M. Ayatollahi, Ali Nemati, Al Tiyb Suliman Al Khaiyali
Teaching is considered a high-risk profession for suffering from burnout syndrome. Burnout syndrome not only affects the person who suffers from it, but also everyone around them, e.g., family, friends, co-workers, students and parents. The main purpose of this study was to find the correlates of burnout in EFL teachers. Thus, it was conducted to investigate any probable relationship between Iranian EFL teachers’ educational belief and their tendency to self-disclose with their likelihood of suffering from burnout. The research instruments were The Teacher Self-Disclosure Scale (Cayanus and Martin, 2008), Maslach Burnout Inventory (MBI-ES) (Maslach and Jackson, 1981), and Teachers' Educational Belief Questionnaire (Chan Elliot, 2004). The participants were 98 EFL teachers selected from 25 private language schools in Shiraz, Iran. Descriptive statistics, Cronbach Alpha coefficients, and Person Product-Moment Correlation Coefficient were used to answer this research questions. Analyzing the data collected through the questionnaires indicated that there was a positive correlation between some dimensions of teacher burnout and those of teachers’ constructive or traditional beliefs. Thus, ‘lack of personal achievement’ and ‘constructive beliefs’, ‘emotional exhaustion’ and ‘depersonalization’ and teachers’ traditional beliefs were positively correlated. Conversely, a negative correlation was identified between ‘lack of personal achievement’ and teachers’ traditional beliefs. Likewise, ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale were correlated with teachers’ constructive beliefs. However, no significant correlation was observed between teachers’ neutral beliefs and any dimensions of the burnout scale. Moreover, teacher self-disclosure quantity and negativity were found to be corelated with ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale.
教师被认为是容易患职业倦怠综合症的高危职业。倦怠综合症不仅影响到患者，还影响到他们周围的每个人，例如家人、朋友、同事、学生和父母。本研究的主要目的是寻找外语教师职业倦怠的相关因素。因此，本研究旨在探讨伊朗英语教师的教育信念与其自我表露倾向、倦怠倾向之间的关系。研究工具为《教师自我表露量表》(Cayanus and Martin, 2008)、《Maslach职业倦怠量表》(MBI-ES) (Maslach and Jackson, 1981)和《教师教育信念问卷》(Chan Elliot, 2004)。参与者是来自伊朗设拉子25所私立语言学校的98名英语教师。使用描述性统计、Cronbach Alpha系数和人积矩相关系数来回答本研究问题。通过问卷调查收集的数据分析表明，教师职业倦怠的某些维度与教师建设性信念或传统信念的维度存在正相关。因此，“缺乏个人成就”与“建设性信念”、“情绪耗竭”与“去人格化”与教师的传统信念呈正相关。相反，“缺乏个人成就”与教师的传统信仰呈负相关。同样，倦怠量表中的“情绪耗竭”和“去人格化”与教师的建设性信念相关。教师中立信念与倦怠量表各维度均无显著相关。此外，教师自我表露量和消极性与倦怠量表上的“情绪耗竭”和“去人格化”相关。
{"title":"Accounting for Iranian EFL Teachers' Burnout: Educational Beliefs and Teacher Self-Disclosure in Focus","authors":"M. Ayatollahi, Ali Nemati, Al Tiyb Suliman Al Khaiyali","doi":"10.21580/vjv11i212205","DOIUrl":"https://doi.org/10.21580/vjv11i212205","url":null,"abstract":"Teaching is considered a high-risk profession for suffering from burnout syndrome. Burnout syndrome not only affects the person who suffers from it, but also everyone around them, e.g., family, friends, co-workers, students and parents. The main purpose of this study was to find the correlates of burnout in EFL teachers. Thus, it was conducted to investigate any probable relationship between Iranian EFL teachers’ educational belief and their tendency to self-disclose with their likelihood of suffering from burnout. The research instruments were The Teacher Self-Disclosure Scale (Cayanus and Martin, 2008), Maslach Burnout Inventory (MBI-ES) (Maslach and Jackson, 1981), and Teachers' Educational Belief Questionnaire (Chan Elliot, 2004). The participants were 98 EFL teachers selected from 25 private language schools in Shiraz, Iran. Descriptive statistics, Cronbach Alpha coefficients, and Person Product-Moment Correlation Coefficient were used to answer this research questions. Analyzing the data collected through the questionnaires indicated that there was a positive correlation between some dimensions of teacher burnout and those of teachers’ constructive or traditional beliefs. Thus, ‘lack of personal achievement’ and ‘constructive beliefs’, ‘emotional exhaustion’ and ‘depersonalization’ and teachers’ traditional beliefs were positively correlated. Conversely, a negative correlation was identified between ‘lack of personal achievement’ and teachers’ traditional beliefs. Likewise, ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale were correlated with teachers’ constructive beliefs. However, no significant correlation was observed between teachers’ neutral beliefs and any dimensions of the burnout scale. Moreover, teacher self-disclosure quantity and negativity were found to be corelated with ‘emotional exhaustion’ and ‘depersonalization’ on the burnout scale.