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Mohammad Hadi Mahmoodi

Associate Professor

Update: 2024-12-21

Mohammad Hadi Mahmoodi

Faculty of Humanities / Department of English language

P.H.D dissertations

  1. Iranian EFL Teachers’ Vision of an Ideal YLE Classroom
    2023
    A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety during their career which might lead to burnout and demotivation. Considering the impact of vision in motivating teachers and learners (Dornyei & Kubanyiova, 2014), this research project was designed to study vision from different perspectives. What we know about the vision of an ideal classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their career. Thus, adopting mixed method research, this study employed a combination of qualitative and quantitative approaches to explore the complex and dynamic nature of vision. In the first stage of the study, the development of vision of an ideal YLE class in English as a Foreign Language (EFL) teachers was investigated. This stage was a longitudinal/cross-sectional study in which 40 YLE teachers’ development of vision of an ideal class was examined via four rounds of researcher-made interviews before and after Teacher Training Courses (TTC), and during the first year of their teaching experience. Moreover, the visions of novice teachers were compared with those of 20 experienced YLE teachers who sat for the same interview. The collected interview data suggested the dynamic nature of vision and indicated what may contribute to novice teachers’ decision to remain or leave the profession. The results also determined the juxtaposition between vision and practice addressing the development of YLE teachers’ visualization in their career path. The findings of the first stage were used in the second stage to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal Young Learners English (YLE) classroom environment. To achieve this goal, a five-factor model of an ideal YLE classroom environmen
  2. The Roles of Working Memory Capacity (WMC) and Second Language (L2) Age of Onset in L2 Morphosyntactic Processing and L2 Reading Comprehension Abilities
    2022
    The present study explored the roles of working memory capacity (WMC) and second language (L2) age of onset (AO) in L2 semantic/morphosyntactic performance as well as L2 reading comprehension ability. Additionally, the role of WMC in L2 relative clause (RC) attachment preference was investigated. A total of 238 bilingual Persian native speakers of English participated in the study. The results showed a significant relationship between WMC and L2 semantic/morphosyntactic performance. Additionally, the results revealed that the participants’ morphosyntactic performance, irrespective of their WMC, was significantly influenced by semantic priming effect, indicating that L2 morphosyntactic knowledge in learners' interlanguage system might be shaky and subject to communicative aspects of input. Furthermore, the results showed no significant correlation between WMC and L2 reading comprehension composite scores and no significant correlation between WMC components and L2 reading comprehension dimensions. In addition, no significant difference between early and late L2 learners' reading comprehension composite scores as well as their literal and inferential comprehension abilities was observed, which provides counterevidence for the predictions of the Critical Period Hypothesis. The results of the correlation between the storage and processing components of WMC, however, revealed that there was a significant negative correlation between the storage and processing components of WMC, and this negative correlation was even stronger for the lower-capacity participants, providing support for the time-based resource sharing (TBRS) model of WM (Barrouillet et al., 2004). Moreover, the results revealed no correlation between the participants' WMC and their L2 (English) RC attachment preferences. The findings of the study provide some implications for foreign language teachers with regard to teaching morphosyntactic aspects of language and correcting morphosyntactic errors.
  3. Motivating, Motivation, and Motivational Effectiveness in Applied Linguistics Research: A Meta-Analysis Approach
    2021
    Recent work in the field of second language (L2) motivation research has confirmed the crucial role of motivation in our behaviour or thought, incorporating all the factors that shape what we do or think (e.g., Dörnyei, 2020; Ushioda, 2020). With the development of complex dynamic systems in applied linguistics (Larsen-Freeman & Cameron, 2008), the L2 motivational self system (L2MSS) has strongly contributed to our understanding of how second language motivation is conceptualised and how this conceptualisation is related to a variety of learning and teaching phenomena. Research on the L2MSS has been extensive in recent years, calling for a meta-analytic examination. This study, therefore, reports a meta-analysis of studies that drew centrally on the L2MSS model. The meta-analysis examines the overall effect of motivation on language learning and addresses the relationship between the language motivation and variables that moderate its effectiveness. A total of 17 published studies, involving 18,832 language learners, were meta-analysed through calculating effect sizes for the effectiveness of motivation and for significant moderators. The results indicate a large effect of motivation on language learning. Further statistical analyses also reveal that various variables (including learner age, gender, educational level, learning context, target language, learning outcomes, and geographical locations) play a moderating role in the effectiveness of L2 motivation. Based on these findings, several directions for future meta-research within the domain of L2 motivation are charted.

