ORIGINAL_ARTICLE
The Teacher Is a Facilitator: Reflecting on ESL Teacher Beliefs through Metaphor Analysis
Metaphors offer a lens through which language teachers express their understanding of their work. Metaphor analysis can be a powerful reflective tool for expressing meanings that underpin ways of thinking about teaching and learning English as a second/foreign language. Through reflecting on their personal teaching metaphors, teachers become more aware of the beliefs that underpin their work. This paper reports the reflections on the prior beliefs of three experienced ESL teachers in Canada through the use of metaphor analysis. The paper attempts to explore the prior beliefs of the three experienced ESL teachers in Canada through metaphor analysis by using the Oxford et al. (1998) framework as a theoretical lens in which to gain understanding of the use and meaning of these metaphors. Results indicated that all three teachers used a total of 94 metaphors throughout the period of the group discussions and interviews, and that the metaphors used most were those related to learner-centered growth, followed by social order, then social reform.
https://ijltr.urmia.ac.ir/article_20374_b4b7b3f5052a15fc93177a2e3ce51ff2.pdf
2016-01-01
1
10
10.30466/ijltr.2016.20374
reflection
teacher beliefs
teaching philosophy
ESL teachers
metaphor analysis
Thomas
Farrell
tfarrell@brocku.ca
1
Brock University, Canada
LEAD_AUTHOR
ORIGINAL_ARTICLE
Metacognitive Awareness and the Fluency of Task-based Oral Output across Planning Conditions: The Case of Iranian TEFL Students
The present inquiry inspected the impact of metacognitive awareness on the fluency of 114 Iranian TEFL learners’ task-based oral output. The participants in six intact classes were selected from a population of 120 English sophomores based on their scores on proficiency pre-test. The classes were randomly assigned as two tripartite groups of experimental and control participants each embracing three groups of pre-task planners (PTP), on-line task planners (OLP), and pre and on-line task planners (POLP). The fifteen-session metacognitive awareness program in the form of a topic-based listening and speaking course was based on Cotterall's (2000) principles of autonomous learning and three sets of metacognitive strategies, centering learning, arranging and planning learning and evaluating learning (Oxford, 1990). Employing a narrative task type, the researcher collected the data using a 2x3 factorial design with two levels of metacognitive awareness and three levels of planning. It was hypothesized that fluency would improve through metacognitive awareness under various planning conditions. Two- way Repeated Measures and One-way ANOVA analyses of the research data revealed significant fluency gains in all experimental participants compared to the control ones and in the control POLP planners. The findings have pedagogical implications for educators and teachers and highlight the need for strategic investment.
https://ijltr.urmia.ac.ir/article_20375_a70c594a6d660c4ed48818d7591de8af.pdf
2016-01-01
11
26
10.30466/ijltr.2016.20375
fluency
metacognitive awareness
oral output
repair fluency
task planning
Zohreh
Seifoori
seifoori@iaut.ac.ir
1
Islamic Azad University – Tabriz Branch, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
Exploring Transcendence in EFL Learners’ Reading Comprehension through Computerized Dynamic Assessment
Derived from Vygotsky’s works, dynamic assessment (DA) enables learners to move beyond their current level of functioning through offering needs-sensitized mediation. This study aimed at exploring the learners’ development in novel and increasingly more challenging situations called transcendence (TR) in an L2 context focusing on reading comprehension through computerized dynamic assessment (CDA). An overall number of 32 BA TEFL advanced students were selected from among undergraduates of a university in Iran to participate in this study. To fulfil the purpose of the study, the researchers developed Computerized Dynamic Reading Assessment to examine Transcendence (CDRAT) software which included reading comprehension CDA tests. To monitor the maintenance of learning in different time intervals, two software programs named CDRAT1 and CDRAT2 were utilized in specific time intervals after the posttest. The results indicated that not only did increased task complexity not lead to regression of students’ development, but also it had an effect on enhancing their development. Thus, transcendence had an effect on the generalizability of the contentions to a great extent. In conclusion, it was disclosed that there is no endpoint to progress and merely gaining a low or high score should not be interpreted as the inability of a special learner to surpass. This would more reinforce the need for applying TR in other future DA studies.
