Journal of New Trends in English Language Learning
Volume:1 Issue: 3, Oct 2023

The major objectives of this research were to develop an understanding of what policy/syllabus documents inform teaching English to student practices, indicate the main pedagogies that English teachers use, and enhance our understanding of these teachers’ responsibilities and roles. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces of Iran. Self-reporting questionnaires were conducted as a survey method. The results of this study indicate those teachers’ beliefs about learning and teaching might extremely conflict with those of policymakers’ attitudes and perceptions in these areas. It is apparent that the general language level of Just over half the sample (53%) of teachers is lower than intermediate. The in-service and pre-service training offered to English teachers requires to be considerably strengthened. A wide range of materials for teaching students at schools is required. As a consequence of, a gap between classroom practice and pedagogic policy the curricula and pedagogies underpinning the teaching of EFL students also need some changes. Overall, the evidences from this study recommend that current Iranian practice in teaching English to students in schools should be modified. Present study has important implications for future practice.

This study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role that affecting language learning, especially writing skills in an EFL context like Iran. In this descriptive study, 14 EFL teachers and 80 EFL learners both males and females were selected based on a random sampling method. The data were gathered based on a survey approach, by using the online CCTDI questionnaire. To answer the research questions of this study and uncover the attitude of EFL teachers and learners towards the treatment, the responses the to CCTDI online questionnaire were coded and analyzed. The results indicated that teachers and learners had positive attitudes towards all components of CCTDI. They represented a highly positive disposition towards truth-seeking and inquisitiveness. Results of the study revealed that of the EFL teachers and learners have a positive attitude regarding English language teaching and learning. Another finding of the study was that, having favorable perspective toward English did not enhance their proficiency in learning English. It is hoped that the findings of this study help teacher and learners learn about critical thinking principles they will apply prudent judgment, challenge the improbable, pursue difficulties, establish alternatives, use tactics, consider alternative perspectives, and attempt to be objective.

Critical Discourse Analysis is the analysis of ideology and power. It emphasizes obtaining the hidden meaning beyond a text and investigates how speakers/writers use the discourse power to take the readers’/listeners’ attention. The present study was a non-experimental descriptive one conducted in 2022 that investigated the salient linguistic features of the political speech of Iran’s minister of foreign affairs at the 58th Munich Security Conference to search for his political attitudes and ideologies. Fairclough’s CDA model was employed to investigate three interrelated analysis tactics and three dimensions of his discourse. The data were selected from this conference’s video and were examined to check the word choice, personal and plural pronouns I and We, and the modal verbs used. The findings showed that the Islamic Republic of Iran, Government, Iran, and relations were among the most frequently used words to show his ideology about his nation and people.Moreover, We was used more frequently than I to create a positive image for the country. Aware of the difference between the meanings conveyed through these two pronouns, the minister preferred to avoid self-representation or speaking about himself as an individual to prevent all the blaming on him. Considering the modal verbs, would was used more frequently than the others to express his opinion and wishes to show medium politeness in his speech. This study could have implications for practitioners in the field to increase critical thinking and raise awareness of learning and producing appropriate political language

In general, the development of written academic discourse and the acquisition of English, especially for academic purposes, has increased the study of language and communication styles that researchers and students must master in order to adequately socialize in a research environment. This study investigated the use of meta-discourse elements by Native and Iranian writers using 20 sports management research papers (10 English speakers and 10 Iranian authors). We sought to check if the use of meta-discourse elements is different. To this end, Hyland's (2005) model of metadiscourse is used as an analytical framework for identifying the properties of metadiscourse elements. The results of the independent t-test showed that there are no significant differences in the overall use of metadiscourses between English and Iranian writers. The results of the research can lay a solid foundation for the development of teaching materials. Traditional academic writing requires researchers to adopt an objective and personal style when reporting research

The present study attempted to probe the effectiveness of online learning on Iranian EFL learners' self-concept. It also analyzed the effect of online learning on the EFL learners' writing achievement. To do this, a total number of 50 students of pre-intermediate level was selected based on available sampling. A pre-test of writing was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control group (25 Ss in each group). Experimental group benefited from online learning through BBB, and other group with the same number of students regarded as control group and received conventional method of teaching. At the beginning of the term, pre questionnaire of self-concept published among students of EG. The research was done in eight sessions and in the last session, post-test of writing was assigned to both groups to determine whether online learning method had positively affected the EFL learners' achievement and their self-concept. Moreover, post questionnaire of self-concept was published among experimental group to analyze their self-concept in online learning context. Data analysis of tests and questionnaire revealed that online learning method had positive effect on the EFL students' writing achievement and their self-concept. It is hoped that the results of the research indicate the importance of online learning through the mentioned application in the educational system.

Persuading the learners and motivating them to enhance their productivity in learning process will be a vital issue for any instructor. Many people may be found around the world that are ready to share their memories on learning improvement or failure. In other words, all the learners have generally observed their learning trend and most of them have also established an association between their learning process and their instructors’ approach in motivation. In order to make the learning language more efficient, it should be focused on the objectives that motivate the learners in the best way such as audio visual facilities. This is due to the fact that motivation plays a crucial role in learning process. Therefore, motivation encourages the learners to learn the language more comprehensively and intelligibly. This paper is a preliminary attempt to discuss the audiovisual facilities in learning process and assist the learners to become perfectly motivated and proceed fruitfully.

This study was an endeavor to implement and investigate reciprocal-scaffolding treatment in virtual EFL learning context. More specifically, it analyzed the effect of reciprocal-scaffolding online treatment on Iranian EFL learners’ oral skills. After running placement test, 36 students formed the sample and they were randomly classified into two groups of experimental (EG=18) that received the mentioned treatment and control (CG=18) that were instructed using traditional teaching procedures. The data gathering tools included a homogeneity test, pretests and posttests in listening and speaking skills. The study was conducted in 16 sessions and the experimental group members received reciprocal-scaffolding strategies instruction in their speaking and listening courses, while the control group members practiced these two skills devoid of such instruction. The results of independent samples t-tests and paired t-tests performed on pretests and posttests revealed that the learners in the treatment group outperformed those in control group in both oral language skills.