Master Theses

  1. Integrating Flipped Foreign Language Learning through Mobile Devices: L2 Grammar Learning, Beliefs Towards Language Learning and L2 Motivation
    2022
    This study attempted to investigate the effect of flipped language learning through mobile devices on Iranian EFL learners’ grammar learning, their motivation for learning the foreign language, and their belief toward language learning. To this end, a quasi-experimental research with the pretest-posttest control group was used with a sample of 60 learners from one of the high schools of Qorveh, Kordestan, Iran. The instruments used in the current study were Oxford Quick Placement Test (OQPT), a pretest and posttest in grammar, The Foreign Language Learning Motivation questionnaire designed and validated by Gonzales (2006), and Beliefs Toward Language Learning postulated by Peralta Castro and Andrade-Arechiga Mail (2017). The results of independent samples t-tests and Mann-Whitney U tests revealed that the flipped learning improved the grammar performance of the students. Furthermore, the levels of L2 motivation and belief toward language learning changed after the treatment. The study has implications for EFL teachers and learners in using flipped language learning through mobile devices in English classes in general and teaching L2 grammar in particular. The conclusions of this study can also aid course designers.
  2. Factors Affecting Motivation in EFL Teachers: A Meta-Synthesis
    2022
    This qualitative meta-synthesis study aimed to investigate the main factors affecting English as a foreign language (EFL) teachers’ motivation, research methods and designs, and data collection methods used in the studies. To this end, 50 studies investigating EFL teachers’ motivation according to the inclusion/exclusion criteria were chosen as the data. Those data were collected by using some web-sites, databases, search engines, and digital libraries: Science direct, Research Gate, Scopus, google scholar, and ERIC. The data was analyzed using grounded theory and content analysis as the data analysis methods. The result of the study showed that the society-related factors, organizational issues, physical environment and classroom issues, and teachers’ own characteristics and abilities were the most important sub-components. Moreover, the results revealed that qualitative and quantitative studies were among the mostly used research methods and other studies like: mixed-method, longitudinal, case-studies and literature review were not considerable in their frequency. Mostly applied data collection methods were also interviews and questionnaires.
  3. An Investigation into the Relationship among Iranian EFL Learners’ Self-Regulation, Achievement Goal Orientation, Academic Self-Concept, Epistemic Belief, and Metacognitive Awareness of Reading Strategies: A Structural Equation Modeling Approach
    2022
    Reading is considered as the top main concern in EFL/ESL learning process (Ahmadi & Hairul, 2012). On the other hand, MacNamara (2011) asserted that metacognition and strategy use are prerequisites for a deep, permanent comprehension and learning. This study attempts to explore whether some psychological and cognitive variables affect metacognitive awareness of reading strategies and if any relation pattern can be determined among the existing variables. To this aim, this study aimed to investigate the relationship among self-regulation, achievement goal, academic self-concept, epistemic beliefs, and Iranian EFL learners' metacognitive awareness of reading strategies. The design of this study is a path analytic correlational one, and it intends to examine the relationships among the variables through structural equation modeling procedure (SEM).
