EFFECTS OF STRATEGIC AND UNPRESSURED WITHIN-TASK PLANNING ON IRANIAN INTERMEDIATE EFL LEARNERS’ ORAL PRODUCTION

Background/Purpose: This study is an attempt to investigate the effect of strategic planning and unpressured within-task planning on Iranian EFL learners’ oral performance.   Methodology: Following a quasi-experimental research design, 60 intermediate EFL Iranian learners were recruited as the participants of the study and they were assigned into two groups of 30. In group one, the participants were asked to perform the task under unpressured online planning condition. In group two, the learners were asked to do the task under strategic planning condition. The pre and post-tests included story-telling narratives tasks followed with a 15-minute silent movie under two planning conditions for the two groups.   Findings: The results of data analysis showed that pre-task strategic planning and within-task planning (online planning) had a positive effect on learners’ oral production; hence, planning time provided opportunity for learners to be able to produce more fluent, accurate, and complex language than no-planners. The results indicated that the participants in the strategic planning group (STPG) significantly outperformed the participants in unpressured within-task-planning (UWPG), leading us to claim that strategic planning was more effective than unpressured within-task planning in improving oral production.   Contributions: This study has numerous benefits for language teachers and specialists in content production. Teachers should incorporate strategic planning in their regular teaching programs to encourage learners to balance their level of speech. Moreover, providing learners with the ability to plan the success of a task allows them to create a more fluent and nuanced language.   Keywords: Accuracy, complexity, fluency, strategic planning, unpressured within-task planning.   Cite as: Bakhtiary, M. R., Rezvani, E., & Namaziandost, E. (2021). Effects of strategic and unpressured within-task planning on Iranian intermediate EFL learners’ oral production. Journal of Nusantara Studies, 6(2), 97-115. http://dx.doi.org/10.24200/jonus.vol6iss2pp97-11

Potential Impact of Automated Writing Evaluation (AWE) on EFL Learners’ Writing Accuracy: Learners’ Attitudes in Focus

The present study aimed to examine the potential impacts of Automated Writing Evaluation (AWE) on Iranian English as Foreign Language (EFL) learners’ writing accuracy. Another study objective was to identify the learners’ attitudes toward using AWE in English classes. As such, 50 female EFL students at the intermediate level of language proficiency were chosen via convenience sampling to participate in the present study. They were then randomly divided into two groups of Control Group (CG) and the Experimental Group (EG), each consisting of 25 learners. Before the treatment, a researcher-made writing composition pre-test was administered to both groups. Next, the learners in the EG received the treatment in which an AWE system was employed to check the learner’s written productions. Next, learners in the CG were exposed to the conventional pen-and-paper methods of English writing classes. Then, a writing composition post-test was administered. The performances of learners on pre and post-tests were scored based on accuracy in terms of syntactic errors. After administering the post-test, EG learners were asked to fill in a questionnaire on AWE. Moreover, they were asked two questions in a semi-structured interview on their attitudes toward applying to the AWE program. The researcher recorded and later transcribed the learners’ answers for further analysis. The independent sample t-test revealed that Iranian EFL learners’ writing accuracy significantly improved after receiving AWE. Furthermore, the Chi-square test results, in conjunction with the interview results, showed that learners had positive attitudes toward AWE in writing classes. The study will have implications for the second language (L2) writing practices of EFL teachers and students

EFL TEACHERS’ SELF-EFFICACY BELIEFS AND THEIR (NON)-COMMUNICATIVE INSTRUCTIONAL PRACTICES

This study investigated Iranian EFL teachers’ self-efficacy beliefs (TSEBs) about instructional strategies, student engagement and classroom management strategies they adopt for teaching. It also examined the relationship between TSEBs concerning the three sub-efficacies and teachers’ use of (non) communicative instructional practices. The participants of the study were 48 EFL teachers in Iranian language institutes. A survey questionnaire, semi-structured interviews, and classroom observations were administered to collect the data needed. The results demonstrated that teachers regarded themselves as high-efficacious, and there was a moderate positive relationship between TSEBs in terms of the three sub-efficacies and communicative instructional practices. TSEBs towards instructional strategies had the highest contribution to explaining communicative practice, which was also confirmed by the interview results. The data from observations indicated that TSEBs were not realized regarding instructional strategies, but student engagement and classroom management strategies were reflected in teachers’ instructions

EFL Learners’ Perception of Task Experience Through Flow Outlook: Task Complexity and Modality in Focus

Regardless of the appreciation of language learners’ achievement in task-based language teaching, not much has been hinged upon learners’ perception and reception of various elements. This study examined task complexity and modality effects on Iranian EFL learners’ comprehension of task difficulty, competencies, and difficulty-skill balance as well as the learners’ task experience. The Flow Outlook features were also applied to investigate how difficulty-skill balance anticipated flow experience. Via a repeated-measures design, and with a focus on task complexity (simple vs. complex) and task modality (written vs. spoken), 49 EFL learners carried out four argumentative tasks (two simple written and spoken vs. two complex written and spoken tasks); then, they ticked the flow questionnaire to gauge their perception of task difficulty, competence, and task experience. Repeated-measures MANOVA revealed although task complexity influenced task difficulty and difficulty-skill balance significantly, the skill was not affected significantly; task modality influenced task difficulty and skill significantly while difficulty-skill balance received no significant effect. The follow-up post hoc test indicated that complexity and modality significantly influenced flow, attention, and control, but not interest. Linear regression revealed difficulty-skill balance was a predictor for learners’ flow experience for both writing tasks and simple speaking task but not for complex speaking tasks. Pedagogically, the findings of this research may have some implications for English language teachers, learners, and materials developers

