Journal of New Trends in English Language Learning
Volume:1 Issue: 2, Aug 2022

Technology has crept into every aspect of human life, and second language education is not an exception, giving rise to computer-enhanced language learning and mobile-assisted language learning. This study aimed to investigate the effectiveness of WhatsApp, Adobe Connect, and face-to-face classes on learning collocations by Iranian EFL learners in Qom, and to make comparisons among these three platforms. Thus, a quasi-experimental design was set up in which a number of available intermediate-level students were assigned to a WhatsApp group, an Adobe Connect group, and a Control group. The three groups were given a collocation pretest at the outset of the study and they were exposed to collocations, though through different media. In the treatment, which lasted for 10 sessions, for the learners in the WAG and ACG, the collocations were presented via a picture, an example sentence, and a follow-up quiz, which the CG learners received the same collocations in a similar fashion except that they were not provided with videos/pictures. At the end of the experiment, the learners were given a posttest of collocations, and the following results were obtained after running paired-samples t tests and a one-way ANCOVA: (a) the three groups of WAG, ACG, and CG were fruitful and the learners in all these environments improved significantly from pretest to posttest of collocations, and (b) ACG learners significantly outperformed WAG learners, who in turn could perform significantly better than the CG learners. The obtained results bear implications for education in general and second language instruction in particular.

This research intended to explore the Emotion Regulation Strategies (ERS) used by EFL teachers in Kerman institutes. Also, the present project compared the possible difference between the students' achievements regarding their genders. Besides, the most and least frequent types of emotion regulation strategies used by EFL teachers were highlighted by this study. Moreover, the difference between the applied emotion regulation strategies by male and female teachers was regarded in this research. To do this, 60 Iranian EFL teachers from both genders were selected as the participants of the study that were chosen based on available sampling. Emotional regulation questionnaire designed by Gross and John (2003) was employed for gathering data. The questionnaires were published among 60 EFL teachers of some language institutes, and they had to answer them in a limited time. After that, the questionnaires were collected by the researcher and the data were analyzed using SPSS. The obtained results indicated that "Redirecting the Focus of Attention" strategy is the most frequent type of emotion regulation, and "Emotional Suppression" was identified as the least frequent one. Also, the findings of the study revealed that there was not an observable difference between the male and female teachers in applying emotion regulation strategies. Research on emotion regulation in the classroom can assist teacher’s own emotional development as well as their ability to facilitate healthy emotion development of their students.

Writing essays and articles has long been considered as a crucial mode of written discourse which is a difficult type of text for students, especially for English as foreign language (EFL) learners. Writing essays also makes up a significant part of the International English Language Test System (IELTS), as one of the most reputable English tests that is used to assess the language proficiency of those intending to study or work in an English speaking context. This study offers a contrastive genre analysis of the essays written by male and female, and native and non-native writers in IELTS task 2 essay tests. The foremost purpose of the study is to discover whether native and non-native writers utilized the same rhetorical techniques in composing IELTS essays. The study Grounded on Swales’ (1990) CARS genre move framework, this research proposed a modified model of Swales’ (1990) CARS genre move framework for the argumentative essays to adjust for the observed differences. The findings show some variations between male and female, native and non-native writers in writing these IELTS essays. The article has significant theoretical and pedagogical implications for teachers, learners, material developers, and syllabus designers.

The present research examined the effect of reading-based activities on Iranian EFL learners’ vocabulary learning. To do this, 57 students of a language institute in Kerman were selected based on available sampling. After homogenizing them, 50 pre-intermediate students were put into two groups (25 students in each group). The study is a quasi-experimental one and the students took the pretest and posttest of vocabulary knowledge. These tests contained two parts: The first part pertained to the comprehension of vocabulary multiple-choice items; the second part was associated with production of vocabulary consisting of fill-in-the-blank items. Both tests were extracted from their textbook. The students of the experimental group were provided with related reading activities. The reading activities required the students pre-read passages at home that relate to the reading comprehension activities during classroom on the following day, and the reading engages the students to pre-read passages before the reading activity. However, the students of the control group received the traditional instruction on vocabulary and they were not given any related reading activities. At the end of term, the post test was administered and the collected data was descriptively and inferentially analyzed. The results revealed that reading-based activities had a significant effect on pre-intermediate EFL learners’ vocabulary learning. The finding indicates the value of reading-based activities leads the researchers to focus on increasing learners’ vocabulary in EFL classrooms through designing a variety of tasks.

The present study investigated the effect of task repetition as a type of task planning on the comprehension, recall and retention of the target English tenses among the EFL learners. In addition, this study aimed at exploring the defining roles of learners' age and proficiency level with regard to the results of task repetition. To do this, two age groups of female participants (37 adult learners and 38 young learners) which were selected according to purposive sampling procedure took part in this study. The instruments which were employed included proficiency test and grammar test. A researcher made test of grammar which was piloted and whose reliability was confirmed via KR-21 (.81), used as the pretest and posttest of the study. Finally, the data were analyzed using SPSS software and interpreted by the researcher. The obtained results revealed that the treatment adopted in this study could significantly help the learners in the young group to raise their mastery over using the English tenses. This was statistically demonstrated to be true regarding the scores obtained by the learners on the posttest. In the same line, learners' proficiency level was also found to be a determining factor regarding the effectiveness of the method. The results of the study mostly demonstrate that language learning is better achieved when new interesting topics are brought into students’ class to be taught with their class materials.

The purpose of this study is to find out, what is the role of music involved in the process of teaching grammar, on high school girl students' grammatical knowledge in Parvin high school in Orzuieh. To fulfill this aim, a process has been followed through utilizing music as a treatment device for intended English class in Parvin high school in Orzuieh. The traditional method of teaching grammar pursued at the beginning of semester later on teaching grammar inaugurated with involving music in the course of teaching to find out if the researcher came up with the same outcomes in these two teaching methods or not. The results of the study indicated a significant difference about students' grammatical knowledge, moving from pretest phase to posttest after involvement of music in teaching grammar. This study will suggest that music and song can contribute to effective language learning by enriching the classroom environment, and presenting teaching materials through music can be fruitful and rewarding.