  4. The Effect of Using Games, Songs and Stories on Young English as a Foreign Language Learners’ Motivation and Speaking Ability
    2020
    Abstract: This quasi-experimental mixed-method study aimed at investigating whether using games, songs and stories significantly affects young EFL learners’ motivation and speaking ability. To this end, 120 young Iranian EFL learners, both females and males, between 6 to 10 years old, were selected through convenience sampling to take part in the study. There were three experimental groups (N=90) and one control group (N=30). The first experimental group received games as an instructional tool; the second experimental group received songs; the third experimental group received stories; and the control group received traditional methods of instruction. To collect data, these instruments were used: (1) YLE Speaking Test, and (2) Young EFL Learners’ L2 Motivation Scale. The results of statistical analysis showed (1) using games had a significant positive effect on young EFL learners’ motivation; (2) using songs had a significant positive effect on young EFL learners’ motivation; (3) using stories had a significant positive effect on young EFL learners’ motivation; (4) using games had a more significant effect on the motivation of young EFL learners, compared to using songs and using stories; (5) using games had a significant positive effect on young EFL learners’ speaking ability; (6) using songs had a significant positive effect on young EFL learners’ speaking ability; (7) using stories had a significant positive effect on young EFL learners’ speaking ability; and (8) using games had a more significant effect on the speaking ability of young EFL learners, compared to using songs and using stories. The results of interview with 30 volunteer participants also showed that the young learners are both integratively and instrumentally motivated for learning English.
  5. Relationship between EFL Teachers’ Self-Efficacy, Reflectivity, Job satisfaction and Students’ L2 achievement
    2020
    The present study aimed at investigating the relationship between EFL teachers' self-efficacy, reflectivity, job satisfaction and students’ L2 achievements. To this end, 200 Iranian EFL teachers, teaching in public schools and private language institutes in Kangavar, Hamedan, and Tehran were selected based on convenience sampling procedures. English Language Teaching Reflection Inventory (Akbari, Behzadpour, & Dadvand, 2010), Teacher Sense of Efficacy Scale (Tschannen-Moran & Woolfolk Hoy, 2001), and teacher Job Satisfaction Survey (Spector, 1994) were distributed among the participants. In order to analyze the data, Structural Equation Modeling was used. The results reveled that teachers’ reflectivity is the strongest predictor of Iranian EFL learners’ L2 achievement. Teachers’ critical reflection is a key point in promoting learners’ L2 learning. Teachers reflection, helped teachers enhance the effectiveness of their teaching, resulting in conducive classroom climates and creating emotional conditions among learners. The results also showed that teachers efficacy was a moderate predictor of students L2 achievement. Young and energetic teachers are possibly more motivated towards and more interested in language teaching. Also sense of commitment and responsibility followed by self-confidence can lead to a situation in which teachers can generate much more productivity in the goals of education. Also, the results indicated that teachers’ job satisfaction is a moderate predictor of students L2 achievement. Teachers who are not satisfied with their job, their job performance would undoubtedly affect students’ achievement. Additionally, teachers who work in favorable organizational climates (schools) display considerable interest in fulfilling the objectives set by the curriculum. The findings of this study are hoped to be useful for EFL teachers and learners, teacher education programs, Ministry of Education, and policymakers.
  6. L2 Motivational, L2 Anxiety, L2 Willingness to Communicate and Self-regulated Learning as Predictors of Speaking Ability: A Structural Equation Modeling
    2020
    In the process of language production, speaking is the first to be acquired. The current study, which is unique in its own, tried to shed light on the relationship between students’ L2 motivational self-system, L2 anxiety, willingness to communicate, self-regulated learning and their L2 speaking ability in EFL learners in some language teaching institutes in Hamedan. To achieve such a goal, 305 EFL learners with quite same English background participated in the current study. Gender was not taken as a moderator variable in this study. The participants were both male and female and they ranged between 17 and 37 years old. The required data were gathered through some questionnaires and an oral exam. After collecting the data, AMOS was run to analyze the data, and according to the values in the structural model, the results revealed that first, there is a significant relationship between L2 motivational self-system and L2 speaking ability. Second, there is a negative significant correlation between L2 anxiety and L2 speaking ability. Finally, the study showed a significant positive relationship between EFL learners’ willingness to communicate, self-regulation and their L2 speaking ability.
