximately 45000 words gathered by recording the messages posted by the group’s members. The analysis indicated that the themes of utilization of the Telegram language learning group were discussing content-based topics, seeking and sharing resources, recommending conversation opportunities, sharing learning strategies, and giving corrective feedback on each other’s language.  The findings of this research illustrated the potential of mobile messaging applications for creating opportunities for self-initiated and collaborative language learning.

Reading comprehension is one of the essential skills for learning in every language and in Iranian educational system, there seems a need to make some revisions in teaching reading comprehension. In an attempt to address this problem, this research set out to utilize Directed Reading –Thinking Activity (coined by Stauffer, 1969) as a teaching comprehension model which was expected to enhance students’ reading comprehension ability of graded readings. To do this end, 50 intermediate students from Zabansara Institute were randomly assigned to two groups (one control and one experimental) each consisting of 25 participants.  Drawing on a mixed-methods design, the two groups were compared in pre-test and post-test in the quantitative phase. In the qualitative stage, fifteen students from experimental group were interviewed on the effect of implementing DRTA based setting on their comprehension of graded readings (The implemented readings in this study were narrative texts). The findings of the study revealed that DRTA had significant effect on participants' reading comprehension of graded reading. The study provides some pedagogical implications for EFL teachers and students, and suggests some possible avenues for further studies as well.

From a Systemic Functional perspective, Grammatical Metaphor (GM) as is taken to be a chief driving force in the discourse of different genres, an important adult language machinery for ideational meanings to be semantically cross-mapped and realized through a different form in the stratum of the lexico-grammar, in order to convey changed meanings and tinker with the discursive flow and development of text in real time, mainly through nominalization of adjectives and verbs. Using a number of established works of the English novel as data, this study draws upon the author’s previous model for the categories of GM used in modern prose fiction, with the main focus placed on one of the six categories, Prepositional GM (PGM). PGM figures with a very high frequency in fiction and occurs when a GM is preceded by a preposition. This study finds that the language of prose fiction in English deploys some of these PGMsin either of two different meaning sof the adverbial, varying according to context. Again, as seen to be the hallmark of GM by many, GM is found to open up vast ideational meaning potentials in the semantics stratum, from which the lexico-grammar makes choices according to context and intended meaning. As argued elsewhere in the literature and here, and as backed up by the author’s own experience of the advanced teaching of writing and reading, broadened understanding of GM is a critically important component to writing instruction and its effectiveness, as seen in the large-scale horizons and agendas for effective teaching of English as a Foreign Language in Iran and beyond.

In countries where textbooks are considered as the main source of teaching/learning process, textbook evaluation seems to be inevitable and necessary. The current study aimed at evaluating the new English textbook entitled “Vision 1”, developed for the Iranian first grade high school students. To achieve this goal, two groups of participants took part in the study. They consisted of 30 teachers teaching this book in Baghmalek in Khuzestan province and 70 students studying in the first grade high school in the city mentioned. The quantitative data were collected through two questionnaires. The questionnaires were designed to evaluate the book in terms of seven criteria namely, practical considerations, layout and design, activities, skills, language type, subject and content and cultural considerations. The findings showed that teachers and students were interested in the book in all criteria except cultural considerations. The results also showed no significant difference between Iranian teachers' and students' perceptions towards the book. It can be concluded that the book needs to be modified to include some aspects of cultural values to open a window into learning about the target language culture.

This study aimed at exploring the influence of the role that a teacher employs on his/her professional success. The teacher role was investigated from a new outlook, Goffman's footing theory. According to Goffman (1981), a speaker's role can be classified into three categories of animator, author, and principal, characterized as the repeater of the ideas made by the others, the paraphraser of concepts, and the creator of original ideas, respectively. Applying this theory in the educational context, the researchers selected 36 university professors of TEFL in the MA level and asked their students (N=118) to identify their professors' dominant role as animator, author, or principal, both generally and individually, via a metaphor checklist and their professional success via the Characteristic of Successful Iranian EFL Teacher Questionnaire. The results of Chi-square analysis indicated that the professors dominantly take on the author and animator roles respectively. One-way Anova results also demonstrated that the professors taking on the principal role enjoy higher professional success than those adopting the animator and author roles. The results offer implications and suggestions for pedagogical consideration within the Iranian university context.

The main purpose of the present quasi-experimental study was to investigate the effects of linear process versus genre-based approach on EFL learners’ written production. To this end, 40 learners of English at intermediate level were randomly selected as the participants of the study and assigned into two groups of experimental (process and genre) which received different types of instruction for 8 sessions. Narrative and process-tasks were employed to collect data from the participants. The collected written data was quantified in terms of the accuracy measure. Independent samples T-test was employed as the statistical means of analysis. The results of the study revealed no difference between the performances of two groups in written narrative task, however, the result of statistical analysis in process task was significant. The study might carry some pedagogical implications for second language teachers, SLA researchers, teacher education and task designers.