Introspection as a method of identifying and describing competence in reading skills

Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension

Integrating assessment and instruction: dynamic assessment and its criticisms examined

Dynamic Assessment has recently been voiced of constructivism, the socio-cultural theory of learning. This article, challenging the psychometric and product-based test, makes an attempt to delve into the epistemological and ontological theories of Dynamic Assessment (DA) and their criticisms. DA is the offspring of Vygotsky’s theory of the Zone of Proximal Development (ZPD) and Feuerstein’s mediated learning experience (MLE). It emphasises constructing a future through mediations. Interestingly, this development-oriented process of collaboration relies on the unification of instruction and assessment which is a strong threat to the reliability of the psychometric tests. This study also deals with the battle of views on DA. It discusses the appealing face of DA embracing ethical values, fairness and social equity, and the process based assessment. It also argues the negative face of DA comprising modifiability, interventionism, and stability. It finally concludes that each system should be criticised by certain criteria. Faced with the scarcity of research both theoretically and empirically, the critical analysis of this new generation of test in an L2 setting might be helpful for further discussions, suggestions and implications in the second language learning arena

Qualitative Study of Iranian English University Entrance Examination in the light of Positive Washback Strategies

Washback refers to the extent to which the introduction and use of a test influences language teachers and learners to do things they would not otherwise do (Alderson and Wall, 1993, as cited in Fulcher and Davidson, 2007:224). According to the effect of examinations on what we do in the classroom, we may refer to ‘positive’ and ‘negative’ washback (Brown, 2000 & 2002). The aim of the present study is to determine whether the recent versions of the Iranian English university entrance examination have observed the criteria set for the creation and promotion of positive washback. In doing so, the last three versions of the Iranian English university entrance examination for the Humanities (IEUEEH), as the representative of such tests, were purposefully sampled and analyzed qualitatively on Brown (2000) positive washback strategies. Also, to avoid subjective analysis, where needed, through convenient sampling forty one English teachers in different parts of Mashhad (the Iranian second largest city) were interviewed on such positive washback strategies regarding (IEUEEH). Findings showed that most of the positive washback strategies had not been observed by the last three versions of the IEUEEH. Only two or three of such strategies had been fairly observed. As a result, it seems that in most cases the last three versions of the IEUEEH have negatively influenced the Iranian English language teaching and learning program

Brain Dominance and Test Format: A Case of Vocabulary

This research was conducted to investigate the relationship between brain dominance and test format. This relationship was taken into consideration to see whether examinees' hemispheric preferences affect their performance on different vocabulary test formats or not. The research data were collected from a sample of 53 Iranian language learners using the Style of Learning and Thinking (SOLAT) questionnaire, which is a tool that measures the inclination toward the right-, integrated-, and left thinking. The researchers also collected data on students' performance on eighty vocabulary test items with different formats including multiple-choice synonyms, multiple-choice antonyms, word-for-word translation, and picture identification. Statistical analyses revealed that brain dominance is a factor which affects students' performance when taking different vocabulary test items. Right-thinking test-takers outperformed integrated and left-thinking test-takers on the picture identification test. Left-thinking test-takers, on the other hand, outperformed the other respondents on multiple-choice synonyms, multiple-choice antonyms, and word-for-word translation

Exploring the mindsets of ESP students in the light of locus of control

People act according to their beliefs and conceptions. Being aware of these conceptualizations can help us make sound educational decisions. Metaphor analysis is one of the ways in which we can uncover individuals' hidden beliefs. This study aims at investigating the metaphors for language teachers and learners used by students of humanities and students of engineering and the sciences. It attempts to account for the variation in choice of metaphors in terms of variation in locus of control (LOC). One hundred and forty four university students who were taking their ESP courses participated in this study. The metaphors were classified based on the taxonomy developed by the scholars in the field. The results showed that there is a marked difference between the choice of metaphors by the two groups of students and that LOC can explain this difference. The pedagogical implications of these findings are discussed.Keywords: beliefs, humanities, non-humanities, metaphor analysis, locus of control, internalizers, externalizer