  7. Alignment of pronunciation during interaction in an EFL classroom: a sociocognitive approach
    2019
    between the mind, the body and the environment. The proponents of this view of language claim that the mind is in the body and the body is in the world and so, these are not separated but interrelated. (Atkinson, 2010). This study tried to identify the existence of one of the sociocognitive phenomena “in which language learners reuse their friends and counterparts’ expressions, structures, and pronunciation patterns during conversations and co-operations, called interactive alignment” (Pickering & Garrod, 2004) in the pronunciation of Iranian EFL learners. 90 EFL learners studying English in language institutes in Hamedan took part in the study. The researcher provided some interactive tasks in which the aimed sounds were placed and the learners interacted with each other, pronouncing the same sounds in their sentences. The results of three paired-samples t-tests revealed that there were alignments in the pronunciation of these sounds after the learners interacted with the proficient learners. However, the results of three other paired-samples t-tests showed that there were no retention in the alignment of such sounds after a period of two weeks passing the interactions. Furthermore, the results of a one-way analysis of covariate (ANCOVA) indicated that there existed a significant difference among the interactive alignments of the three groups of the participations with the long vowel group aligning better than the other groups. Language teachers may plan to have tasks with interactions among the proficient learners and the other learners with mispronunciations.
  8. Relationship between Teachers’ use of Neuro-Linguistic-Programming Techniques (NLP), Efficacy, Reflective Teaching and their Students’ Willingness to Communicate (WTC)
    2019
    Abstract: The present study aimed at investigating the relationship between EFL teachers' use of Neuro-linguistic-programming (NLP) techniques, efficacy, reflective teaching, and their students' willingness to communicate (WTC). To this end, 120 EFL teachers and 1200 EFL learners were chosen based on convenience sampling procedure from different language schools in Hamedan, Khouzestan, and Fars provinces. The teachers took NLP scale (Pishghadam, Shayesteh, & Shapoori, 2011), the teacher efficacy questionnaire (Tschannen-Moran & Hoy, 2001), the reflective teaching questionnaire (Akbari, Behzadpour & Dadvand, 2010), and the students took the willingness to communicate in a Foreign Language Scale (WTC-FLS) (Baghaei, 2012). The results of three separate Pearson correlations revealed that a) high levels of teachers' use of NLP techniques were associated with high levels of their students' willingness to communicate, b) high levels of teachers' reflective teaching were associated with high levels of their students' willingness to communicate, and c) high levels of teachers' efficacy were associated with high levels of their students' willingness to communicate. Moreover, the results of multiple regression analysis indicated that teachers' reflective teaching makes the strongest contribution for explaining learners' willingness to communicate. The results of the present study can improve EFL teachers’ knowledge about the value of reflecting on teaching practices, use of NLP techniques in their classrooms and the importance of efficacy. This study also has implications for EFL learners, syllabus designers, language institutes managers and policy makers to consider the characteristics of teachers as important in language teaching and learning processes.
  9. Metacognitive listening strategy use, L2 motivational self-system, autonomy and listening comprehension of the Iranian intermediate EFL learners
    2019
    Listening comprehension lies at the heart of language learning. Metacognitive listening strategies,L2 motivational self-system, and autonomy can be considered as parameters which influence listening comprehension. This study aimed at investigating the relationship of listening comprehension with the aforementioned parameters in an Iranian context. To this end, 200 intermediate EFL learners participated in the study. They took a PET sample listening test to ensure that they were at the intermediate level and also to test their listening comprehension, and completed three questionnaires, namely Metacognitive Listening Strategy Questionnaire, L2 Motivational Self System Questionnaire, and Learner Autonomy Questionnaire. The results of three Pearson product moment correlations showed (i) there was significant positive correlation between metacognitive listening strategy use and listening comprehension, (ii) there was significant positive correlation between L2 motivational self-system and listening comprehension, and (iii) there was significant positive correlation between autonomy and listening comprehension. Besides, the results of regression analysis indicated that a good portion of the variance in listening comprehension could be predicted from metacognitive listening strategy use, L2 motivational self-system, and autonomy. The F index in analysis of variance turned out to be statistically significant, which reveals that the combination of the predictors significantly predicted Iranian EFL learners’ listening comprehension. Finally, it was found that metacognitive listening strategy use, L2 motivational self-system, and autonomy were all significant predictors of listening comprehension, but metacognitive listening strategy use was the strongest predictor of Iranian EFL learners’ listening comprehension.
