CAN EFL LEARNERS' LEARNING STYLES IMPACT THEIR PERFORMANCE ON WRITING SKILL UNDER DIRECT AND INDIRECT CORRECTIVE FEEDBACKS?

This study presents the findings of an investigation of the impact of teacher error corrective feedback on 180 field-dependent/ field-independent (FD/FI) male and female pre-intermediate and advanced Iranian EFL learners writing skill. The participants were separated into two experimental groups and one control group and were asked to write three paragraphs of about 100-150 words around three different topics, each in odd days of a week; then they received direct (in experimental group 1), indirect (in experimental group 2) and no correction feedback (in control group). The results based on Mean Scores, Standard Deviation, Multivariate Analyses and 1-way ANOVA showed that there was not any significant difference between the FD/FI learners' writing skill scores who had received corrective feedback on their errors; however, as indicated by the second finding of the present study it would be better to feedback field-dependent/-independent EFL learners indirectly. It was also indicated that, learners' learning styles had made a significant change in their writing skill scores

Solutions out of the Crisis of Democracy in the Middle East

Abstract: Much more complicated than the concept of democracy is that supposed to be, because in order to narration and writers have been using it and are commensurate with the present needs and a circumstance of each era has been different. Also, democracy as a way of political office, which among other species is more appropriate, be assessed. Countries with a democratic structure in the world, sometimes a system of economic, social, political and cultural advanced and this often has added appeal of democracy in the world. However, the Middle East, as a very strategic area in the world, often non-democratic structure and are underdeveloped. So that, enter democracy in the long run path of progress and development will open on these countries. However, the structure of political, economic, social and cultural countries in the region so that such crises often toward establishing democracy in their communities face. Because of the importance of this subject, this paper believes that in different fields, political, economic, cultural and social way out of crisis work for democracy in the Middle East offers. Key words: Democracy; Participation; Middle East; Rentier State; Fundamentalism.Résumé: Beaucoup plus compliqué que le concept de la démocratie devrait être, parce que, pour la narration et des écrivains qui l'ont été utiliser et sont en rapport avec les besoins actuels et des circonstances de chaque époque sont différents. En outre, la démocratie comme un moyen de fonctions politiques, qui, parmis autres espèces est la plus approprié d'être évaluée. Les pays ayant une structure démocratique dans le monde, parfois un système économique, social, politique et culturel avancé et cela a été souvent ajouté l’ appel de la démocratie dans le monde. Cependant, le Moyen-Orient, en tant que zone stratégique mondial très souvent la structure démocratique sont encore sous-développés. C’est la raison pour laquelle l’entrée dans la voie de démocratie et de développement sera ouverte petit a petit pour ces pays. De telles manières que les structure politiques, économiques, sociaux et culturels dans cet région ainsi des crises de la démocratie qui apparaissent souvent dans leur communauté. En raison de l'importance de ce sujet, ce document estime que dans les différents domaines comme politique, économique, culturelle et sociale, nous pourrons trouver une solution a la crise démocratique au Moyen-Orient. Mots clés: Démocratie; Participation; Moyen-Orient; Rentier Etat; L'intégrism

Can direct corrective feedback in learners’ mother tongue and in foreign language affect the EFL learners’ writing accuracy differently?

The present study sleeked to find out whether direct grammar corrective feedback has any impact on EFL pre-intermediate learners’ writing accuracy. This study is also intended to investigate whether the impact of direct grammar corrective feedback to EFL pre-intermediate writers in their mother language differs from that in foreign language (English) on the learners’ writing accuracy. To meet the aims, 60 female Iranian pre-intermediate English learners in 3 groups of 20, two as Experimental groups and one as a control group, were asked to participate in this study. Subjects were asked to write a 100 word paragraph around three different topics, each with two days intervals. Experimental group 1 received grammar corrective feedback in Persian, Iranians’ mother language, experimental group 2 received the same feedback in English, Iranians’ foreign language, and no feedback was given to control group. Statistical analysis based on Mean scores and ANCOVA revealed that to improve pre-intermediate EFL learners writing accuracy, these writers need to receive direct grammar corrective feedback in their mother language

Can direct corrective feedback in learners’ mother tongue and in foreign language affect the EFL learners’ writing accuracy differently?

