EVALUATING GENDER-BIAS IN THE IRANIAN PRE-UNIVERSITY ENGLISH TEXTBOOKS

Abstract: Textbooks can affect learners’ attitudes, viewpoints, and their choice of language in second/foreign language (L2) communication. The various ways in which the people are displayed in communication may affect students’ viewpoints. This study was an attempt to examine several potential areas of gender-bias in the representation of women and men in the pre-university English textbook, an English language teaching (ELT) textbook with two volumes taught in the high schools of Iran. To evaluate this textbook, content analysis was done in terms of gender-bias, gender-neutral, male-generics, and the firstness in the reading texts, instructions, exercises and illustrations. The frequency and percentages of names, nouns, pronouns and pictures attributed to each gender (i.e., males and females) were obtained and chi-square tests were carried out. In general, names, nouns and pictures pertinent to males outnumbered those attributed to females. Besides, there was a statistically significant difference between males and females in the two volumes of the pre-university textbook in terms of the above features. Also, male-oriented terms came first more frequently. However, there was not a statistically significant difference between male and female pronouns between the two volumes, though the percentage of male pronouns was higher. Moreover, the textbook included many gender-neutral nouns and pronouns not having any gender orientations. Findings indicated that the Iranian pre-university English textbook was somehow male-oriented and gender-biased as regards names, nouns, firstness and pictures associated with them though great efforts were made to avoid specific gender orientations

Relationship Between Intrinsic/Extrinsic Motivation and L2 Speaking Skill Among Iranian Male and Female EFL Learners

This study investigated the relationship between intrinsic/extrinsic motivation and L2 (English) speaking skill between male and female high school students in Iranian EFL context. To this end, 249 male and female students' intrinsic and extrinsic motivation was measured with a questionnaire and their English speaking skill was assessed by a speaking rating scale. To triangulate the data, semi-structured interviews with a sample of 25 EFL students were conducted. The results of descriptive statistics and correlation coefficients demonstrated that the females had a higher level of intrinsic motivation while the males had a higher level of extrinsic motivation. Besides, the degree of correlation between intrinsic motivation and attainment of L2 speaking skill was statistically higher among the females. Also, t-test results indicated a statistically significant difference in the intrinsic/extrinsic type of motivation between the male and female students. The findings highlight the role of gender in dealing with motivation in L2 classes.En este estudio se ha investigado la relación entre la motivación extrínseca/intrínseca y la habilidad de hablar inglés L2 entre estudiantes de secundaria masculinos y femeninos en el contexto de EFL de Irán. La motivación intrínseca y extrínseca de 249 estudiantes masculinos y femeninos se midió con un cuestionario y su habilidad para hablar inglés se evaluó con una escala de calificación oral. Para triangular los datos, se realizaron entrevistas semiestructuradas con una muestra de 25 estudiantes de EFL. Los resultados de estadística descriptiva y los coeficientes de correlación demostraron que las mujeres tenían un mayor nivel de motivación intrínseca, mientras que los hombres tenían un mayor nivel de motivación extrínseca. Además, el grado de correlación entre la motivación intrínseca y el logro de la habilidad de hablar L2 fue estadísticamente mayor entre las mujeres. Los resultados de la prueba-t indicaron también una diferencia estadísticamente significativa en la motivación intrínseca/extrínseca entre los estudiantes masculinos y femeninos. Los resultados destacan el papel del género en el tratamiento de la motivación en las clases de L2.Cette étude est à analyser le rapport entre la motivation intrinsèque/extrinsèque et la compétence parlée L2 (en anglais) parmi les lycéens/lycéennes Iranien(ne)s dans le contexte de l'apprentissage iranien d'ALE. Pour atteindre ce but, les motivations intrinsèque et extrinsèque ont été mesurées par un questionnaire parmi 249 étudiants masculins et féminins iraniens, leur compétence parlée étant saisie par une échelle d'évaluation dans la production orale. Afin de trier les données, des entretiens demi-structurés avec 25 étudiants ont été programmés. Les résultats des statistiques descriptives et les facteurs de corrélation démontre que les femmes ont un niveau plus élevé de la motivation intrinsèque. Quant aux hommes ils sont plus motivés extrinsèquement. En plus, le degré de corrélation entre la motivation intrinsèque et l'arrivée au niveau L2 de la compétence parlée est statistiquement plus élevé parmi les femmes. Également, les résultats de t-test ont marqué une énorme différence de la motivation intrinsèque/extrinsèque entre les hommes et les femmes étudiants, enfin, ce que nous trouvons dans ce travail met en lumière le rôle du genre des étudiants dans la motivation qu'ils obtiennent dans les cours du niveau L2 parlée dans ALE.En aquest estudi s'ha investigat la relació entre la motivació extrínseca/intrínseca i l'habilitat de parlar anglès L2 entre estudiants de secundària masculins i femenins en el context de EFL de l'Iran. La motivació intrínseca i extrínseca de 249 estudiants masculins i femenins es va mesurar amb un qüestionari i la seva habilitat per parlar anglès es va avaluar amb una escala de qualificació oral. Per triangular les dades, es van realitzar entrevistes semiestructurades amb una mostra de 25 estudiants de EFL. Els resultats d'estadística descriptiva i els coeficients de correlació van demostrar que les dones tenien un major nivell de motivació intrínseca, mentre que els homes tenien un major nivell de motivació extrínseca. A més, el grau de correlació entre la motivació intrínseca i l'assoliment de l'habilitat de parlar L2 va ser estadísticament més gran entre les dones. Els resultats de la prova-t van indicar també una diferència estadísticament significativa en la motivació intrínseca/extrínseca entre els estudiants masculins i femenins. Els resultats destaquen el paper del gènere en el tractament de la motivació en les classes de L2