  10. An Investigation into the Sources of Demotivation in English Language Learning and its Relationship with English Language Learning Ability
    2019
    Abstract: The present study aimed at investigating the main sources of demotivation among Iranian high school students. The second aim of the study was to investigate the relationship between demotivation and English language learning ability of Iranian high school students. In addition, the possible effect of gender on the relationship between demotivation and English language learning ability of Iranian high school students was examined. To find the major demotivating factors, first, a semi-structured interview was conducted with 20 English teachers and 70 high school students. Then, based on the results from the semi-structured interview and the Kikuchi (2009) and Keivanpanah (2011) studies, a questionnaire including 23 items was developed and pilot tested with 150 similar Iranian high school students in order to validate the questionnaire. The newly constructed questionnaire then was distributed among 600 male and female high school students. Using factor analysis, five factors were extracted: (a) Attitudes toward second language learning, (b) Course books, (c) Teacher Characteristics, (d) Background knowledge, (e) Relevance to Real Life. The results of the Pearson product moment correlation revealed that five demotivating factors namely "Attitudes toward English learning", "Course book", "Teacher Characteristics", "Background Knowledge", and "Relevance to Real Life" were significantly and negatively correlated with English language proficiency of Iranian high school students. Finally, the results of the analysis of covariance indicated that gender had no effect on the relationship between demotivation and English language learning ability of Iranian high school students.
  11. The Relationship between Foreign Language Causal Attributions, Meta-Cognitive Self-Regulation, Motivation and Speaking Performance of Iranian EFL Learners
    2017
    This study aimed to investigate the relationship between, foreign language causal attributions, metacognitive self-regulation and speaking performance of Iranian EFL learners. To this end, 202 intermediate EFL students, studying English at private language teaching institutes in Hamedan, Khoozestan, and Golestan provinces were selected based on the conveniencesampling procedure. In this study, two validated questionnaires including: Causal Dimension Scale II (CDS II) (McAuley, Duncan, & Russell, 1992) and Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia & McKeachie, 1991) were utilized. Moreover, the interview section of IELTS Test was also used to measure speaking ability of the learners. The result of the study showed that successful and unsuccessful EFL learners attributed their success and failures in L2 speaking performance mainly to internal factors. It was also found meta-cognitive self-regulation was a stronger predictor of L2 speaking performance of Iranian EFL learners. The findings of this study are hoped to suggest a number of implications for EFL teachers and learners, syllabus designers, and parents.
  12. The Relationship between Attribution Theory, Motivation, Self-efficacy, and Listening Comprehension of Iranian EFL learners
    2016
    Abstract: The present study investigated the relationship between attribution theory, motivation, self-efficacy, and listening comprehension of Iranian EFL learners. To this end, 219 EFL learners studying English at private institutes in Hamedan, Tehran, and Kermanshah were selected based on convenience sampling procedures. Causal Dimension Scale II (CDS II), Attitude/Motivation Test Battery (AMTB), and Motivated Strategies for Learning Questionnaire (MSLQ) were distributed among the participants to measure their causal attributions of success and failure, motivation, and self-efficacy, respectively. The participants also took IELTS listening comprehension test. Then, they were asked to elaborate on the factors to which they attributed their performance in listening comprehension. The results of the study revealed that firstly, effort and task difficulty were the most frequent factors in success and failure, respectively. Secondly, EFL learners tended to attribute their performance in listening comprehension to internal, stable, and personally controllable factors. Thirdly, learners with higher levels of motivation and self-efficacy outperformed learners with lower levels. Fourthly, learners with higher levels of motivation and self-efficacy mainly attributed their performance in listening comprehension to internal, stable, and personally controllable factors. Fifthly, successful learners preferred to attribute their performance to internal, stable, and personally controllable factors. While, unsuccessful learners tended to attribute their performance to external, unstable, and uncontrollable factors. Finally, among dimensions of attribution theory, motivation, and self-efficacy, motivation was found to be a stronger predictor of EFL learners' listening comprehension.
