British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships

Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents

Genre Variation in the Introduction of Scientific Papers in Iranian and International Computer Science Journals

Introduction functions as a showcase in research articles (RAs). It motivates the reader to read the rest of the paper. However, writing a well-crafted introduction is a complex task, mainly when the writer generates the manuscript in another language. This study investigated the rhetorical differences/similarities employed in the introductions of RAs published in Iranian and international ISI journals in Computer Sciences (CS) using Swales (2004) CARS model. Two sets of CS RAs (30 each) were randomly selected. Frequency and non-parametric tests were used to examine the differences between the two groups of introductions. The results indicated that M 1 S 1 (Generalizing the topic), M2 1A (Indicating the gap), M3 S1 (Describing the research), M3 S4 (Methods Summary), and M 3 S 6 (Stating research advantages) were used with high frequencies. M 2 S 2 (Announcing positive justification) was absent, and the others were in low preferences. Also, the Analysis illustrated a statistically significant variation between the introductions concerning the use of M3S7 (Demarcating the Research Organization). Findings support genre-based pedagogy in scientific writing classes to make the graduate CS students aware of these rhetorical structures conventional to introductions in CS RAs

Humour in the classroom

The present study was conducted with the purpose of investigating the use of humour by EFL teachers in a private language institute in the context of Iran. In so doing, the study made an attempt to identify the forms of humour EFL teachers opt to use more frequently in relation to the students’ teaching in the classroom through observing their classroom teachings. Moreover, an interview was held with the EFL teachers to seek their perceptions with regard to the functions humorous language can serve in the process of language teaching and learning and their suggestions as to the implementation of humour in the classroom. The findings of the study demonstrate that Iranian EFL teachers show the inclination to use jokes, physical humour and riddles more frequently than other forms of humour. Moreover, the results of the interview reveal that EFL teachers assign some more commonly functions to the humorous language in the classroom such as creating a cheerful and friendly atmosphere, acting as a relaxing, comforting, and tension reducing device, increasing student interest and enjoyment, increasing learners’ concentration and motivation, and finally improving the quality of learning. Finally, the suggestions for appropriate use of humour and implications of the study are discussed in the result and conclusion sections, respectively

Do English Courses Offered at Kermanshah University of Medical Sciences Fulfill Students Future Needs?

The paper evaluates students’ perspectives on, and their future needs for, English courses offered at Kermanshah University of Medical Sciences to find any matches or mismatches. A survey study was carried out to evaluate the efficiency of two courses: General English and English for Specific Purpose. Attitudinal questionnaires were administered and three groups of participants -160 students, 5 teachers and 10 graduates- were interviewed. Descriptive and inferential statistics were used to analyze the data. For all questions, descriptive statistics displaying frequencies and percentages were employed. The priority order of some Likert - scale items was analyzed with calculating mean rank through Friedman test. t - test was used to compare the calculated mean of some items with a specified value. Results showed that most students consider all the skills and sub - skills of utmost significance for their success in their current and future careers. Overall, teachers and students as well as employed graduate students complained about the English courses offered at Kermanshah University of Medical Sciences and see no or very few matches between the English courses offered and students’ future needs. Finally, we conclude that administrators, teachers, and curriculum designers should revise both General English and English for Specific Purpose courses based on required and specified needs of the students, and that pedagogical materials be selected accordingly

The impact of research practice on professional teaching practice: Exploring EFL teachers’ perception

Although there has been surge of interest in teacher research practice in English language teaching (ELT) context, few research studies seem to have shown the attitudes and perceptions of English as a foreign language (EFL) teachers towards the impact of research practice on professional teaching practice. Adopting a sequential explanatory mixed-methods approach, the present study explored the current status of EFL teachers’ research practice and the impact of research practice on the professional teaching practice of EFL teachers who were actively engaged with (i.e. through reading) and in (i.e. through doing) research. To this end, 150 EFL teachers filled out English Language Teacher Research Practice questionnaire in order to check their current status in research practice in the ELT setting. The participants’ responses to the questionnaire indicated that they were engaged both with and in research to some extent. Based on the responses to the questionnaire, 31 EFL teachers who were actively engaged with and in research were selected to explore their attitudes and perceptions towards the impact of their research practice on their professional teaching practice through a semi-structured interview. Thematic analysis, used to analyse the qualitative data, uncovered nine themes that addressed the positive attitudes and perceptions of EFL teachers towards the impact of research practice on professional teaching practice. In line with the findings, implications for developing EFL teachers’ research practice in their own professional ELT context are suggested

Teachers’ strategies to promote learners’ engagement: Teachers’ talk in perspective

This study investigated Iranian EFL teachers’ strategies to promote learners’ engagement via teachers’ talk analysis. Participants comprised 10 EFL teachers within the age range of 21 to 45 and the teaching experience of 1 to 16. To collect data, a video of a whole class time lasting 90 minutes for each teacher was obtained. To analyze the data, the discourse analysis in line with Walsh (2011) was employed. In so doing, the exchanges above the sentence level in which the learner initiated an interaction wherein a learning-engagement opportunity was embedded plus the teachers’ talk in addressing that opportunity via employing an engagement-promotion strategy were taken into consideration. The results indicated that teachers drew on various strategies to foster different dimensions of engagement. Teachers used strategies such as employing encouraging language chunks, asking learners to search the net, offering rewards, and using motivational strategies to promote learners’ behavioral engagement. As for promoting emotional engagement, teachers suggested trying positive thinking, goal setting, self-talk, and self-assessment. With regard to promoting cognitive engagement, teachers recommended being more collaborative, using self-assessment for learning strategies, seeking more information about learning strategies, and highlighting the importance of learner autonomy. With respect to agentic engagement promotion, teachers offered strategies such as thinking about language learning needs, talking about language learning needs with the teacher and others, and respecting learners’ voice. The results are discussed and implications for teacher educators and EFL teachers are provided