@article { author = {Sadeghi, Karim}, title = {Editorial}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {-}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20323}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20323.html}, eprint = {https://ijltr.urmia.ac.ir/article_20323_d2e0be49f8f8a81b8d0dcac5f52effe2.pdf} } @article { author = {Zandi, Hamed and Kaivanpanah, Shiva and Alavi, Seyed Mohammad}, title = {The Effect of Test Specifications Review on Improving the Quality of a Test}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {1-14}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20420}, abstract = {Reviewing the test specifications to improve the quality of language tests may be a routine process in professional testing systems. However, there is a paucity of research about the effect of specifications review on improving the quality of small-scale tests. The purpose of the present study was twofold: how specifications review could help improve the validity of a test in the context of assessment for learning (AFL) and to what extent qualitative review of items can identify poor ones. To this end, a group of trained test specifications reviewers (No = 7) provided feedback on the specifications of a test and the quality of the items. Analysis of feedback showed that pedagogical concerns naturally emerged during the specifications review and led to concrete suggestions on how the specifications could be revised so that the resulting test could become more useful in a classroom context. Moreover, the test items were administered to a group of (No = 40) test-takers and a set of quantitative item analyses was carried out. Comparison of the results of qualitative judgment of reviewers with the quantitative analyses showed about 38 % of the items suggested for revision by the reviewers were also identified as poor by the classical test theory (CTT) analysis. The findings highlight the potential of specifications review as part of the a priori validation of tests in small-scale assessments where conducting statistical analysis is not usually feasible.}, keywords = {test specifications,feedback from reviewers,reviewer characteristics,a priori validation,small-scale tests}, url = {https://ijltr.urmia.ac.ir/article_20420.html}, eprint = {https://ijltr.urmia.ac.ir/article_20420_279c651853c862e254dd53b1ae02beff.pdf} } @article { author = {Correa, Maite}, title = {The Editor Dilemma in Modern Language Instruction: Is Tutoring Out of Control?}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {15-26}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20421}, abstract = {Although academic dishonesty has received considerable attention in recent years, there is little research on how non-serious cheating issues in a discipline such as biology or chemistry can become highly serious offenses in the context of instruction in the modern languages (MLs). One of these grey areas is (unauthorized) editing by a tutor and/or a native speaker: Given that a substantial part (if not all) of the grade in a ML assignment is language usage (be it grammar, vocabulary, spelling, or organization), any assistance received that improves linguistic form (and as a consequence the student’s grade) should be considered as an act of punishable academic dishonesty. Still, and even if it seems obvious, it is not uncommon for language instructors to come across assignments that contain advanced linguistic forms or colloquialisms that do not belong to the linguistic repertoire of the student who wrote it (Correa, 2011). In this paper I address the following questions: Is the use of a tutor/native speaker accidental plagiarism (Beasley, 2004), pseudepigraphy (Walker & Townley, 2012), or contract cheating (Clarke & Lancaster, 2006)? Who is at fault? How can it be prevented or minimized? Should students be allowed to have tutors at all? Is there a double standard when it comes to graduate students and faculty?}, keywords = {cheating,peer editing,unauthorized help,academic integrity,tutoring}, url = {https://ijltr.urmia.ac.ir/article_20421.html}, eprint = {https://ijltr.urmia.ac.ir/article_20421_3c782c3af25f79b237e6336182ecc097.pdf} } @article { author = {Jalilifar, Alireza and Mehrabi, Khodayar}, title = {A Cross-disciplinary and Cross-cultural Study of Directives in Discussions and Conclusions of Research Articles}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {27-44}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20422}, abstract = {The current study provided cross-cultural and cross-disciplinary analyses of the distribution of directives in discussion and conclusion sections of English and Persian research articles (RAs) in disciplines of physics, chemistry, counseling, and sociology, representing hard and soft sciences, respectively. To that aim, 80 RAs from both English and Persian journals between 2000 and 2012 were selected. The RAs were textually analyzed to determine the distribution of