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85973549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, more active roles have been allocated to language learners. Empowering students can help them function more autonomously and their ability to make appropriate use of language learner strategies (LLSs) predisposes them to achieve their academic goals. The participants of the present study were male and female undergraduate university students from two different countries. A multivariate analysis of variance was conducted to compare the use of the six strategy categories of memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies together with direct strategies, indirect strategies and overall use of language learning strategies among Iranian EFL and Malaysian ESL university students. It was illuminated that social context influenced selected students’ use of social strategies. Classroom observations helped the researchers to find out about frequency of use of language learning strategies. Metacognitive and cognitive strategies were the most used in-class strategies among Iranian and Malaysian university students, respectively. It is suggested that instructors provide a wide range of language learning strategies to satisfy the needs of learners with different needs and expectations.
{"title":"Iranian EFL and Malaysian ESL University Students’ Use of Language Learning Strategies","authors":"Sara Kashefian-Naeeini, Nooreiny Maarof","doi":"10.21580/vjv11i211836","DOIUrl":"https://doi.org/10.21580/vjv11i211836","url":null,"abstract":"In recent years, more active roles have been allocated to language learners. Empowering students can help them function more autonomously and their ability to make appropriate use of language learner strategies (LLSs) predisposes them to achieve their academic goals. The participants of the present study were male and female undergraduate university students from two different countries. A multivariate analysis of variance was conducted to compare the use of the six strategy categories of memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies together with direct strategies, indirect strategies and overall use of language learning strategies among Iranian EFL and Malaysian ESL university students. It was illuminated that social context influenced selected students’ use of social strategies. Classroom observations helped the researchers to find out about frequency of use of language learning strategies. Metacognitive and cognitive strategies were the most used in-class strategies among Iranian and Malaysian university students, respectively. It is suggested that instructors provide a wide range of language learning strategies to satisfy the needs of learners with different needs and expectations.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"9 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78413001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cecilia Agyeiwah Agyemang Owusu Debrah, Alberta Dansoah Nyarko Ansah
This descriptive study sought to examine the structural features of Thesis Acknowledgements (TA) from two disciplines in two Ghanaian Universities. Forty TAs were sampled from the fields of Chemistry and English. Hyland’s (2004) generic move structure was modified in analyzing the sampled TAs. The data was also examined on the basis of the two institutions’ academic style guides for conformity. The findings indicate that the structural features of TAs from the two fields differ. It also revealed that out of the seven steps identified in the obligatory Elaborative Move, DoC writers generally use three steps, and DoE writers mostly use four steps. It is further revealed that while writers from the DoC mostly acknowledged contributors for their technical support, writers from DoE acknowledged their helpers for providing materials for the research. It was revealed that the data followed the institutional style guide. The paper argues that though the contextual difference in the TAs from both fields is minimal, subtle variances and parallels still exist between the two fields. Therefore, it is suggested that these variations in linguistic forms that account for the discursive styles of the TAs should be further examined. Finally, additional analysis by corpus analytic tools applied to large data from the research context could complement this study.