EVALUATING VISUAL ELEMENTS IN TWO EFL TEXTBOOKS

Abstract: This study evaluates visual elements in two English textbooks, that is, Interchange 3 and Top Notch 3B, commonly taught to Iranian EFL learners; it analyzes illustrations to find out the balance of black-and-white and color drawings and photos and examines the extent to which visual materials are used for decorative purposes. The analysis of visual elements reveals that, first, color pictures constitute a large percentage of illustrations in both textbooks, reflecting current publication trend for stylish color pages. Second, Interchange 3 has more drawings than the Top Notch 3 whereas the Top Notch textbook has more photos, which can establish more authenticity and result in its higher price. Third, the majority of the portraits are color photos, and, further, actions are represented more through drawings than photos, presumably because of practicality issues. Finally, pictures used for decorative purposes constitute a small percentage of illustrations in both textbooks, indicating their pedagogically facilitative effects.

EFFECTIVENESS OF HYBRID-FLIPPED CLASSROOM IN IMPROVING EFL LEARNERS’ ARGUMENTATIVE WRITING SKILL

This study investigated the effectiveness of the hybrid-flipped classroom model in improving English-as-a-Foreign-Language (EFL) learners’ argumentative writing skill. Also, it evaluated the model as a means of learning argumentative writing skill. To these ends, the sample of 50 EFL learners from a language institute were selected after taking a language placement test and were assigned to control (conventional) and experimental (hybrid-flipped) groups. To collect the data, pretest and posttest argumentative essays as well as semistructured interviews were used. ANCOVA on the writing scores in the prestest and posttest phase showed that using the hybrid-flipped instruction had a significant effect on the learners’ argumentative writing performance. Moreover, thematic analysis on the qualitative interview data revealed several benefits of hybrid-flipped method such as learner-teacher and learner to learner interaction, increased learners’ responsibility, easy makeup for learners’ absence, and teacher assistance. The findings suggest the applicability of hybrid-flipped method for teaching L2 writing

Evaluating an Instructional Textbook: A Critical Discourse Perspective

A critical discourse analysis (CDA) of English language teaching (ELT) textbooks can provide a theoretical description of existing ideological effects in the texts and a means to link linguistic and social practices. This study, thus, seeks to evaluate Summit 2B (i.e., the advanced book of Top Notch series) with a focus on the representation of male and female social actors. In so doing, this study drew on van Leeuwen’s (1996) social actor framework and Halliday’s (2004) transitivity model. To achieve the purpose of this study, content analysis was first carried out in the corpora obtained from the aforementioned textbook to find out the frequency and proportion of various social actors. The results obtained from the tests of significance (i.e., chi-square tests) and the qualitative data analyses revealed that there were some significant differences between males and females concerning role allocation (i.e., activation, subjection, and beneficialization), substitution (personalization/impersonalizaton), and personal pronouns. Compared with females, males were represented as more active, energetic, independent, and assertive forces; males were represented more frequently and placed in high-status positions; they were also individualized more frequently. The results indicated that though females and males were almost equally informalized and indetermined, there was not much serious attempt to eliminate the gender bias in Summit, used as a substitute for other ELT textbooks used in private language institutes in Iran. The findings suggest that textbook writers and publishers should be more cautious about the gender discourse, along with other criteria making ELT textbooks work, because gender bias can affect language learners’ perception and preference for the choice of language in second or foreign (L2) communication