  13. The relationship among Iranian EFL learners' intercultural sensitivities, personality type, metacognitive awareness listening and their listening comprehension
    2015
    Abstract: The aim of the present study was to examine the relationship amongIranian EFL learners’ intercultural sensitivities, personality types, metacognitive awareness listening, and listening comprehension. To do so, 194 advanced Iranian EFL learners selected based on convenience sampling from two provinces of Guilan and Mazandaran, took part in the study by completing the following instruments: Intercultural Sensitivity Scale developed by Chen and Starosta (1996), Myers-Briggs Type Indicator Form M developed by Myers and Myers (1980), Metacognitive Awareness Listening Questionnaire developed by Vandergrift et al. (2006), and Listening Comprehension Test (Listening Section of IELTS exam). To answer the first three research questions seeking out the possible relationship between (1) intercultural sensitivities and listening comprehension, (2) metacognitive listening awareness and listening comprehension, and (3) intercultural sensitivities and metacognitive listening awareness of Iranian EFL learners, three Pearson product-moment correlations were run, the results of which showed thatthere were00significant positive correlation between(1) intercultural sensitivities and listening comprehension (2) metacognitive listening awareness and listening comprehension, and (3) intercultural sensitivities and metacognitive listening awareness of Iranian EFL learners. To answer the fourth research question probing the better predictor of Iranian EFL learners’ listening comprehension, amultiple regression was run whose results showed that intercultural sensitivities and metacognitive awareness can both significantly predict listening comprehension; however, metacognitive awareness listening is a better predictor of Iranian EFL learners’ listening comprehension. To answer the last research question investigating the different types of participants’ would-be different rate of intercultural sensitivities, metacognitive awareness listening and listening comprehension a MANOVA was
  14. The effect of critical thinking, writing strategy use, L2 writing anxiety on Iranian EFL learners' writing ability: does gender make a difference
    2015
    Abstract: In the last decade, second language writing has been growing rapidly in Iran(Rezaei & Jafari, 2014). Despite the effort of practitioners and writing pedagogues, Iranian EFL learners still have major difficulties regarding their writing performance (Rezaei & Jafari, 2014). Therefore, the present study explored the associations among critical thinking, writing strategy use, L2 writing anxiety, and L2 writing ability of Iranian EFL learners with respect to their gender. To this end, 100 homogenized EFL learners were selected (57 female learners and 43 male learners). The quantitative data were collected through the ‘California Critical Thinking Skills Test-form B’, developed and validated by Facione and Facione (1993); ‘Writing Strategy Questionnaire’, developed and validated by Petric and Czarl (2003); ‘The Second Language Writing Anxiety Inventory’ (SLWAI), developed and validated by Cheng (2004); and the second task of the academic version of IELTS exam. The results of multiple correlations indicated that there was a statistically significant positive relationship between the learners’ L2 writing ability and their writing strategy use, their L2 writing ability and critical thinking, and their writing strategy use and critical thinking. Besides, there was a statistically significant negative relationship between the learners’ L2 writing ability and their L2 writing anxiety; and their writing strategy use and L2 writing anxiety. Based on the results of multiple regressions, from among critical thinking, L2 writing anxiety, and writing strategy use, L2 writing anxiety was a better predictor of the learners’ L2 writing ability. The results of one-way MANOVA showed that male learners suffered from lower levels of L2 writing anxiety in comparison to females; and their L2 writing ability was higher than females. On the other hand, gender had no significant effect on the learners’ critical thinking and their writing strategy use. The results of the study might sug
  15. On the Relationship among Hemispheric Dominance, Attitude towards L1 and L2, Gender, and Learning Suprasegmental Features in Iranian EFL Learners
    2015
    Abstract: The study aimed at finding the relationship among hemispheric dominance, gender, attitude towards L1 and L2, and learning suprasegmental features. To this end, 200 Intermediate EFL students, who were chosen using convenient sampling, constituted the sample. Edinburgh Handedness Questionnaire, which ranges from -100 for left handed to +100 for right-handed people, was used to determine the hemispheric dominance of each participant. Prior to the main stage of the study, Oxford Solution Placement Test (OPT) was used to homogenize the proficiency level of all the participants. In the main stage, participants were asked to take the suprasegmental features test, in which they had to listen to each item once and record their voice when they were ready. The results of the independent samples t-tests indicated left-brained language learners’ superiority in observing and learning suprasegmental features. It was also found that females are better than males in producing suprasegmental features. Furthermore, the results of Pearson correlations indicated significant relationship between attitude towards L2 and learning suprasegmental features. However, no similar relationship was found between attitude towards L1 and learning English suprasegmental features. The findings of this study can provide language learners, instructors and authors of language books, and scholars in the filed with a handful of pedagogical and testing implications.