{"title":"Academic House Style and Acknowledgement Writing: the Case of Two Ghanaian Universities","authors":"Cecilia Agyeiwah Agyemang Owusu Debrah, Alberta Dansoah Nyarko Ansah","doi":"10.21580/vjv11i211658","DOIUrl":"https://doi.org/10.21580/vjv11i211658","url":null,"abstract":"This descriptive study sought to examine the structural features of Thesis Acknowledgements (TA) from two disciplines in two Ghanaian Universities. Forty TAs were sampled from the fields of Chemistry and English. Hyland’s (2004) generic move structure was modified in analyzing the sampled TAs. The data was also examined on the basis of the two institutions’ academic style guides for conformity. The findings indicate that the structural features of TAs from the two fields differ. It also revealed that out of the seven steps identified in the obligatory Elaborative Move, DoC writers generally use three steps, and DoE writers mostly use four steps. It is further revealed that while writers from the DoC mostly acknowledged contributors for their technical support, writers from DoE acknowledged their helpers for providing materials for the research. It was revealed that the data followed the institutional style guide. The paper argues that though the contextual difference in the TAs from both fields is minimal, subtle variances and parallels still exist between the two fields. Therefore, it is suggested that these variations in linguistic forms that account for the discursive styles of the TAs should be further examined. Finally, additional analysis by corpus analytic tools applied to large data from the research context could complement this study.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84831699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This quantitative study investigates the role and impact of short plays and drama on English as a foreign language (EFL) students. A total of 72 students from a secondary school in North Kalimantan in Indonesia participated in the study. Data was collected through a questionnaire consisting of 8 items, which were later classified into three different focuses of inquiries; psychological, instrumental, and pedagogical aspects. The study results indicate that secondary school students viewed short play from the three perspectives positively. Findings also suggest that the application of short play in EFL classrooms must be preceded by a careful selection of literary texts and careful planning of short play instructional design. Finally, the study calls for further attempts to integrate secondary school EFL curriculum and literature, implying the needs for appropriate drama-based activity pedagogy and professional development programs.
{"title":"Short Plays and Drama in EFL Classrooms as Perceived by Secondary School Students: the Role and Impact","authors":"D. Sari","doi":"10.21580/vjv11i211269","DOIUrl":"https://doi.org/10.21580/vjv11i211269","url":null,"abstract":"This quantitative study investigates the role and impact of short plays and drama on English as a foreign language (EFL) students. A total of 72 students from a secondary school in North Kalimantan in Indonesia participated in the study. Data was collected through a questionnaire consisting of 8 items, which were later classified into three different focuses of inquiries; psychological, instrumental, and pedagogical aspects. The study results indicate that secondary school students viewed short play from the three perspectives positively. Findings also suggest that the application of short play in EFL classrooms must be preceded by a careful selection of literary texts and careful planning of short play instructional design. Finally, the study calls for further attempts to integrate secondary school EFL curriculum and literature, implying the needs for appropriate drama-based activity pedagogy and professional development programs.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89301287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some critics mention the definition variety problem, or a lack of definitional precision, as a major problem with Critical Pedagogy (CP). One who has just been familiar with CP may not have enough information regarding its roots and its multidisciplinary nature. S/he may not know about the historical development of CP and thus may not even be acquainted with the possibility of the existence of different definitions and versions for CP. Therefore, a newly-arrived researcher may get confused encountering the different definitions of CP. On the other hand, the literature on CP does not seem to be directed at the new researchers. By having five phases, the present mixed-methods study offered a simple definition of CP encompassing all the common grounds in the literature using an extensive literature review, the Grounded Theory approach, and Factor Analysis. Ten Iranian EFL professionals in CP, besides 306 Iranian EFL teachers, participated in the present work. The results of the present work may be helpful in developing CP-based curricula and courses which look into the real needs of the learners and teachers in order to have a more fruitful educational system.
{"title":"Critical Pedagogy in an EFL Context: Towards Solving the Definition Precision Problem","authors":"Leila Akbarpour","doi":"10.21580/vjv11i110642","DOIUrl":"https://doi.org/10.21580/vjv11i110642","url":null,"abstract":"Some critics mention the definition variety problem, or a lack of definitional precision, as a major problem with Critical Pedagogy (CP). One who has just been familiar with CP may not have enough information regarding its roots and its multidisciplinary nature. S/he may not know about the historical development of CP and thus may not even be acquainted with the possibility of the existence of different definitions and versions for CP. Therefore, a newly-arrived researcher may get confused encountering the different definitions of CP. On the other hand, the literature on CP does not seem to be directed at the new researchers. By having five phases, the present mixed-methods study offered a simple definition of CP encompassing all the common grounds in the literature using an extensive literature review, the Grounded Theory approach, and Factor Analysis. Ten Iranian EFL professionals in CP, besides 306 Iranian EFL teachers, participated in the present work. The results of the present work may be helpful in developing CP-based curricula and courses which look into the real needs of the learners and teachers in order to have a more fruitful educational system.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88731840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sakineh Jafari, Mohammad Reza Karimi, Samaneh Jafari
Pronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson.
