@article { author = {Sadeghi, Karim}, title = {EDITORIAL}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {-}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120555}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_120555.html}, eprint = {https://ijltr.urmia.ac.ir/article_120555_8031dd09d54e3ada6aa164bf1239b82d.pdf} } @article { author = {Liontas, John}, title = {Refocusing the Digital Lens of Idiomaticity: A Second Look at Understanding Idiomaticity in CALL}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {1-21}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120556}, abstract = {This article takes a critical second look at understanding idiomaticity in CALL (Computer Assisted Language Learning). The conditions markedly affecting second language teaching and learning are highlighted amidst pedagogical constructs supporting the reconstructive nature of idiomatic understanding and production in English. The ensuing discussion underscores the promise digital technologies hold for further research work on idiomaticity including, but not limited to, idiom, metaphor, simile, metonymy, hyperbole, proverb, slang, cliché, lexical bundle, phrasal expression, multiword construction, collocation, colloquialism, and tropes of figurative language. It is argued that for the purposes of diagnosis and achievement idiomaticity must be thoughtfully anchored in pedagogical paradigms requiring further examination and care. These exemplars, as the need arises across contexts and audiences, are seen as particularly useful to the development and refinement of idiomatic knowledge, especially when such knowledge reflects the judicious and purposeful use of CALL technologies, electronic tools, and digital resources. Pedagogical implications addressing idiom-learning activities and task-based digital projects are also discussed.}, keywords = {idiomaticity,pragmatics,second language teaching,digital learning,learner empowerment,natural language use}, url = {https://ijltr.urmia.ac.ir/article_120556.html}, eprint = {https://ijltr.urmia.ac.ir/article_120556_45a078714b0fb4633423934ab05ad78a.pdf} } @article { author = {Manzano, Brendalyn}, title = {Researcher and Non-researcher Teachers’ Evaluation of ELT Materials: Converging of Diverging?}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {23-38}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120557}, abstract = {ELT materials evaluation is an important professional activity for ELT professionals. However, there are questions on who should perform the evaluation. Although there is a recognized importance of collaboration between researcher and non-researcher-teachers, some scholars have raised their concerns on the possible divergence between these two groups of teachers. Hence, this exploratory study sought to examine whether researcher-teachers (i.e., actively engaged in research) and non-researcher-teachers (i.e., not actively engaged in research) diverge or converge when evaluating ELT materials. The participants in this study involved five non-researcher-teachers and five researcher-teachers who evaluated the sample materials using a two-part questionnaire. These evaluators used an in-depth method because it is more focused and allows them to evaluate materials with depth. The scores assigned during validation were analyzed using descriptive statistics and inter-rater correlations. The findings revealed that the evaluation of the two groups of teachers was consistent in almost all evaluation criteria. However, non-researcher-teachers showed higher agreement among themselves than the researcher-teachers. These findings have implications for materials evaluation and classroom practices.}, keywords = {ELT materials,language teaching,materials evaluation,materials development,textbooks}, url = {https://ijltr.urmia.ac.ir/article_120557.html}, eprint = {https://ijltr.urmia.ac.ir/article_120557_59e9f6c8e34b5c918ecc7d44862c5e7b.pdf} } @article { author = {Khajavy, Gholam Hassan and Ghonsooly, Behzad and Hosseini Fatemi, Azar and Frenzel, Anne}, title = {Antecedents of Pleasant and Unpleasant Emotions of EFL Teachers Using an Appraisal-theoretical Framework}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {39-55}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120559}, abstract = {Drawing upon appraisal-theoretical framework (Frenzel, 2014), this study aimed at examining the antecedents of pleasant and unpleasant emotions experienced by English as a foreign language (EFL) teachers in Iran. Results of semi-structured interviews with eleven EFL teachers teaching in private language institutes showed that positive interaction with students, motivated students, and students' progress were the most frequently mentioned antecedents of enjoyment.  For pride, positive feedback from students and students' progress were identified as the key antecedents. For anxiety and shame, inability to answer students’ questions was the key antecedent, while shame was additionally triggered by responsibility for student failure, and anxiety was additionally triggered by class observation by supervisors, and lack of preparation. For anger, disciplinary issues, lack of student commitment to tasks and homework, and having to explain a topic to students several times when they do not understand were identified as the key antecedents. Demotivated and uncollaborative students were identified as antecedents of boredom. In the end, the findings were discussed and pedagogical and research implications were suggested. }, keywords = {antecedents,Appraisal Theory,EFL Teachers,teacher emotions,qualitative research}, url = {https://ijltr.urmia.ac.ir/article_120559.html}, eprint = {https://ijltr.urmia.ac.ir/article_120559_feb8c95b9695dc55964f68a85bd7193b.pdf} } @article { author = {Veliz-Campos, Mauricio}, title = {Pronunciation Learning Strategies, Aptitude, and Their Relationship with Pronunciation Performance in Pre-service English Language Teachers in Chile}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {57-76}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120560}, abstract = {The