The present study sleeked to find out whether direct grammar corrective feedback has any impact on EFL pre-intermediate learners’ writing accuracy. This study is also intended to investigate whether the impact of direct grammar corrective feedback to EFL pre-intermediate writers in their mother language differs from that in foreign language (English) on the learners’ writing accuracy. To meet the aims, 60 female Iranian pre-intermediate English learners in 3 groups of 20, two as Experimental groups and one as a control group, were asked to participate in this study. Subjects were asked to write a 100 word paragraph around three different topics, each with two days intervals. Experimental group 1 received grammar corrective feedback in Persian, Iranians’ mother language, experimental group 2 received the same feedback in English, Iranians’ foreign language, and no feedback was given to control group. Statistical analysis based on Mean scores and ANCOVA revealed that to improve pre-intermediate EFL learners writing accuracy, these writers need to receive direct grammar corrective feedback in their mother language

A Contrastive Socio-pragmatic Analysis of Anger Metaphors in English and Persian

Metaphor is an important socio pragmatic issue that has received a lot of ink in the review of literature and within these commonly used figures of speech emotion metaphors are ubiquitous in world languages. From among different concepts of emotion, anger involves a great deal of complexity so the present paper aimed to investigate anger metaphors in English and Persian from a socio cultural perspective. To do this, samples of English and Persian metaphors were selected. Then Kovecses’s (2000) cognitive qualitative method for contrastive analysis of anger metaphors was utilized to compare and contrast the corpora. The findings of the study showed that although manifesting anger in English and Persian is culture bound and has differing lexico-semantics realizations, the universal aspects of these mappings can’t be ignored

Bilingual versus Monolingual Learners’ Reading Comprehension Ability Regarding their Interest in Reading Comprehension Topics

This study investigated whether there are any significant differences between male and female learners in reading comprehension ability by regarding their interest to different topics regarding the subjects’ linguality. To meet the mentioned aims, 193 EFL monolingual and bilingual learners from Markazi province were invited to participate in this study. Data analysis through utilization of ANOVA and t-test indicated the following results: All subjects performed equally in comprehending male and female-based texts. Male learners’ scores in male-based texts outperformed the females scores. Female learners’ scores in female-based texts outperformed the males scores. Bilingual female learners’ scores in female-based texts outperformed the monolingual females’ scores

Bilingual versus Monolingual Learners’ Reading Comprehension Ability Regarding their Interest in Reading Comprehension Topics

This study investigated whether there are any significant differences between male and female learners in reading comprehension ability by regarding their interest to different topics regarding the subjects’ linguality. To meet the mentioned aims, 193 EFL monolingual and bilingual learners from Markazi province were invited to participate in this study. Data analysis through utilization of ANOVA and t-test indicated the following results: All subjects performed equally in comprehending male and female-based texts. Male learners’ scores in male-based texts outperformed the females scores. Female learners’ scores in female-based texts outperformed the males scores. Bilingual female learners’ scores in female-based texts outperformed the monolingual females’ scores

A Contrastive Socio-pragmatic Analysis of Anger Metaphors in English and Persian

Metaphor is an important socio pragmatic issue that has received a lot of ink in the review of literature and within these commonly used figures of speech emotion metaphors are ubiquitous in world languages. From among different concepts of emotion, anger involves a great deal of complexity so the present paper aimed to investigate anger metaphors in English and Persian from a socio cultural perspective. To do this, samples of English and Persian metaphors were selected. Then Kovecses’s (2000) cognitive qualitative method for contrastive analysis of anger metaphors was utilized to compare and contrast the corpora. The findings of the study showed that although manifesting anger in English and Persian is culture bound and has differing lexico-semantics realizations, the universal aspects of these mappings can’t be ignored

Can direct corrective feedback in learners’ mother tongue and in foreign language affect the EFL learners’ writing accuracy differently?

The present study sleeked to find out whether direct grammar corrective feedback has any impact on EFL pre-intermediate learners’ writing accuracy. This study is also intended to investigate whether the impact of direct grammar corrective feedback to EFL pre-intermediate writers in their mother language differs from that in foreign language (English) on the learners’ writing accuracy. To meet the aims, 60 female Iranian pre-intermediate English learners in 3 groups of 20, two as Experimental groups and one as a control group, were asked to participate in this study. Subjects were asked to write a 100 word paragraph around three different topics, each with two days intervals. Experimental group 1 received grammar corrective feedback in Persian, Iranians’ mother language, experimental group 2 received the same feedback in English, Iranians’ foreign language, and no feedback was given to control group. Statistical analysis based on Mean scores and ANCOVA revealed that to improve pre-intermediate EFL learners writing accuracy, these writers need to receive direct grammar corrective feedback in their mother language

Bilingual versus Monolingual Learners’ Reading Comprehension Ability Regarding their Interest in Reading Comprehension Topics

This study investigated whether there are any significant differences between male and female learners in reading comprehension ability by regarding their interest to different topics regarding the subjects’ linguality. To meet the mentioned aims, 193 EFL monolingual and bilingual learners from Markazi province were invited to participate in this study. Data analysis through utilization of ANOVA and t-test indicated the following results: All subjects performed equally in comprehending male and female-based texts. Male learners’ scores in male-based texts outperformed the females scores. Female learners’ scores in female-based texts outperformed the males scores. Bilingual female learners’ scores in female-based texts outperformed the monolingual females’ scores