directives. Findings revealed a significant difference between Persian hard and soft science RAs in the employment of directives, with soft science writers employing directives more frequently in discussion and conclusion sections in comparison with hard science writers. However, no significant difference was found in the distribution of directives across discussion and conclusion sections of English soft and hard RAs. Moreover, findings did not show a significant difference across Persian and English RAs. Overall, results suggest that Persian and English academic writers tend to follow a similar generic and discursive trend in the employment of directives in their discussion and conclusion sections pointing to the universal nature of directives as persuasive strategies employed by academic writers in canonical branches of science. The findings of the present study might raise learners' awareness of the conventions and lexico-grammatical features of academic writing in Persian and/or English RAs. }, keywords = {research article,metadiscourse,engagement,directives,discussion,conclusion}, url = {https://ijltr.urmia.ac.ir/article_20422.html}, eprint = {https://ijltr.urmia.ac.ir/article_20422_12499d2b697412f1d2957db27aee7d6b.pdf} } @article { author = {Behnam, Biook and Jenani, Shalaleh and Ahangari, Saeideh}, title = {The Effect of Time-management Training on Test-anxiety and Self-efficacy of Iranian Intermediate EFL Learners}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {45-61}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20423}, abstract = {The present study aimed to examine the effect of time-management training on Iranian EFL learners' test-anxiety and self-efficacy. A quasi-experimental design was used. The study was carried out in Tabriz Azad University and University of Applied Sciences and Technology. Thirty-eight BA students majoring in TEFL who enrolled in the above mentioned context in the academic year 1390-1391 participated in the study. The instruments used in the study were Time-Management Behavior Scale constructed by Macan, Shahani, Dipboye, et al. (1990), General Self-Efficacy Scale constructed by Jerusalem and Schwarzer (1992) and Westside Test-Anxiety Scale constructed by Driscoll (2007).The results indicated that there was a significant difference between the mean scores of experimental group's test-anxiety before and after time-management training and also there was a significant difference between the mean scores of experimental group and control group's test-anxiety after intervention. These findings also apply to the mean scores of self-efficacy. Therefore, it can be concluded that time-management training affects EFL learners' test-anxiety and self-efficacy. The findings of this study have some implications for researchers, teachers, universities and institutions.}, keywords = {time-management,training,test-anxiety,self-efficacy,Iranian EFL learners}, url = {https://ijltr.urmia.ac.ir/article_20423.html}, eprint = {https://ijltr.urmia.ac.ir/article_20423_221e1f441b70554ca02396260f38a159.pdf} } @article { author = {Mushangwe, Herbert}, title = {Computer-aided Assessment of Tone Production: A Case of Zimbabwean Students Learning Chinese as a Foreign Language}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {63-83}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20424}, abstract = {This study examined how technology can help in assessing and teaching Chinese tones to foreign students who are not used to tonal languages. It was an attempt to show how we can use the PRAAT software to make learners of Chinese as a foreign language realize their tonal errors. The data used was collected from the students at the University of Zimbabwe studying Chinese and this was part of a continuous assessment for the students’ pronunciation of Chinese tones. This method which was used by teachers to assess students’ tones was found to be easy to follow such that students could also utilize it for their own pronunciation practice. We argued that the use of computer-aided assessment makes assessment of students’ tone acquisition lesser arbitrary than when the teacher merely gives comments based on his or her individual perception. This is because this assessment method gives PRAAT acoustic pictures which show the tone structures for each student; hence, both the student and the teacher can visualize the errors. Since PRAAT can provide a platform to compare the student’s pronunciation with that of the native speaker and at the same time can help the teacher to explain why student’s pronunciation is wrong, this paper concludes that PRAAT can be a useful tool in assessing and teaching Chinese tones.