study aimed to establish whether there is a relationship between L2 aptitude, pronunciation learning strategies (PLSs), and pronunciation performance in pre-service English language teachers in Chile. In so doing, the study also uncovers PLS use by the participants. Through a correlational and statistically descriptive methodology, all participants took three tests, namely the Modern Language Aptitude Test (MLAT), the Strategic Pronunciation Learning Survey (SPLS), and a pronunciation test, each of which was intended to gather data for the three major variables. The study was conducted at a teacher education university in Chile, with a sample of 43 Year 1 and Year 2 students. Pearson and Spearman correlation coefficients showed that no major correlations were found between PLS frequency/duration and pronunciation accuracy; nor was a major correlation found between language aptitude and pronunciation accuracy. Nonetheless, the application of a statistical model comprising the most frequently used PLSs and those with the longest duration yielded a positive correlation between these PLSs and pronunciation intelligibility levels. Future studies incorporating motivational elements are required to establish how they correlate with pronunciation accuracy, in particular.}, keywords = {pronunciation learning strategies,learning strategies,language aptitude,pronunciation performance,MLAT}, url = {https://ijltr.urmia.ac.ir/article_120560.html}, eprint = {https://ijltr.urmia.ac.ir/article_120560_64e76a3880ea2333a87a1af2875f0275.pdf} } @article { author = {Rezaei, Saeed and Naghibian, Mehrdad}, title = {Developing Intercultural Communicative Competence through Short Stories: A Qualitative Inquiry}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {77-96}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120561}, abstract = {This study investigated the role of literary texts in the development of Iranian English language learners’ Intercultural Communicative Competence (ICC). To fulfill this general objective, an intercultural syllabus was designed for a fourteen-session course of American English short story at Sharif University of Technology in Tehran. Theoretically informed by Byram’s (1997) ICC model and following Kraft’s cultural pattern as introduced in Chinaka (2010), the course syllabus was an integration of various cultural topics by using short stories written by some eminent American writers whose fictions lent themselves well to the topics selected for this ICC course. The participants, who were 13 students at the intermediate to upper-intermediate level, were taught these short stories with a contrastive approach where both L1 and L2 cultural points were highlighted. Two main sources of data collection were 1) a series of questions, in the form of journal entries, written by the participants as part of their assignments, and 2) semi-structured interviews at the outset and end of the course. The qualitative analysis of the data indicated that the learners developed intercultural competence under the definitions of Byram’s model. The results of the study provide us with valuable insights about the integration of literary texts in teaching culture. The results can be further used by textbook writers and fed into teacher training courses}, keywords = {culture,intercultural communicative competence,literature,short story}, url = {https://ijltr.urmia.ac.ir/article_120561.html}, eprint = {https://ijltr.urmia.ac.ir/article_120561_9292b890b8a90fdb0d147fee558388e9.pdf} } @article { author = {Atai, Mahmood and Babaii, Esmat and Lotfi Gaskaree, Behruz}, title = {A Narrative Study of In-service EAP Teachers’ Cognition on Language Teacher Role Identities}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {97-115}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120562}, abstract = {The present exploratory study probed Iranian in-service EAP teachers’ cognitions on language teacher role identities. Life history narratives and teaching philosophy statements were employed to collect qualitative data from nine Iranian in-service EAP teachers at one of the state universities in Iran. The data included the teachers’ descriptions of their teaching philosophies as well as their evaluations and interpretations of their prior teachers’ ways of being language teachers. Inductive analysis of the data allowed the researchers to identify Eight role identities including ‘teachers as creators and users of learning opportunities’; ‘teachers as selectors and users of teaching/learning materials’; ‘teachers as assessors and evaluators’; ‘teachers as researchers’; ‘teachers as realizers and facilitators of the development of learners' (full) potentials’; ‘teachers as observers of ethicality’; ‘teachers as learners’; and, ‘teachers as teacher educators’. In addition to providing a typology of teacher role identities that Iranian language teachers identify with, the study might promise some implications for language teacher education and teacher education research.}, keywords = {in-service EAP teachers,life history,role identity,teacher cognition,teaching philosophy statement}, url = {https://ijltr.urmia.ac.ir/article_120562.html}, eprint = {https://ijltr.urmia.ac.ir/article_120562_f209f56080a60f84f1a0fc5febb02871.pdf} } @article { author = {Nguyen, Thi Thuy Loan}, title = {The Effect of Combined Peer-Teacher Feedback on Thai Students’ Writing Accuracy}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {117-132}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120563}, abstract = {Nowadays, language errors are viewed as indicators of learners’ existing knowledge of the target language. Several studies have thus been conducted on the types and sources of these errors in order to help learners effectively acquire language skills. This is not an exception in Thailand where students’ English writing has been reported to be a chronic problem. However, there has been little research on the ways to help Thai students improve their English writing skills. Adopting the combined peer-teacher feedback model developed by Nguyen (2017, 2018) and