Modal Auxiliaries as Stance-Taking Devices in Linguistics Research Articles: A Functional Contrastive Analysis

The current paper is to report a study on modal auxiliaries as stance-taking devices applied in English linguistics research articles by native and Persian non-native writers. In doing so, 20 (10 in each group) research articles were selected. The corpora were detected for the occurrences of modal auxiliaries both mechanically and functionally. The obtained data was analyzed and the frequency and proportionate distribution of the individual modals with respect to each other were determined. The results uncovered some similarities and differences between the two groups of writers. Both groups of writers used modal verbs in the epistemic functions more than their deontic ones. Moreover, they preferred hedging strategies to boosting ones. Native writers, however, used modal verbs far more frequently than nonnative ones. The proportion of modal verbs did not follow a similar pattern in the two groups of texts. The findings offered some implications for English language education system contributors including material developers, lecturers, teachers and researchers. The interpretations and implications of the study were discussed with respect to the obtained results

Langerian mindfulness and language learning

In the current article, the tenets of Langerian mindfulness and the principles of the main approaches towards language learning, that is, the environmentalist, innatist, and interactionist approaches will be reviewed and discussed. Through this review, we show what commonalities exist between the two sides of the study (i.e., mindfulness theory and language learning) and how mindfulness theory can cooperate in and facilitate the language learning process

Revisión de la validez de constructo del cuestionario de “Características de los profesores de enseñanza del Inglés como lengua extranjera (EFL) exitosos”

The present study re-evaluated the construct validity and reliability of the ‘Characteristics of Successful EFL Teachers’ questionnaire. A total of 814 EFL learners participated in the study. The data were analysed, using exploratory factor analyses (EFA), confirmatory factor analyses (CFA), and reliability analyses. The findings demonstrated all items were loaded on the factors with the relevant content except for two which were loaded on three factors with almost similar loadings. Consequently, they were omitted. Accordingly, factor analysis resulted in seven main factors with 45 items. CFA findings verified the obtained factorial structure. Reliability analyses also provided satisfactory results.El presente estudio reevalúa la validez de constructo y la fiabilidad del cuestionario ‘Características de los profesores de enseñanza del Inglés como lengua extranjera (EFL) exitosos’. En el estudio participaron 814 sujetos. Los datos fueron analizados utilizando análisis factorial exploratorio (EFA) y confirmatorios (CFA). Los resultados mostraron que todos los ítems presentaron saturaciones más altas en los factores a los que pertenecían excepto en dos que presentaron saturaciones similares en tres factores simultáneamente, por lo que fueron suprimidos. El análisis factorial presenta, por tanto siete factores entre los que se distribuyen 45 ítems. Los resultados del análisis factorial confirmatorio se ajusta a esta estructura factorial. El estudio de la fiabilidad llevado a cabo ofrece resultados satisfactorios

The Construct Validity and Reliability of the ‘Characteristics of Successful EFL Teachers Questionnaire (CoSEFLT-Q)’ Revisited

El presente estudio reevalúa la validez de constructo y la fiabilidad del cuestionario ‘Características de los profesores de enseñanza del Inglés como lengua extranjera (EFL) exitosos’. En el estudio participaron 814 sujetos. Los datos fueron analizados utilizando análisis factorial exploratorio (EFA) y confirmatorios (CFA). Los resultados mostraron que todos los ítems presentaron saturaciones más altas en los factores a los que pertenecían excepto en dos que presentaron saturaciones similares en tres factores simultáneamente, por lo que fueron suprimidos. El análisis factorial presenta, por tanto siete factores entre los que se distribuyen 45 ítems. Los resultados del análisis factorial confirmatorio se ajusta a esta estructura factorial. El estudio de la fiabilidad llevado a cabo ofrece resultados satisfactorios.The present study re-evaluated the construct validity and reliability of the ‘Characteristics of Successful EFL Teachers’ questionnaire. A total of 814 EFL learners par-ticipated in the study. The data were analysed, using exploratory factor analyses (EFA), confirmatory factor analyses (CFA), and reliability analyses. The findings demonstrated all items were loaded on the factors with the relevant content except for two which were loaded on three factors with almost similar loadings. Consequently, they were omitted. Accordingly, factor analysis resulted in seven main factors with 45 items.CFA findings verified the ob-tained factorial structure. Reliability analyses also provided satisfactory results

Internet addiction and its psychosocial risks (depression, anxiety, stress and loneliness) among Iranian adolescents and young adults: a structural equation model in a cross-sectional study