https://ijltr.urmia.ac.ir/article_20376_782c230dd1ca43f8d5b7f1029556e93a.pdf
2016-01-01
27
45
10.30466/ijltr.2016.20376
dynamic assessment
computerized dynamic assessment
transcendence
reading comprehension
mediation
Saman
Ebadi
samanebadi@gmail.com
1
Razi University, Iran
LEAD_AUTHOR
Abdulbaset
Saeedian
2
Razi University, Iran
AUTHOR
ORIGINAL_ARTICLE
A Qualitative Study of Politeness Strategies Used by Iranian EFL Learners in A Class Blog
In regard to the significant role of information and communication technology (ICT) in educational systems, it becomes increasingly important to gain a better understanding of the features of the language used by learners in the new contexts created by this medium. This paper aims at analyzing politeness strategies including negative politeness, positive politeness, bald on-record, and bald-off record strategies in posts written by Iranian EFL learners in a class blog as an opportunity for asynchronous interaction in response to their teachers and peers. The participants of the study were 14 Iranian EFL learners selected based on their level of language proficiency. There were 1520 politeness utterances across all posts including 800 politeness utterances used when learners were interacting with their instructor and 720 politeness utterances used when learners were interacting with their peers. The collected data were analyzed using content analysis as well as Computer-Mediated Discourse Analysis (CMDA). The results revealed that learners frequently used positive strategies as signs of psychologically close relationship, reciprocity and friendship in a group.
https://ijltr.urmia.ac.ir/article_20377_53108802e7c4dd323ae8df97f044a9af.pdf
2016-01-01
47
62
10.30466/ijltr.2016.20377
politeness strategies
negative politeness
positive politeness
bald on-record strategies
bald-off record strategies
Computer Assisted Language Learning (CALL)
Seyyed Mohammad Reza
Adel
sm.adel@hsu.ac.ir
1
Hakim Sabzevari University, Iran
LEAD_AUTHOR
Mohammad
Davoudi
2
Hakim Sabzevari University, Iran
AUTHOR
Akram
Ramezanzadeh
3
Hakim Sabzevari University, Iran
AUTHOR
ORIGINAL_ARTICLE
Gender Differential Item Functioning on A National Field-specific Test: The Case of PhD Entrance Exam of TEFL in Iran
Differential Item Functioning (DIF) exists when examinees of equal ability from different groups have different probabilities of successful performance in a certain item. This study examined gender differential item functioning across the PhD Entrance Exam of TEFL (PEET) in Iran, using both logistic regression (LR) and one-parameter item response theory (1-p IRT) models. The PEET is a national test consisting of a centralized written examination designed to provide information on the eligibility of PhD applicants of TEFL to enter PhD programs. The 2013 administration of this test provided score data for a sample of 999 Iranian PhD applicants consisting of 397 males and 602 females. First, the data were subjected to DIF analysis through logistic regression (LR) model. Then, to triangulate the findings, a 1-p IRT procedure was applied. The results indicated (1) more items flagged for DIF by LR than by 1-p IRT (2) DIF cancellation (the number of DIF items were equal for both males and females), as revealed through LR, (3) equal number of uniform and non-uniform DIF, as tracked via LR, and (4) female superiority in the test performance, as revealed via IRT analysis. Overall, the findings of the study indicated that PEET suffers from DIF. As such, test developers and policymakers (like NOET & MSRT) are recommended to take these findings into serious consideration and exercise care in fair test practice by dedicating effort to more unbiased test development and decision making.
https://ijltr.urmia.ac.ir/article_20378_2ff1da5089a843d3363f59b9e45c900b.pdf
2016-01-01
63
82
10.30466/ijltr.2016.20378
differential item functioning
logistic regression
one-parameter item response theory
Alireza
Ahmadi
arahmadi@shirazu.ac.ir
1
Shiraz University, Iran
LEAD_AUTHOR
Ali
Darabi Bazvand
2
Shiraz University, Iran
AUTHOR
ORIGINAL_ARTICLE
Iranian EFL Teachers' Perceptions of Teacher Self-disclosure
Teacher self-disclosure (TSD) as a communication behavior can influence students' learning by increasing their engagement and class participation as well as helping them establish effective interpersonal relationships. Owning to its context-sensitive and culture-dependent nature, however, TSD topics, purposes, and considerations may vary cross-culturally. This study was an attempt to explore Iranian EFL teachers' perceptions of appropriateness of TSD as well as to investigate whether there was a significant difference between male and female teachers' perceptions of appropriateness of TSD. To this end, the Appropriateness of Teacher Self-Disclosure Scale was distributed among 68 Iranian EFL teachers (34 females and 34 males) from six language institutes. The results of the study indicated the extent to which the Iranian EFL teachers perceived TSD topics, purposes, and considerations to be appropriate or inappropriate. Furthermore, the study found convergence and divergence between male and female teachers' perceptions in terms of the topics used in TSD, the purposes TSD serves in classroom, and considerations the teachers take into account when practicing TSD. The results of the study suggest that Iranian EFL teachers can practice TSD as a pedagogical tool to enhance learning although they should be wary of its consequences in some aspects as TSD is contingent upon context and culture.