CRITERIA USED BY PROFICIENT VS. LESS PROFICIENT EFL TEACHERS IN PRAGMATIC ASSESSMENT: THE CASE OF REQUEST SPEECH ACT

The issue of EFL teachers’ rating criteria and patterns in Interlanguage pragmatics (ILP) assessment is new and needs rigorous analysis. The purpose of this study was to reveal important variables such as raters’ criteria and rating patterns by analyzing the ILP assessment process of Iranian non-native English speaking raters (NNESRs) of both high and low proficiency levels based on the request speech act. The data for this study was collected through a discourse completion test (DCT) and a rating questionnaire from 40 Iranian EFL teachers and were later analyzed through descriptive analysis-test and chi-squares. The results showed that raters considered 9 criteria, including pragma-linguistic and socio-pragmatic components of language which raters noted differently through eight request situations. The results showed that raters considered nine criteria, including pragma linguistic and socio-pragmatic components of language which were noted differently through eight request situations. Among the considered criteria, the highest frequencies belonged to the criteria of authenticity, query of preparatory and softness, and interlocutors’ relationship used by high proficiency teachers, whereas low proficiency teachers used the highest frequencies of accuracy, style, and directness. The result of the study can have important connotations for teachers to consider teaching L2 pragmatics in language classes and in teacher training courses

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Anchored Single-atom catalysts have emerged as a cutting-edge research field holding tremendous appeal for applications in the fields of chemicals, energy and the environment. However, single-atom-catalysts for crystal growth is a nascent field. Of the few studies available, all of them are based on state-of-the-art in situ microscopy investigations and computational studies, and they all look at the growth of monolayer graphene from a single-atom catalyst. Despite the limited number of studies, they do, collectively, represent a new sub-field of single-atom catalysis, namely single-atom catalytic growth of crystalline solids. In this review, we examine them on substrate-supported and as freestanding graphene fabrication, as well as rolled-up graphene, viz., single-walled carbon nanotubes (SWCNT), grown from a single atom. We also briefly discuss the catalytic etching of graphene and SWCNT’s and conclude by outlining the future directions we envision this nascent field to take

Single-atom catalytic growth of crystals using graphene as a case study

Anchored Single-atom catalysts have emerged as a cutting-edge research field holding tremendous appeal for applications in the fields of chemicals, energy and the environment. However, single-atom-catalysts for crystal growth is a nascent field. Of the few studies available, all of them are based on state-of-the-art in situ microscopy investigations and computational studies, and they all look at the growth of monolayer graphene from a single-atom catalyst. Despite the limited number of studies, they do, collectively, represent a new sub-field of single-atom catalysis, namely single-atom catalytic growth of crystalline solids. In this review, we examine them on substrate-supported and as freestanding graphene fabrication, as well as rolled-up graphene, viz., single-walled carbon nanotubes (SWCNT), grown from a single atom. We also briefly discuss the catalytic etching of graphene and SWCNT's and conclude by outlining the future directions we envision this nascent field to take.Web of Science51art. no. 9

APC and AXIN2 are promising biomarker candidates for the early detection of adenomas and hyperplastic polyps

Aberrant activation of the WNT/CTNNB1 pathway is notorious in colorectal cancer (CRC). Here, we demonstrate that the expression of specific and crucial WNT signaling pathway genes is linked to disease progression in colonic adenomatous (AP) and hyperplastic (HP) polyps in an Iranian patient population. Thus, we highlight potential gene expression profiles as candidate novel biomarkers for the early detection of CRC. From a 12-month study (2016-2017), 44 biopsy samples were collected during colonoscopy from the patients with colorectal polyps and 10 healthy subjects for normalization. Clinical and demographic data were collected in all cases, and mRNA expression of APC, CTNNB1, CDH1, AXIN1, and AXIN2 genes was investigated using real-time polymerase chain reaction (PCR). CTNNB1 and CDH1 expression levels were unaltered in AP and HP subjects, whereas mRNA expression of APC was decreased in AP contrasted with HP subjects, with a significant association between APC downregulation and polyp size. Although AXIN1 showed no changes between AP and HP groups, a significant association between AXIN1 and dysplasia grade was found. Also, significant upregulation of AXIN2 in both AP and HP subjects was detected. In summary, we have shown increased expression of AXIN2 and decreased expression of APC correlating with grade of dysplasia and polyp size. Hence, AXIN2 and APC should be explored as biomarker candidates for early detection of AP and HP polyps in CRC

Transmission electron microscopy and spectroscopy of carbon-based nanomaterials

Carbon-based nanomaterials, such as graphene, Carbon Nanotubes and fullerenes, have attracted a great deal of interest from the materials research community; especially in electronic and sensing applications. Despite all these outstanding properties, these materials pose significant challenges to the established characterisation techniques. Transmission electron microscopy (TEM) is considered as a powerful tool to tackle this challenge due to its capability to achieve images of atomic-scale resolution. Nonetheless, a key requirement for efficient application of TEM, is sample quality. To meet this need, in the first part of this work, modification of the CVD growth of graphene via catalyst optimisation was investigated and is reported in a dedicated chapter. We show that chromium can be used to successfully obtain entirely monolayer graphene films. The second part of this study, comprises HRTEM/EELS investigation of plasma-functionalised graphene; where we propose application of these two methods as a tool to monitor the quality of plasma-treated graphene sheets. We then move on to explore the bonding properties of isotope-enriched graphene studied by Aberration-Corrected TEM. The results show that the bonds in isotope graphene are stronger and remarkably longer comparing to those of ?normal? graphene