A Sequential Mixed Method Analysis of Students’ Burnout and Emotional Intelligence

Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed to a) explore Iranian EFL students’ burnout and EI profiles; b) investigate the relationship between EFL students’ burnout and their EI; and c) examine the extent to which EFL students’ EI competencies could predict their burnout. To these ends, 100 male and female Iranian EFL university students, selected through convenience sampling from two universities (Shahrekord University and Shahid Chamran University of Ahvaz), participated in the study and responded to the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Bar-On’s Emotional Quotient Inventory (EQ-i). To triangulate the data, a semi-structured interview was conducted with 20 EFL students. Data analysis showed that EFL students had a low level of burnout and were emotionally intelligent at the intrapersonal level. Also, the data from semi-structured interview provided further insight into the quantitative results and explained some personal and organizational factors in relation to EFL students’ burnout. Moreover, bivariate correlation and multiple regression analysis revealed a negative relationship between EI and two dimensions of burnout (emotional exhaustion and cynicism) and a positive relationship between professional efficacy and EI. Furthermore, intrapersonal, general mood, and adaptability components of EI were found to be better predictors of burnout. The findings have implications for language educators in reducing students' burnout

On the Relationship between Iranian EFL Teachers’ Burnout and Motivation: A Mixed Methods Study

Burnout is a persistent, negative, work-related state which involves mental, emotional, or physical exhaustion. Teacher burnout has been a major concern in mainstream education in recent years. However, it has been less examined among EFL teachers. Therefore, this study adopted a mixed methods sequential design to fill the gap by (a) identifying some Iranian EFL teachers’ burnout and motivation profiles, (b) examining the (possible) relationship between their burnout and motivation to teach, and (c) investigating motivational factors which would predict teacher burnout. To these ends, 115 EFL teachers from language schools in southwest Iran took part in this study. To collect the data, Maslach Burnout Inventory-Educators Survey, developed by Maslach and Jackson (1986), Motivation to Teach Questionnaire, developed by Soenens, Sierens, Vansteenkiste, Dochy, and Goossens (2012), and a follow-up semi-structured interview with 15 participants were employed. Descriptive statistics showed that the EFL teachers had low levels of burnout and were autonomously motivated in their teaching. Correlation analysis also revealed negative relationship between autonomous forms of motivation (i.e., intrinsic and identified( and burnout. Moreover, multiple regression analysis demonstrated that the autonomous forms of motivation and external regulation could be better predictors of EFL teachers’ burnout. The qualitative data from the interviews provided further insight into the quantitative results and explained some person- and work-related factors in relation to teacher burnout. Some implications are finally provided for decision-makers in the area of EFL pedagogy to improve EFL teachers’ autonomous motivation to reduce their burnout experience

An Investigation into Cultural Representation in Interchange Textbooks

Language and culture are now deemed to be co-constitutive; hence English language teaching (ELT) textbooks should incorporate cultural aspects and promote intercultural competence. However, careful decisions should be made as regards to the cultural content of materials and the ways in which culture is represented. This study was an attempt to deconstruct the patterns of cultural representation and intercultural interactions in Interchange textbooks, an ELT textbook series taught to English as a foreign language (EFL) learners in Iran. Using content analysis of texts and images and with the focus on nationality, gender and race, it examined how different cultures were reflected in Interchange 1, Interchange 2, Interchange 3, and whether cultural bias or inequality was present. The quantitative and qualitative data analysis revealed that the white male group was dominant in all three textbooks. And, to use Kachru’s (1985) terms, inner, outer and expanding circle nationalities were represented in the textbooks, with the expanding circle constituting the major nationality, but American culture of inner circle was predominant. Additionally, the interactions were mainly limited to superficial aspects of the target culture although these textbooks sought to show various intercultural interactions. Dominance of male and white characters and the US culture indicated inequality in race and gender, and the superficial treatment of culture in the textbooks. Less attention to the hybrid culture and deeper level of intercultural aspects, i.e. critical reflections, in the textbooks suggests that the materials be supplemented by EFL teachers’ constructive discussion of the cultures that interact

Investigating Iranian EFL Students’ Metacognitive Online Reading Strategies, Critical Thinking, and Their Relationship: A Mixed-Methods Study