https://ijltr.urmia.ac.ir/article_20379_3b1339e39fc46f6cbbe8a1c19b5268de.pdf
2016-01-01
83
96
10.30466/ijltr.2016.20379
appropriateness of teacher self-disclosure
EFL, self-disclosure purposes
self-disclosure topics
teacher self-disclosure
Ali
Rahimi
rahimijah@yahoo.com
1
Bangkok University, Thailand
LEAD_AUTHOR
Rouhollah
Askari Bigdeli
2
Yasouj University, Iran
AUTHOR
ORIGINAL_ARTICLE
Investigating the Impact of Job Satisfaction/Dissatisfaction on Iranian English Teachers’ Job Performance
As part of a large-scale project, this study investigated the differences between satisfied and dissatisfied Iranian junior secondary school English teachers in terms of their job performance. To this end, 64 Iranian English teachers and 1774 of their students completed a validated questionnaire specifically developed to investigate EFL teachers’ job performance. The results indicated that satisfied teachers significantly differed from their dissatisfied counterparts in terms of their job performance suggesting that the observed differences in their job performance might have mainly been caused by the degree to which they were satisfied with their profession. The results also showed a significant difference between students’ evaluation of their teachers’ job performance and the teachers’ self-evaluation of their job performance. Furthermore, through a semi-structured interview, the most crucial factors contributing to poor job performance of dissatisfied Iranian secondary school EFL teachers were identified to be an insufficient subject and pedagogic knowledge, unequal attention to individual students, lack of professional commitment, interpersonal relationship problems, and demotivation.
https://ijltr.urmia.ac.ir/article_20380_9940acef171b13d20279b87a538473e6.pdf
2016-01-01
97
115
10.30466/ijltr.2016.20380
Iranian EFL teachers
job performance
job satisfaction
satisfied EFL teachers
dissatisfied EFL teachers
Hassan
Soodmand Afshar
soodmand@basu.ac.ir
1
Bu-Ali Sina University, Iran
LEAD_AUTHOR
Mehdi
Doosti
2
Bu-Ali Sina University, Iran
AUTHOR
ORIGINAL_ARTICLE
BOOK REVIEW: Talking about Language Assessment: The LAQ Interviews
https://ijltr.urmia.ac.ir/article_20381_0597b9d3a3eb46863b42a4b2b1bab2b8.pdf
2016-01-01
117
119
10.30466/ijltr.2016.20381
Karim
Sadeghi
k.sadeghi@urmia.ac.ir
1
Urmia University, Iran
LEAD_AUTHOR
Maryam
Zeinolabedini
2
Urmia University, Iran
AUTHOR
ORIGINAL_ARTICLE
BOOK REVIEW: Understanding Research in Applied Linguistics
https://ijltr.urmia.ac.ir/article_20382_4ce89a8148821a5562944106e6896e78.pdf
2016-01-01
120
123
10.30466/ijltr.2016.20382
Is’haaq
Akbarian
i-akbarian@qom.ac.ir
1
University of Qom, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
BOOK REVIEW: English Grammar: A University Course (3rd ed.)
https://ijltr.urmia.ac.ir/article_20383_917492b8caf5b48b0e3098f777f72405.pdf
2016-01-01
124
127
10.30466/ijltr.2016.20383
Shahrooz
Javidi
shjavidi@gmail.com
1
Urmia University, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
INTERVIEW:An Interview with Professor David Crystal
https://ijltr.urmia.ac.ir/article_20384_31ebe3219d122a7a19753a290f6af878.pdf
2016-01-01
129
134
10.30466/ijltr.2016.20384
Karim
Sadeghi
k.sadeghi@urmia.ac.ir
1
Urmia University, Iran
LEAD_AUTHOR
ORIGINAL_ARTICLE
Abstracts in Persian
https://ijltr.urmia.ac.ir/article_20385_20a9fd9460eb2eb8e2b9daea8dc6f13e.pdf
2016-01-01
135
140