employing a survey and a focus group semi-structured interview, this study reports on how this feedback model helped reduce Thai university students’ writing errors and how they responded to each error for the improvement of their writing accuracy. In addition to confirming the effectiveness of this feedback model in assisting Thai students, the study also discussed their evaluations of each error difficulty level, their revision strategies and the frequencies of their accurate corrections. The results of this study are therefore expected to shed more light on how to help Thai students overcome their English writing difficulties, reduce their writing errors and improve their writing skills. Furthermore, the study is hoped to partly reflect how in-service teachers tailor teaching approaches and materials to enhance the writing ability of EFL learners}, keywords = {error correction,writing difficulties,writing accuracy,peer-teacher feedback,EFL writing,Thai students}, url = {https://ijltr.urmia.ac.ir/article_120563.html}, eprint = {https://ijltr.urmia.ac.ir/article_120563_953c092563a5b9ceb11b75f07eacc78c.pdf} } @article { author = {Parvaz, Muhammad Hossein}, title = {BOOK REVIEW: Corpus Linguistics for Vocabulary: A Guide for Research, 1st Edition}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {133-135}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120564}, abstract = {Corpus linguistics is the study and analysis of data obtained from a corpus. The field has been developing considerably in the last two decades due to the great possibilities offered by the processing of natural language with computers. Different types of books on corpus linguistics are available on the market. However, the need for vocabulary corpus studies motivated Szudarski to develop Corpus Linguistics for Vocabulary. It aims to provide a practical introduction to using corpus linguistics in vocabulary studies. Using freely available corpus tools, the author intends to provide a step-by-step guide on how corpora can be used to explore key vocabulary-related research questions and topics such as: what the frequency of each of word in English is and how one can choose which words to teach to learners; how spoken vocabulary differs from written, and how academic vocabulary differs from general; and how vocabulary contributes to the structure of discourse and the pragmatic functions it fulfils.}, keywords = {corpus linguistics,vocabulary,Research}, url = {https://ijltr.urmia.ac.ir/article_120564.html}, eprint = {https://ijltr.urmia.ac.ir/article_120564_d9982c69c853687f255314e07f66a433.pdf} } @article { author = {Abolfazli, Zainab and Sadeghi, Karim}, title = {BOOK REVIEW: Encyclopedia of Language and Education: Language Testing and Assessment (3rd ed.)}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {136-140}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120565}, abstract = {Taking the important role of testing and assessment from social, political, professional, ethical, and educational dimensions, the Encyclopedia of Language and Education: Language Testing and Assessment (3rd ed.)covers the innovative methodologies and fundamental issues in recent assessment approaches. The chapter authors carefully consider details of the up-to-date topics they discuss and uncover possible problems, challenges, as well as solutions to these concerns. All chapters follow the same format, beginning with early developments about the topic, to major contributions, to work in progress, to difficulties, and finally to future work. Presented in a reader-friendly way, the encyclopedia is recommended to all individuals interested in the interdisciplinary field of language testing and assessment. Professors and students can also benefit from studying the book for the variety of topics would help improve their professional development.}, keywords = {language,education,testing,assessment}, url = {https://ijltr.urmia.ac.ir/article_120565.html}, eprint = {https://ijltr.urmia.ac.ir/article_120565_bb7fd5b87f37a15e627e16739ad1c5d0.pdf} } @article { author = {Amini, Davoud}, title = {INTERVIEW: Interview with Professor Barbara Seidlhofer}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {141-144}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {10.30466/ijltr.2018.120566}, abstract = {Professor Barbara Seidlhofer is a professor of English and applied linguistics at the University of Vienna, Austria. Her research and teaching focus is on English as a lingua franca (conceptualization, description, theoretical implications), the nature of intercultural communication and multilingualism, and sociolinguistics and pragmatics more generally. Professor Seidlhofer is the founding director of the Vienna-Oxford International Corpus of English (VOICE), which provides a basis for empirical research into English as a lingua franca. She is past editor of the International Journal of Applied Linguistics and the founding editor of the Journal of English as a Lingua Franca. Some of her major publications among many are Controversies in Applied Linguistics (2003) and Understanding English as a Lingua Franca (2011), both published by Oxford University Press. She recently visited Tabriz (Azarbaijan Shahid Madani University) and delivered a talk at a conference organized by this university. An interview was conducted with her by Dr Davoud Amini (Assistant Professor of TEFL at Azarbaijan Shahid Madani University). Below DA stands for Davoud Amini and BS stands for Barbara Seidlhofer. Content}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_120566.html}, eprint = {https://ijltr.urmia.ac.ir/article_120566_1142d16f20940ef44da8622727d3ca06.pdf} } @article { author = {}, title = {Abstracts in Persian}, journal = {Iranian Journal of Language Teaching Research}, volume = {6}, number = {2}, pages = {145-148}, year = {2018}, publisher = {Urmia University}, issn = {2322-1291}, eissn = {}, doi = {}, abstract = {}, keywords = {}, url = {https://ijltr.urmia.ac.ir/article_120567.html}, eprint = {https://ijltr.urmia.ac.ir/article_120567_127b100dc049f809e47d0ec95edb630a.pdf} }