{"title":"Beliefs and Practices of EFL Instructors in Teaching Pronunciation","authors":"Sakineh Jafari, Mohammad Reza Karimi, Samaneh Jafari","doi":"10.21580/vjv11i110812","DOIUrl":"https://doi.org/10.21580/vjv11i110812","url":null,"abstract":"Pronunciation teaching and learning have stimulated a renewed interest among second language acquisition (SLA) researchers in the past few years. To pursue this line of inquiry, this study set out to investigate the beliefs and practices of Iranian EFL teachers on pronunciation teaching. Convenience sampling was employed to recruit 74 participants who completed a pronunciation teaching and learning questionnaire. Interviews were also conducted with volunteered participants. The results revealed that 57% of the respondent teachers mostly worked on suffixes such as the -ed and -s endings always or often in their classrooms. The second most frequently taught feature was word stress (54%), followed by syllable structure, which 53% of the teachers often or always taught. Drama and role-play were the most common strategies often or always used by 49% of the teachers in teaching pronunciation. In addition, interviews with participant teachers revealed that the most common classroom activities were imitation and repetition. Finally, although most participants emphasized the need to teach pronunciation, they did not consider themselves highly qualified. They indicated an insatiable desire for more pronunciation training in teacher education programs to use opportunistic teaching and integrated phases to teach pronunciation. Most of the teachers did not teach pronunciation as a separate lesson since the school curriculum, the pre-specified book, and the time limitation did not let them focus on pronunciation as a separate lesson.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72816350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Motivation is one of the most influential factors in second/ foreign language learning. It has been traditionally classified into two types, namely instrumental motivation and integrative motivation. The latter has been claimed to have a more positive impact on the language learning process than instrumental orientations. This study sought to investigate the nature of motivational orientations among Sudanese learners of English and German. The study involved 221 Sudanese undergraduate students studying English and German, respectively. The results of the empirical investigation demonstrated that Sudanese students were more instrumentally motivated to learn English in comparison to German. On the other hand, the students in the German department had more positive attitudes towards the German community and culture in comparison to the students of the English department. Gender differences have also been identified in the department of English only, where female students had a significantly higher level of motivation and were rather integratively motivated to learn English than their male counterparts. The study concluded that both instrumental and integrative constructs are complementary and that attention should be shifted towards motivational intensity in language learning.
{"title":"Instrumental and Integrative Orientations in Second Language Learning among Sudanese Students","authors":"Adil Ishag","doi":"10.21580/vjv10i29582","DOIUrl":"https://doi.org/10.21580/vjv10i29582","url":null,"abstract":"Motivation is one of the most influential factors in second/ foreign language learning. It has been traditionally classified into two types, namely instrumental motivation and integrative motivation. The latter has been claimed to have a more positive impact on the language learning process than instrumental orientations. This study sought to investigate the nature of motivational orientations among Sudanese learners of English and German. The study involved 221 Sudanese undergraduate students studying English and German, respectively. The results of the empirical investigation demonstrated that Sudanese students were more instrumentally motivated to learn English in comparison to German. On the other hand, the students in the German department had more positive attitudes towards the German community and culture in comparison to the students of the English department. Gender differences have also been identified in the department of English only, where female students had a significantly higher level of motivation and were rather integratively motivated to learn English than their male counterparts. The study concluded that both instrumental and integrative constructs are complementary and that attention should be shifted towards motivational intensity in language learning.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"9 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72466968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The history of teaching writing skills includes different methods and approaches. English language learners should be equipped to dominate particular genres to write for specific settings. However, the idea of using Genre-based instruction of writing in non-native speaking countries has empirically received scant attention. This study aimed to investigate the impact of GBI on writing skills. Genres in focus are Argumentative, Discussion, Explanation, and Exposition. This study used a quasi-experimental design. Fifty-one male students majoring in aviation courses in civil aviation technology of Tehran with an intermediate level of proficiency were assigned to experimental and control groups. The author examined their proficiency by Michigan English language assessment Battery (MELAB test) and tested their writing skills by administering a writing test of TOEFL iBT 2008. The control group enjoyed traditional teaching of writing and the experimental group was taught explicitly through the GBI method based on a lesson plan proposal. Four pre- and posttests were taken to check the writing GBI progress. Independent sample t-tests revealed that the writing GBI could significantly improve the coherence, cohesion, and organization of writing. This study can benefit EFL practitioners by shedding light on how we can implement GBI of writing in an authentic classroom situation.