The Effect of Musical Dialogue on EFL Learners’ Syllabic Stuttering

This paper studied a technique of English speaking based on Musical Dialogue for decreasing syllabic stuttering of developmental stuttering EFL learners. Two groups of stuttering learners were selected randomly by Ibn Sina speech therapy clinic in relation to their speech problems. Six participants received Musical Dialogue in Experimental Group A, and eight participants received nothing as a treatment in Control Group. Sex was controlled randomly. The research tried to evaluate the time-sequential effects of Musical Dialogue on syllabic stuttering. Thus, SSI-4: Stuttering Severity Instrument was applied as pre-tests, post-tests, first delayed post-tests, and second delayed post-tests to estimate percentage of syllabic stuttering. Findings presented that Musical Dialogue did not have enough significant difference to influence the stutter among the EFL learners immediately after treatment. However, Musical Dialogue has had short-term and long-term effects on decreasing stuttering EFL learners’ syllabic stuttering

Using Multimedia in Teaching Vocabulary in High School Classes

The present study tried to observe the impact of using multimedia on teaching vocabulary to see if it could improve learning vocabulary in high school classes. The participants were dividedinto two classes according to their proficiency.Eachgroup had28 participants. There was a pre-test to check out the student's knowledge of vocabulary at the beginning of the experiment. Also, the control group was taught by traditional tasks like reading aloud, repetition, and translation. Learners in theexperimental group were taught by using multimedia techniques. After the treatment, three months (12 sessions), a post-test was used to check out the student's knowledge of vocabulary at the end of the experiment in both groups. Two delayed post-tests were used to check out the retention of the student's knowledge of vocabulary after two and four weeks of ending the experiment in both groups.The findings suggested that using multimedia was more effective in acquisition and learning unknown vocabulary than traditional methods. It had apositive effect on retention of vocabulary knowledge. Therefore, the use of multimedia provided the bridge to a deeper understanding

Differences in EFL learners’ burnout levels and receptive language skills with regard to the mindfulness-based instruction

The main aim of education is to provide students with academic knowledge and skills. In this process, some students experience burnout, which negatively affects their productivity and effec-tiveness. This study experimentally examines the impact of mindfulness-based instruction on burnout and students’ achievement in receptive language skills among 64 learners of English as a foreign language (EFL) via a mixed-methods approach (QUAN→ qual) within a single frame-work. The techniques implemented in the experimental group, i. e. 32 participants, included observance of all experience, analyzing, planning, judging, reasoning, and fantasizing (van Vreeswijk et al., 2014). Furthermore, the techniques were inspired by Pirson et al. (2012) conceptualization that mindfulness comprises novelty producing, novelty seeking, engagement, and flexibility. The results of posttest revealed these techniques efficiently enhanced the above-mentioned variables

Investigating Pausology of Lower-intermediate and Skilled EFL Learners’ Writing and its Relation to Writing Genres: A Keystroke Logging Study

Writing has been a challenging skill for EFL learners to master since they need to learn not only lexical and grammatical resources but also planning and idea presentation in different genres. In this regard, pausological details of a piece of writing (i.e., where and when the pauses take place) can provide a bulk of information about EFL learner’s writing behavior. The present study was, therefore, conducted to examine the pause duration and location of lower-intermediate and skilled EFL learners' writing and their relation to writing genres. For the collection of data, 20 EFL learners (10 lower-intermediate and 10 advanced) took part in the study. Using keystroke logging, writing tasks on five genres of descriptive, personal narrative, argumentative, and persuasive text, as well as a job application, were given to the participants. The recorded data included the percentage of pause duration and pause location (within words, before words, before sentence, and before paragraph) of the lower-intermediate and skilled L2 writers. The statistical analysis of the data indicated that although there was no significant difference between the two groups regarding the overall means of pause duration on five genres, the advanced group had higher means on job application and persuasive writing. Moreover, significant differences between groups on different types of pause locations were found between the two groups. Practical implications for education are further discussed

Self-regulation and Self-identity Changes among Iranian EFL Learners

The present study aims to investigate the probable association between self-regulated strategies and self-identity changes among Iranian EFL learners. To achieve this purpose, 80 EFL students were selected according to convenience sampling from different language institutes in Mashhad. They were requested to complete the \u27 Motivated Strategies for Learning Questionnaires\u27 (MSLQ) and \u27Self-identity Changes\u27 questionnaires. The findings yielded via correlation supported the theoretical expectation of a linkage between self-regulation and self-identity changes. The result revealed that there is a significant relationship between teachers\u27 self-regulation high scores and self-confidence changes. Subsequent data from step-wise regression indicated that among sub-components of self-regulation, regulation, efficacy, and intrinsic value are the best predictors of learners\u27 self-confidence changes. The conclusions and implications of the research are further discussed with reference to earlier finding