  16. The Effect of Explicit Teaching of Segmental and Suprasegmental Features on Iranian EFL Learners’ Listening Comprehension
    2015
    The purpose of the present study was to identify the effect of explicit teaching of segmental and suprasegmental features on Iranian EFL learners’ listening comprehension. To this end, 90 EFL learners studying English in accredited private language institutes in Hamedan took part in the study. The EFL learners were assigned into two experimental groups and a control group. In one of the experimental groups, segmental features were taught to the learners; in the second experimental group, suprasegmental features were instructed; however, the control group received no explicit instruction in pronunciation. There were 29 participants in each experimental group and 32 in the control group. The researcher made use of four instruments, namely Cambridge Practice Tests for IELTS, American English File series, David Brett’s website, and Learn English website, to fulfill the objectives of the study. The results of two Matched t-tests revealed that: a) explicitly instructing segmental features had a statistically significant positive effect on the listening comprehension of Iranian EFL learners, b) explicitly instructing suprasegmental features had a statistically significant positive effect on the listening comprehension of Iranian EFL learners. Furthermore, the results of a one-way ANOVA and a Scheffe post-hoc test indicated that there existed a significant difference between the effect of explicit instruction of segmental and suprasegmental features on Iranian EFL learners’ listening comprehension, with suprasegmental features having a statistically more positive effect on developing the EFL learners’ listening comprehension. In light of the findings of the present study, the first implication of the current investigation is related to the language teaching approaches. Evoking the call for the skills integration (Ellis, 2003; Hinkel, 2006; Nunan & Miller, 1995), the pronunciation component of ELT can be accommodated in classes with more consideration given to pronunciation,
  17. The Effect of Input and Output Based Instructions on Iranian EFL Learners’ Oral Proficiency
    2015
    Abstract: The purpose of the present study was to investigate the effect of input and output-based instructions on Iranian elementary EFL learners’ speaking proficiency. Furthermore, this study sought to examine the effect of listening /reading exercises and speaking /writing exercises on elementary Iranian EFL learners’ speaking proficiency.To this end, 96 (49 female and 47 male) EFL learners from Kish language institute (KLI) in Hamadan province took part in the study by receiving 16 hours of treatment in one semester (two months).The participants were selected and then given a pre-test to verify their homogeneity, using IELTS exam speaking module. The result of descriptive statistics indicated a positive trend which to some extent showed the usefulness of the treatment as at the end of the experiment, in all four groups certain degree of improvement in subjects’ performance in all four groups could be detected. The results of three independent samples T-tests indicted that there were statistically no significant difference between: a) input and output-based methods with regard to their effects on Iranian EFL learners’ speaking proficiency, b) listening and reading-based exercises -as two forms of input-based instruction- with regard to their effects on Iranian EFL learners’ speaking proficiency, and finally c) speaking and writing-based exercises–as two forms of output-based instruction- with regard to their effects on Iranian EFL learners’ speaking proficiency. Furthermore, the result of descriptive statistics indicated the presence of certain positive trends as generallysubjects in input-based instruction groups showed more positive outcome in their performance than subjects in output-based instruction groups, listening-based exercises indicated more positive ternds than reading-based exercises, and lastly, writing-based exercises indicated more improvement than speaking-based exercises. Since the result of study indicated no significant difference between inpu
  18. An Investigation into Iranian EFL Teachers’ Assessment Literacy and Inclination towards the Use of Alternative Assessment
    2014