{"title":"The impact of Genre-Based Instruction on Iranian Intermediate EFL Learners’ Writing Skills","authors":"A. Mohseni","doi":"10.21580/vjv11i110596","DOIUrl":"https://doi.org/10.21580/vjv11i110596","url":null,"abstract":"The history of teaching writing skills includes different methods and approaches. English language learners should be equipped to dominate particular genres to write for specific settings. However, the idea of using Genre-based instruction of writing in non-native speaking countries has empirically received scant attention. This study aimed to investigate the impact of GBI on writing skills. Genres in focus are Argumentative, Discussion, Explanation, and Exposition. This study used a quasi-experimental design. Fifty-one male students majoring in aviation courses in civil aviation technology of Tehran with an intermediate level of proficiency were assigned to experimental and control groups. The author examined their proficiency by Michigan English language assessment Battery (MELAB test) and tested their writing skills by administering a writing test of TOEFL iBT 2008. The control group enjoyed traditional teaching of writing and the experimental group was taught explicitly through the GBI method based on a lesson plan proposal. Four pre- and posttests were taken to check the writing GBI progress. Independent sample t-tests revealed that the writing GBI could significantly improve the coherence, cohesion, and organization of writing. This study can benefit EFL practitioners by shedding light on how we can implement GBI of writing in an authentic classroom situation.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84978500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to investigate the impact of chatting communication on Iranian EFL learners' oral performance. To this end, the author randomly selected fifty 17-to-18-year-old male Iranian EFL learners attending Top Notch communicative classes in language institutes in Shiraz. First, they applied the Oxford Placement Test as a proficiency test to homogenize learners, and then the learners were divided into experimental and control groups (n = 25 in each group). Both groups had a pretest to estimate their oral performance before applying treatment. The experimental group received instruction and materials via online context as treatment. However, the participants in the control group just received instruction via traditional teaching methods in the class. Finally, both groups had a post-test to measure the effect of treatment on their oral performance. The mean and standard deviation were calculated for two groups In the data collection and analysis, a paired samples t-test was conducted. Based on the results, between the two groups, there was a substantial disparity in terms of oral presentation skills., and the experimental group learners outperformed the control group's learners. The findings can be helpful for teachers to find practical ways to develop students' skills and their incentives.
{"title":"Online Communication versus Face-to-Face Interaction: the Effect of Chatting Communication on Iranian EFL Learners' Oral Performance","authors":"Samad Mirza Suzani","doi":"10.21580/vjv10i28966","DOIUrl":"https://doi.org/10.21580/vjv10i28966","url":null,"abstract":"This study aimed to investigate the impact of chatting communication on Iranian EFL learners' oral performance. To this end, the author randomly selected fifty 17-to-18-year-old male Iranian EFL learners attending Top Notch communicative classes in language institutes in Shiraz. First, they applied the Oxford Placement Test as a proficiency test to homogenize learners, and then the learners were divided into experimental and control groups (n = 25 in each group). Both groups had a pretest to estimate their oral performance before applying treatment. The experimental group received instruction and materials via online context as treatment. However, the participants in the control group just received instruction via traditional teaching methods in the class. Finally, both groups had a post-test to measure the effect of treatment on their oral performance. The mean and standard deviation were calculated for two groups In the data collection and analysis, a paired samples t-test was conducted. Based on the results, between the two groups, there was a substantial disparity in terms of oral presentation skills., and the experimental group learners outperformed the control group's learners. The findings can be helpful for teachers to find practical ways to develop students' skills and their incentives.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75694891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching.
{"title":"The Effect of Gamified Flipped Classroom on the Improvement of Vocabulary Learning of Iranian Pre-Intermediate EFL Learners","authors":"Farhad Fahandezh, Asieyeh Mohammadi","doi":"10.21580/vjv10i28577","DOIUrl":"https://doi.org/10.21580/vjv10i28577","url":null,"abstract":"The current study aimed to improve vocabulary learning by using gamification in the flipped classroom context. To this end, all of the study’s population comprised high school learners at two high schools in Roodan, a city in Hormozgan, Iran. The participants were divided into three classes, class A consisting of 40 students, class B comprising 40 students, and class C consisting of thirty learners. All learners were female. In order to ensure that the learners were homogeneous, the Preliminary English Test (PET) was applied. Class A was chosen as the experimental group (gamified flipped classroom), whereas classes B and C were chosen as the control groups. Data were collected through the vocabulary and placement tests. Results indicate that gamification in the flipped context could have a significant effect on vocabulary improvement. This study suggests certain implications for English teachers, policymakers, and material developers. As a new teaching model, it offers a new method of vocabulary teaching.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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