}, keywords = {computer-aided,tone production,assessment,PRAAT,Chinese}, url = {https://ijltr.urmia.ac.ir/article_20424.html}, eprint = {https://ijltr.urmia.ac.ir/article_20424_9594b863590614af311859ba98e7e2cb.pdf} } @article { author = {Ahangari, Saeideh and Sepehran, Hayedeh}, title = {The Effect of Intertextuality on Iranian EFL Learners’ Critical Writing}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {85-98}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20425}, abstract = {Intertextuality is the relation of each text with the texts surrounding it. Any word or phrase we are writing or saying has relationship with what we have heard or seen before. This shared language makes others understand us. On the other hand, critical thinking is the ability to think reasonably, reflectively and skillfully. Since it is believed that intertextuality results in critical thinking, this study aimed to focus on the effect of intertextuality on learners’ critical writing skill. To do so, the researchers selected 60 Advanced EFL students from three intact classes at the Iran Language Institute and assigned them randomly into three groups. After assuring the groups’ homogeneity in terms of their general English proficiency and writing skill in the beginning of the study, the researchers asked the first group, considered as the control group, to write a composition about Generation Gap. Then the first experimental group read two texts about Generation Gap and then wrote a composition about it; the second experimental group watched a short film about Generation Gap besides reading the texts and then wrote a composition about it. Having compared the written compositions in terms of critical thinking elements, the researchers found out that there is a meaningful relationship between intertextuality and critical writing. That is to say, the more intertextual relationship (in our case print and visual texts) the learners are involved with, the more critical elements they utilize in their writing. Findings of this research have some pedagogical implications. }, keywords = {intertextuality,critical thinking,critical writing,film,reading}, url = {https://ijltr.urmia.ac.ir/article_20425.html}, eprint = {https://ijltr.urmia.ac.ir/article_20425_d2161fc3c67ae1e0a02ebda7bff91dad.pdf} } @article { author = {Ahmadi Shirazi, Masoumeh and Shekarabi, Zeinab}, title = {The Role of Written Corrective Feedback in Enhancing the Linguistic Accuracy of Iranian Japanese Learners’ Writing}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {99-118}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20426}, abstract = {This study is an attempt to investigate the effect of direct and indirect feedback on the writing performance of Iranian learners of Japanese as a foreign language. During one academic semester, three indirect feedback types including underlining, coding and translation were used as well as direct type of feedback in order to see which one makes a difference in the written essays of students. The study targeted the impact of these feedback types on the correct usage of prepositions, adjective and noun phrases. Sixty students participated in the study. They were divided into control and experimental group; both were asked to write expository essays each session during a 10-week period; the experimental group were given feedback, either direct or indirect, every other session. Independent samples t- test showed that there is a significant difference between groups with the experimental group having a higher mean of accuracy in the use of three linguistic categories. Having time series design, we conducted repeated measure ANOVA which showed that just direct feedback enhanced the linguistic aspect of written essays of students with indirect feedback having little or no role to play in writing practice. }, keywords = {direct feedback,indirect feedback,writing performance}, url = {https://ijltr.urmia.ac.ir/article_20426.html}, eprint = {https://ijltr.urmia.ac.ir/article_20426_a91776283dbd5c5f7841c7fcfcaed358.pdf} } @article { author = {Sadeghi, Karim and Abolfazli Khonbi, Zainab}, title = {BOOK REVIEW: Second Language Acquisition: An Introductory Course (4th ed.)}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {119-122}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20427}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20427.html}, eprint = {https://ijltr.urmia.ac.ir/article_20427_24399b414bfdd8c7c1a2a322765ef340.pdf} } @article { author = {Sadeghi, Karim and Soleimani, Maryam}, title = {BOOK REVIEW: Research Methods in Second Language Acquisition: A Practical Guide}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {123-126}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2014.20428}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20428.html}, eprint = {https://ijltr.urmia.ac.ir/article_20428_a36c108e55d41d85521f12d67ab38aab.pdf} } @article { author = {}, title = {Abstracts in Persian}, journal = {Iranian Journal of Language Teaching Research}, volume = {2}, number = {1}, pages = {127-131}, year = {2014}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_20429.html}, eprint = {https://ijltr.urmia.ac.ir/article_20429_3fbc4b43722dae9c365b1238f011e4f2.pdf} }