Internet addiction has become an increasingly researched area in many Westernized countries. However, there has been little research in developing countries such as Iran, and when research has been conducted, it has typically utilized small samples. This study investigated the relationship of Internet addiction with stress, depression, anxiety, and loneliness in 1,052 Iranian adolescents and young adults. The participants were randomly selected to complete a battery of psychometrically validated instruments including the Internet Addiction Test, Depression Anxiety Stress Scale, and the Loneliness Scale. Structural equation modeling and Pearson correlation coefficients were used to determine the relationship between Internet addiction and psychological impairments (depression, anxiety, stress and loneliness). Pearson correlation, path analysis, multivariate analysis of variance (MANOVA), and t-tests were used to analyze the data. Results showed that Internet addiction is a predictor of stress, depression, anxiety, and loneliness. Findings further indicated that addictive Internet use is gender sensitive and that the risk of Internet addiction is higher in males than in females. The results showed that male Internet addicts differed significantly from females in terms of depression, anxiety, stress, and loneliness. The implications of these results are discussed

The victory of a non-digital game over a digital one in vocabulary learning

Among the most important things a child can do to learn is to play. Technology, however, has created a distinct type of play for children that differs from previous forms. This raises the question of whether digital or non-digital plays are more effective learning tools. To address the question, the current study examined the impact of digital and non-digital play-based instruction on children's vocabulary learning and retention. To this aim, 40 elementary EFL learners were assigned to two groups: digital and non-digital. In the first phase of the study, after twenty sessions of intervention, the post-test was administered and two weeks later, the delayed post-test was held. Twenty sessions of another type of play-based learning took place in the second phase when the learners switched groups. We ended up administering both the post-test and the delayed post-test after a two-week break. The data were analyzed using ANCOVA and Quade's ANCOVA tests. Additionally, the learners, parents, teachers, and two observers who attended all classes were interviewed. The quantitative results revealed that, across the stages, the non-digital group outperformed the digital one. The interviews and observations lend credence to the quantitative results. The study demonstrated that the advent of technology should not make us ignore the benefits of non-digital activities and plays in language education environments

An empirical examination of the association between multiple intelligences and language learning self-efficacy among TEFL university students

The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment Scales" (MIDAS) (Shearer, 1996) and the "Learners' Sense of Efficacy Survey" (Gahungu, 2009). Descriptive statistics, correlation analysis and regression analysis were employed to analyze the data. The findings of correlation analysis indicated that, among the different types of intelligences, Linguistic and Intrapersonal intelligences had strong positive correlations with learners' self-efficacy beliefs. The results of regression analysis showed that Linguistic and Intrapersonal intelligences were positive predictors of learners’ efficacy beliefs, whereas Mathematical intelligence was the negative predictor of students’ self-efficacy beliefs. All in all, the findings of the present study contribute to the understanding of the interplay between students’ multiple intelligences and their language learning self-efficacy beliefs; furthermore, they convey some implications for university teachers, material and curriculum developers and language testers

Validation of the Persian Version of the Langer Mindfulness Scale

This study validates the Persian version of the Langer Mindfulness Scale (LMS). The original scale consists of 21 items and 4 subscales; namely, novelty producing, novelty seeking, engagement, and flexibility. In this study, four samples including 2271 individuals in total participated. Confirmatory factor analysis was employed to test the factorial structure of the Persian version. The results verified a two-factor structure including novelty producing and novelty seeking for the scale and the two subscales of engagement and flexibility were omitted due to marginal fit. The questionnaire showed satisfying psychometric properties in terms of reliability. Furthermore, convergent and discriminant validity of the instrument was examined via investigating the relationship between the Persian LMS with the WHOQOL instrument and negative and positive affect scales. The findings revealed a significant positive relationship between the Persian LMS and positive affect, physical health, psychological health and environmental health. No significant correlations were found between the LMS, social relationships and negative affect

The construct validity and reliability of the ‘characteristics of successful efl teachers questionnaire (CoSELFT-Q)’ revisited

El presente estudio reevalúa la validez de constructo y la fiabilidad del cuestionario ‘Características de los profesores de enseñanza del Inglés como lengua extranjera (EFL) exitosos’. En el estudio participaron 814 sujetos. Los datos fueron analizados utilizando análisis factorial exploratorio (EFA) y confirmatorios (CFA). Los resultados mostraron que todos los ítems presentaron saturaciones más altas en los factores a los que pertenecían excepto en dos que presentaron saturaciones similares en tres factores simultáneamente, por lo que fueron suprimidos. El análisis factorial presenta, por tanto siete factores entre los que se distribuyen 45 ítems. Los resultados del análisis factorial confirmatorio se ajusta a esta estructura factorial. El estudio de la fiabilidad llevado a cabo ofrece resultados satisfactorios.The present study re-evaluated the construct validity and reliability of the ‘Characteristics of Successful EFL Teachers’ questionnaire. A total of 814 EFL learners participated in the study. The data were analysed, using exploratory factor analyses (EFA), confirmatory factor analyses (CFA), and reliability analyses. The findings demonstrated all items were loaded on the factors with the relevant content except for two which were loaded on three factors with almost similar loadings. Consequently, they were omitted. Accordingly, factor analysis resulted in seven main factors with 45 items. CFA findings verified the obtained factorial structure. Reliability analyses also provided satisfactory results