    Abstract: One of the vital and critical roles of the teachers is the ability to assess students’ performance; yet many teachers are not well-prepared for this demanding task. Most teachers believe that for implementing assessment concepts and making decisions about assessment, they need assistance and improvement. Thus, the present study aimed at investigating: first, the assessment literacy and use of alternative forms of assessment among Iranian high school and language institute EFL teachers, second, the existence of any relationship between these two concepts among Iranian EFL teachers, third, the role of different factors, namely, years of experience, gender, and educational degree in assessment literacy of Iranian EFL teachers. To meet the aims of this study, a questionnaire and an interview were used. Classroom Assessment Literacy Inventory by Mertler (2002) included 35 content-based items on a multiple choice test scale. Using Chronbach’s Alpha, the questionnaire was found to have acceptable reliability rate. The interview included 5 questions. One hundred eighty six Iranian EFL teachers (91 high school teachers and 95 language institutes teachers) from three provinces of Kermanshah, Hamedan, and Kurdistan completed the questionnaires and 40 teachers (20 from high schools and 20 from language institutes) were interviewed. The results of Independent Samples t-test revealed that with regard to language assessment literacy there is a significant difference between: a) Iranian high school and language institute teachers, b) Iranian male and female EFL teachers, c) teachers holding M.A. and Ph.D. compared with teachers holding B.A. and lower degrees. The results of Pearson Correlation Coefficient indicated that there was a statistically significant positive correlation between assessment literacy and years of experience. Furthermore, the results of ANOVA unveiled the fact that EFL teachers’ assessment literacy is highly correlated with the use of alternative form
  19. The Effect of Teaching Critical Thinking Skills on the Language Learning Strategy Use of Iranian EFL Learners with Different EI Levels
    2014
    Abstract: The present study was an attempt to investigate the effects of CT-based instruction on intermediate EFL learners’ language learning strategy use across different EQ levels. In other words, it aimed to determine how EFL learners with distinct levels of emotional intelligence might benefit from CT-based instruction, thus use different language learning strategies. A further concern of this study was to investigate the relationship among critical thinking, language learning strategy, and emotional intelligence of Iranian EFL learners. To this end, 88 EFL learners out of a total number of 96 intermediate learners studying at private English language institutes in Shiraz were chosen through the administration of Oxford Placement Test (2007). Then, the Bar-On Emotional Quotient inventory (EQ-i) and California Critical Thinking Skills Test; Form B (CCTST) were administered to the subjects to determine their emotional intelligence and Critical thinking skills. Furthermore, the subjects were required to complete the Strategy Inventory for Language Learning (SILL) prior to the treatment. The subjects in the experimental group were taught the CT skills under the Mixed Approach (Ennis, 1989) through the integration of Yang’s (2012) model, whereas in the control group, lower order thinking skills, such as classification, memorization, and taking notes were emphasized. At the end of the study, the subjects in all groups were given the Strategy Inventory for Language Learning (SILL) for the second time. The results of the study computed through Independent Samples t-test, One-Way ANOVA, Pearson Product Moment Correlation, and Spearman’s rho correlation, revealed that: a) teaching critical thinking skills had a significant effect on the language learning strategy use of EFL learners; b) teaching critical thinking skills had a significant effect on the language learning strategy use of EFL learners across different EI levels; c) there was no significant difference between
  20. بررسی رابطه تأمل، جهت گیری های مدیریت کلاس و ادراک معلمان زبان انگلیسی از راهبردهای یادگیری زبان انگلیسی دانش آموزان با دستاورد زبانی دانش آموزان
    2014
  21. بررسی عقاید و ویژگیهای مدرسان انگلیسی با اهداف ویژه و مدرسان عمومی: تفاوت ها و شباهت ها
    2014
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