Journal of Practical and Pedagogical Issues in English Education
Volume:2 Issue: 1, Mar 2024

The present study was conducted in order to investigate the effect of role-play technique on Iranian female junior high school students’ speaking ability, anxiety, and motivation. This research attempted to clarify whether or not using role-play activities in English classrooms and EFL contexts might enhance a more acceptable speaking ability and also motivation and decrease the anxiety of students in grade 8 in Nasle Payam Junior High School. To answer this question, 60 pre-intermediate students were selected through convenience sampling method. After homogenizing, finally 40 students were selected. Then, the participants were divided into experimental and control groups, 20 students in each group. A pre-test of speaking, speaking anxiety questionnaire (FLCAS), and speaking motivation questionnaire were administered to both groups. Then, the experimental group was instructed speaking through role-play technique while the control group was taught with respect to the existing methods. After two months of treatment, the post-test of speaking was administered in which the participants in both groups were asked to answer the posttest questions. Also, the questionnaires of anxiety and motivation were administered to students at the end of the treatment. The data obtained from this study was analyzed through ANCOVA. The results indicated that role-plays teaching technique has a significant effect on female EFL school learners’ speaking performance, however, it has not a significant effect on female EFL school learners’ speaking anxiety and motivation.

This study investigated the effectiveness of the Process-Genre Approach (PGA) in enhancing the writing skills of English for Specific Purposes (ESP) students in Iran, specifically focusing on business letter writing. The traditional product-based approach to teaching writing has proven to be ineffective, prompting the exploration of alternative approaches. In order to conduct the study from Azad University, Urmia branch, the researcher asked 80 male and female sophomore ESP business students to take part in the study. Results of the analysis of one-way and two-way ANOVA showed that process genre approach had positive effects on writing skill development among male and female ESP business students. Moreover, no significant difference was observed between writing skill development of ESP business students across genders.

This study investigates the effectiveness of online versus in-person classes in enhancing English as a Foreign Language (EFL) writing skills among Iranian learners. Utilizing a quasi-experimental design, the research involved eighty-four intermediate-level students from Jahad-e-Daneshgahi Language Institute in Urmia, Iran. Employing various instruments, including the PET Test, Effective Academic Writing 2, and pre/posttests, the study compared learners' writing performance across both learning environments. The analysis, primarily using ANOVA, revealed that online classes significantly improved writing proficiency compared to traditional in-person instruction, with no gender-based differences in performance noted in either environment. These findings offer insights for educators and curriculum designers in developing strategies to enhance EFL learners' writing skills. The results also suggest the importance of further research into the mechanisms through which online environments affect learning outcomes, potentially guiding the development of more effective EFL instructional practices. This contribution is particularly relevant for the ongoing refinement of teaching methodologies in the digital age, emphasizing the role of empirical evidence in shaping educational approaches.

While extensive research delves into error analysis, the interplay of gender and attitudes towards oral error correction (OEC) in English as a Foreign Language (EFL) classrooms remains understudied. This study addresses this gap by examining OEC practices of Iranian female EFL teachers in both male and female classrooms. Key aspects of OEC, including frequency, timing, type, method, and delivery agent, are investigated. Seventy-two female teachers with varying experience (1-10+ years) participated, randomly selected from segregated school settings. A modified version of Fukuda's (2006) questionnaire gathered data, analyzed via paired-sample t-tests to discern statistically significant differences. Results reveal no significant variations in error selection or chosen feedback method across contexts. However, differences emerge in frequency, timing, and error types targeted. While the specific nature of these variations requires further exploration, the implications for English teachers, policymakers, and teacher educators are evident, particularly in informing pedagogical practices within segregated education systems. This study contributes to the nuanced understanding of gender-based OEC practices in EFL, shedding light on pedagogical implications for segregated educational settings.

This study explores the realm of intercultural communicative competence (ICC) within the context of Iranian beginner language learners. As our world becomes increasingly interconnected, the ability to navigate cultural differences and engage in effective cross-cultural communication has grown in significance. The study adopts a qualitative approach, drawing upon a comprehensive case study that delves into the practical implementation and outcomes of selected pedagogical methods. Through a literature review, key theories in intercultural competence and second language acquisition are synthesized to guide the selection of pedagogical strategies. To address the research questions, the researcher employed diverse student evaluation materials, which were then juxtaposed against the benchmark for intercultural communication proficiency at the beginner level. In order to delve into the perceptions of cultural identity held by novice language learners, their perspectives on various cultures, and their comprehension of language's role, an analysis of interview responses was conducted by the researcher. Results indicated that the used strategies significantly enhance intercultural skills in late beginner language students, enabling better understanding and connection with diverse cultures. Another finding was that students exhibit diverse thoughts and feelings when encountering various cultures, highlighting the need for sensitive intercultural education. Finally, by fostering culturally sensitive and effective communicators, the researchers could contribute to a more inclusive and harmonious global community, one where diverse perspective are celebrated and understood. This case study serves 52 as a stepping stone towards achieving that vision, providing a roadmap for effective ICC instruction and inspiring further research into this critical domain of language education.

In Thomas Pynchon's novel "The Crying of Lot 49," the concepts of entropy and Maxwell's demon play a significant role in understanding the underlying themes and narrative structure. These concepts are intertwined with the exploration of information theory, paranoia, communication and loneliness, and the elusive nature of truth.