The Relationship between Cultural Identity, Intrinsic Motivation and Pronunciation Knowledge of Iranian EFL Learners

Gardener’s (1985) socio-cultural model shows that culture is among the variables that can affect learning languages. In addition, a series of studies were prompted by Dörnyie (2005) to gauge the effect of motivation on language learning. This correlational study endeavored to find out any possible interaction between these variables, i.e., cultural identity, intrinsic motivation, and pronunciation knowledge of Iranian EFL learners at intermediate level. To this end, 9 items from Mathews’ Cultural Identity Questionnaire (2007) (as cited in Bazrafshan, 2015) along with intrinsic/extrinsic motivation questionnaire developed by Noels, Pelletier, Clement, and Vallerand (2000) were given to the 49 intermediate Iranian EFL learners who were selected among 74 learners studying at Mahan Language Institute in Birjand. The participants’ pronunciation knowledge was also measured through an interview. The results of the data analysis through Pearson correlation revealed that cultural identity shows no relationship with pronunciation knowledge of the participants, whereas more intrinsically motivated language learners gained higher scores on the pronunciation test. Pedagogical implications are discussed.

The Effect of Impulsivity vs. Reflectivity on Reading Comprehension of Iranian EFL Learners

In recent years attention has been accorded to language learners’ affective factors and learning styles. Two of the significant learning styles are impulsivity and reflectivity which have not been studied as much as other styles such as introversion and extroversion. This study endeavored to find out whether or not impulsivity and reflectivity have any effect on reading comprehension of Iranian English as a Foreign Language (EFL) learners. Seventy two language learners were selected from 4 intact classes out of 112 learners. Nelson proficiency test was given to the participants as homogeneity test. Next, Barrat’s (1995) impulsiveness questionnaire was given to the participants. Based on the results of the questionnaire, the participants formed 3 different groups, i.e., a reflective group (n=25), impulsive group (n=25) and a control group (n=22). The control group consisted of less impulsive and less reflective learners based on Barrat’s scale. An IELTS reading test (general module) was administered to the participants. Based on the results of independent samples t-test, it was found that impulsivity and reflectivity do not have any effect on reading comprehension of Iranian EFL learners. Pedagogical implications are discussed.

Mapping routine measles vaccination in low- and middle-income countries

The safe, highly effective measles vaccine has been recommended globally since 1974, yet in 2017 there were more than 17 million cases of measles and 83,400 deaths in children under 5 years old, and more than 99% of both occurred in low- and middle-income countries (LMICs)1–4. Globally comparable, annual, local estimates of routine first-dose measles-containing vaccine (MCV1) coverage are critical for understanding geographically precise immunity patterns, progress towards the targets of the Global Vaccine Action Plan (GVAP), and high-risk areas amid disruptions to vaccination programmes caused by coronavirus disease 2019 (COVID-19)5–8. Here we generated annual estimates of routine childhood MCV1 coverage at 5 × 5-km2 pixel and second administrative levels from 2000 to 2019 in 101 LMICs, quantified geographical inequality and assessed vaccination status by geographical remoteness. After widespread MCV1 gains from 2000 to 2010, coverage regressed in more than half of the districts between 2010 and 2019, leaving many LMICs far from the GVAP goal of 80% coverage in all districts by 2019. MCV1 coverage was lower in rural than in urban locations, although a larger proportion of unvaccinated children overall lived in urban locations; strategies to provide essential vaccination services should address both geographical contexts. These results provide a tool for decision-makers to strengthen routine MCV1 immunization programmes and provide equitable disease protection for all children