The digital information age requires skills and strategies that are crucial in comprehending online academic texts. Also, research has emphasized the crucial role of critical thinking (CT) in education. Thus, this explanatory sequential mixed-methods study aimed to (a) identify Iranian EFL students’ metacognitive online reading strategies and CT skills, and (b) investigate the possible relationship between Iranian EFL students’ metacognitive online reading strategies in academic texts with their CT skills. To these ends, 80 Iranian EFL university students, selected nonrandomly from Shahrekord University, took part in this study and responded to the Pookcharoen’s (2009) Online Survey of Reading Strategies and Facione, Facione, Blohm, and Giancarlo’s (2002) California Critical Thinking Skills Test. In the follow-up, to probe into metacognitive online reading strategy use, 10 Iranian EFL university students were selected to do think-aloud online reading tasks. The descriptive statistics indicated that the EFL university students greatly preferred to use problem solving strategies more, followed by different global and support reading strategies respectively. Also, evaluation and inductive (sub)skills of CT were used mostly by the university students. Moreover, the results of the think-aloud provided evidence in support of quantitative results, confirming various problem solving, global and support strategy use in online academic reading. Furthermore, Pearson correlations revealed a positive and significant relationship, though it was small, between metacognitive online reading strategy use and CT skills. Integrating the findings from the quantitative and qualitative components call for metacognitive strategy assistance and instruction and CT development to improve online reading comprehension

Integrated approach to organization of educational cluster in musical education

У статті розглядаються питання про теоретичні і практичні аспекти вирішення проблеми інтеграції в мистецькій освіті з метою підвищення її якості. Одним із варіантів розв’язання цієї проблеми є інтегративний підхід до організації освітніх ресурсів і створення кластера. Нова освітня структура висуває нові вимоги до керування освітнім процесом. Головним результатом реалізації духовного потенціалу особистості в системі мистецької освіти є гармонійно розвинена особистість учителя музичного мистецтва, здатного відповідати творчим, культурно-мистецьким вимогам суспільства, упроваджувати соціально значущі ініціативи та інноваційні нововведення; мобільно реагувати на соціальні запити.В статье рассматриваются вопросы о теоретических и практических аспектах решения проблемы интеграции в художественном образовании с целью повышения ее качества. Одним из вариантов решения этой проблемы является интегративный подход к организации образовательных ресурсов и создания кластера. Новая образовательная структура выдвигает новые требования к управлению образовательным процессом. Главным результатом реализации духовного потенциала личности в системе художественного образования является гармонично развитая личность учителя музыкального искусства, способного отвечать творческим, культурно-художественным требованиям общества, внедрять социально значимые инициативы и инновационные нововведения; мобильно реагировать на социальные запросы.The article deals with the theoretical and practical aspects of solving the problem of integration in artistic education in order to improve its quality. One of the solutions to this problem is an integrative approach to organizing educational resources and creating a cluster. The new educational structure puts forward new requirements for managing educational process. The main result of the implementation of the spiritual potential of an individual in the system of artistic education is the harmoniously developed personality of a music art teacher, able to meet the creative, cultural and artistic requirements of the society, to introduce socially significant initiatives and innovations; to respond to social queries in a mobile way. The implementation of a competency-based approach in artistic education provides wide opportunities to create an effective system for training and enhancing the skills of musical and pedagogical staff on the basis of a combination of national achievements of world importance and established European traditions through the formation of professional and personal experience of a music art teacher. The search of approaches to the renewal of the general paradigm and the choice of optimal technologies for the revival and development of spiritual culture of an individual and society is really possible, first of all, under the conditions of providing new theoretical and methodical principles. Of particular significance is the direction of the global-value, spiritual positions of modern pedagogical science to strengthen the spiritual forces of the younger generation, which play a strategic role in the process of human survival. It should be emphasized that the formation of a new educational paradigm takes place today in accordance with the general philosophical and psychological problems through the prism of both socio-cultural and anthropological dimensions. It enables from the new positions to comprehend the essence of spiritual-ideological consciousness and to develop approaches to its formation during the educational process. In affirming the idea of integrity with regard to the understanding of personality, modern pedagogical science proceeds from the general philosophical principle of the internal interconnection and interdependence of processes and phenomena of the surrounding world. Continuous artistic education functions as a synergy of various technologies and forms of processing information on personal professional knowledge through a nonlinear polylogue. The system of continuous education today is presented in institutionalized (formal education) and non-institutionalized (non-formal and informal education) forms that systematically ensure the professional development of the individual in the artistic sphere