On the Relationship between Iranian English Language Teaching Students’ Selfefficacy, Self-esteem, and their Academic Achievement

The present study explores the relationship between self-esteem, self-efficacy, and academic achievement among Iranian graduate students majoring in English Language Teaching (ELT) by presenting a model of the interrelationship among these three constructs. To this end, 229 students, male (N=80) and female (N=149), were selected from among different universities of Khorasan Razavi Province, Iran. AMOS software, Schwarzer, and Jerusalem’s self-efficacy questionnaire were utilised to conduct the study and Rosenberg’s self-esteem questionnaire. Also, to assess the participants’ academic achievement, their Grade Point Average (GPA) was used as a criterion measure based on their self-report evaluation. The results of the Pearson correlation indicated that there were significant positive relationships between self-efficacy and self-esteem (r=.641, p<.05), self-efficacy and academic achievement (r=.609, p<.05), and self-esteem and academic achievement (r=.519, p<.05). The goodness of fit indices revealed that all the fit indices lie within the acceptable fit thresholds. Results of the model showed that both self-efficacy (β= .44, p<.05) and self-esteem (β= .22, p<.05) were significant positive predictors of students’ achievement. Therefore, self-efficacy was a better predictor of GPA. The model also demonstrated that self-efficacy positively and significantly (β= .57, p<.05). The findings of the study might have some pedagogical implications for language teaching and learning.

Are Two Heads Better than One? Comparing Engagement between Pairs and Individuals in an L2 Writing Task

This study examined the performance of university foreign language learners on a writing task by comparing paired work (n = 50) against individual work (n = 50). Data were collected based on three aspects of learners’ task engagement: behavioral (time spent working on the task, number of words written), linguistic (English writing scores), and affective (attitudes toward the task). The results showed that (1) all participants worked on the task for the same amount of time and produced a similar number of words, (2) texts written by pairs were similar to and as accurate/fluent as those written individually, and (3) learners who worked in pairs evaluated the task more positively than did those who worked individually. A more detailed examination using cluster analysis revealed that while there was generally a positive relationship between each aspect of task engagement, a trade-off might occur depending on the situation, and one aspect might mediate the effect of others. In addition, by examining the differences between a successful and a less successful pair, this study provides pedagogical implications in relation to the use of pair work activities in the language classroom.

Investigating the Effect of Self-regulatory Strategy Development on Iranian EFL Learners’ Metadiscoursal Writing Skill

The present research investigates the effect of self-regulatory strategy instruction on Iranian EFL learners’ metadiscoursal writing abilities. To this purpose, 50 Iranian EFL intermediate learners were all native speakers of the Persian language learning the English language in an institute were selected via convenience random sampling. Self-regulated Strategies Intervention and Metadiscoursal writing pretest and post-test were the research instruments employed to collect the data. Because of the circumstance of Covid-19, the instructor made a new WhatsApp group apart from the virtual group, namely Adobe Connect, to make contact with the students. The learners were required to take a metadiscoursal writing pretest. After passing six sessions, intervention through self-regulated strategies was taught, and the participants were required to follow the guidelines. The instructor checked every single learner’s progress. Ultimately, they took a post-test. The findings revealed that the self-regulatory strategy significantly impacted Iranian EFL learners’ metadiscoursal writing skills. In conclusion, the results indicated that it could be suitable for teachers to gain more information regarding the self-regulated strategy and utilize it, where necessary, for its positive results.

The Influence of Explicit Teaching and Utilization of Concept-mapping on EFL Students’ Listening and Self-efficacy

Listening is one of the most important communicative skills and at the same time the Achilles heel of many L2 learners as it entails multi-level cognitive processes (Lynch, 2002). Besides, the measures of self-efficacy, as Zimmerman and Martinez-Pons (1990) claim, are closely tied to effective use of learning strategies. Considering the key role that concept mapping, as an indispensable cognitive learning strategy, and self-efficacy play on an individual’s achievement (Bandura, 1997; Chularut & DeBacker, 2004), the present study aimed to examine the influence of explicit teaching and utilization of concept mapping on Iranian EFL students’ listening achievement and perceived self-efficacy. The participants were sixty upper-intermediate university students, studying English as a foreign language. They were randomly assigned into two groups: One control and one experimental group, each containing thirty participants. The students in the experimental group were taught and trained to utilize concept mapping while doing listening tasks, and the instruments were a self-efficacy questionnaire and a test of listening achievement. The findings showed that the experimental group performed better in the listening achievement test after learning to use concept mapping. Likewise, their perceived self-efficacy in accomplishing listening tasks improved after the intervention period.

Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers’ direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. In the first group, the product-based approach was used to teach writing, and the learners received direct corrective feedback. In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. The writing performance of the students in all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches.

Exploring the Effects of Mediation in Group-Dynamic Assessment (G-DA) Approach for an Iranian Undergraduate EFL Writing Course

The present study employed a cumulative format of Group Dynamic Assessment (G-DA), an assessment approach that integrates instruction into assessment, and adopted an interactionist approach to DA to conduct a semester-long mediation program in a writing course, which aimed at improving the writing ability of 15 (8 males and seven females) intermediate proficiency level sophomore students of English Language and Literature, in a State University in Iran. The students’ performances on non-dynamic writing pre- and post-tests and nine in-class dynamic writing tasks, completed during the DA sessions, were compared using independent samples t-test and mixed between-within subjects analysis variance (ANOVA), respectively. More specifically, the participants were divided into the two groups of more-skilled and less-skilled student writers, and then their performance was compared. The results indicated that the mediation offered had been highly effective in improving the writing competence of both groups of more- and less-skilled writers. They have been equally able to benefit from the mediation received and resolve their problems in writing. In addition, the dominant patterns of tutor mediational and learner reciprocity moves from a recorded DA intervention session were identified to see how they can lead to the learners’ writing development.

Writing Strategies Used by Indonesian EFL Students with Different English Proficiency

The present study investigates the writing strategies used by 135 Indonesian English Foreign Language undergraduate students with different English proficiency and the relationship between their English proficiency, indicated by students’ receptive vocabulary knowledge, and the quality of text they produced. The writing strategies questionnaire by Petrić and Czárl (2003) was used to analyze participants’ use of strategies in the three stages of writing: pre-writing, drafting, and revising. Each item in the questionnaire was rated on a 5-point Likert scale. The Vocabulary Size Test (Nation & Beglar, 2007) was used as an indicator of participants’ proficiency in English. The participants were also asked to write an essay in English, which was assessed using the ESL Composition Profile of Jacob et al. (1981). The results of the data analysis showed that most of the students applied 15 of the 38 strategies referred to in the questionnaire. Results also indicate no significant differences in the choice of strategies between students with high versus low English proficiency levels. However, participants’ vocabulary size had only a weak positive correlation with their writing quality. The findings aim primarily to inform Writing courses in English Education majors in Indonesia, though they may also be useful for other English learning contexts.

What is the Role and Nature of Language and Language Development?

In this paper, the role and nature of language and language development will be discussed. Research and theory in second language acquisition has demonstrated that (i) language is an abstract, implicit and complex system. Input (ii) plays a key role in language development; despite the fact that some knowledge of language is innate (iii). Overall, language development (iv) is ordered and stage-like and instruction (v) has a limited role. Theoretical and pedagogical implications will be highlighted.

The Role of Mobile-assisted Language Learning (MALL) in Enhancing the Writing Skills of Intermediate IEP Students: Expectations vs Reality

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.

Impact of Supra-segmental Features on Reading Comprehension in First and Second Language: A Comparative Study of Iranian EFL learners

Supra-segmental features refer to various forms of intonation and how words and sentences are uttered. Such features challenge meaning and comprehension, too. Despite the importance of these features and their reported association with phonological awareness and linguistic comprehension, their effects on reading comprehension have not been explored. The current work investigated the impact of a remedial program on Persian and English reading comprehension of a group of English language learners (N=30 divided into experimental and control groups). The measurements tested the components of reading comprehension based on the Simple View of Reading (SVR). Additionally, supra-segmental features were assessed by Profiling Elements of Prosody (i.e., supra-segmentals) in Speech-communication (PEPS) in both languages. As a result, English and Persian elision and also Persian listening were affected by teaching supra-segmental features. Assessing the transfer of linguistic skills revealed that Persian listening and knowledge of supra-segmentals, in particular, recognizing short syllables and awareness of stress position in a sentence, contribute to English reading comprehension. It indicates that reading and listening comprehension are affected by similar cognitive processes that may lay in the knowledge of supra-segmentals. The findings also suggest that simpler systems of supra-segmentals are more likely to transfer. Pertinent pedagogical implications were presented, as well.