A Needs Analysis Approach: An Investigation of Needs in an EAP Context

Needs analysis, sometimes called Needs Assessment, has been one of the major motives for the emergence of ESP as the umbrella term and thus EAP as a subdivision. Apparently, in such courses, a “one-size-fit-all” approach is discredited and each setting has to be matched with its own context and its own participants’ needs.  Moreover, several authors have emphasized the vital position that Needs Analysis holds in syllabus design and curriculum development, particularly for EAP. Thus, the present survey aims at adding to the body of knowledge that exists about the Iranian context of EAP and specifically for the students majoring in Computer Engineering as well as Information Technology. Moreover, it aims at investigating the probable mismatch (es) that exist/s between what has been highlighted in literature about the currently most prominent skill included in EAP textbooks in Iran and what the students perceive as their real needs. As the findings of the study suggest, the students preferred to learn productive skills of writing and speaking rather than the reading and listening skills. Similarly, the interview results provided more in-depth information about the sub-kills perceived as necessary by the interviewees

The Effect Of Authentic Context On Motivation Level, Reading Motivation And Reading Achievement Among Iranian EAP Students

This study was carried out in response to the question of Iranian EAP students‘ lack of motivation and low achievement for the reading skill. Among different methods proposed in the literature to enhance motivation or to promote achievement, the researcher examined the effect of authenticating the teaching/learning context to investigate its effect. Kajian ini dijalankan sebagai respon terhadap tanggapan bahawa pelajar Iran yang mengikuti program EAP (Bahasa Inggeris bagi Tujuan Akademik) kurang motivasi dan pencapaian yang rendah dalam kemahiran bacaan. Antara pelbagai kaedah yang dicadangkan,dalam literatur untuk meningkatkan motivasi atau menggalakkan pencapaian, penyelidik mengkaji kesan pengautentikan konteks pemgajaran-pembelajaran untuk mengkaji kesan tersebut

EMPLOYING TELEGRAM APPLICATION: LEARNERS’ ATTITUDE, VOCABULARY LEARNING, AND VOCABULARY DELAYED RETENTION

Using smartphones for learning a language has long been recommended by scholars. However, its effectiveness is still the subject of argument. Moreover, due to the limited time in the conventional language classes, students do not have the chance to practice all vocabulary items which may hinder the learning process. Accordingly, a mixed method only-post-test quasi-experimental study was conducted. Also, for the qualitative phase, data were gathered through a focus group interview with the participants chosen through purposive sampling. It was confirmed that there was a significant effect of online practicing on vocabulary learning of the language learners. Furthermore, it was found out that the participants held a positive attitude for practicing target words through Telegram. In addition, the study results showed that using Telegram application does not have a significant effect on the retention of the vocabulary of the learners. From the results of this study, the researcher proposed some pedagogical implications to EFL teachers, practitioners, material developers, policy makers, and other English education stakeholders.  Article visualizations

The contribution of cognitive abilities and general language proficiency to explaining listening comprehension in English as a foreign language

The present study aimed to investigate the relationship between a number of cognitive abilities (auditory/visual attention, processing speed, and fluid intelligence) and listening comprehension. A total of 97 undergraduate EFL students participated in the study. Tests of auditory and visual attention, processing speed, verbal and nonverbal fluid intelligence, overall English language proficiency, and listening comprehension were administered to the participants. The results indicated that the measure of English proficiency had the highest correlation with the listening test followed by measures of attention and processing speed. Hierarchical regression analysis indicated that 17% of the variance in listening comprehension was explained by the cognitive factors. The addition of second language proficiency to the regression model in the second step added another 25% to the total variance explained. That is, foreign language proficiency, after controlling for cognitive abilities, can explain 25% of the variance in listening comprehension. These findings suggest that understanding when listening in L2 involves cognitive information processing skills in addition to proficiency in that language

EFL Learners’ Vocabulary Achievement and Autonomy: Using Memrise Mobile Application

There has been rapid advancement in the use of technology through which an extensive array of mobile technologies have been introduced to educational contexts. In the same vein, mobile assisted language learning provides new possibilities for improving language learning conditions. The current study was an attempt to find out the effect of Memrise Mobile Application on Iranian upper-Intermediate EFL learners’ vocabulary achievement and their autonomy. To find the effects, a pre-test post-test quasi-experimental study was conducted. Fifty participants were selected from a cluster of 110 students. The Quick placement test as a test of homogeneity was administered to select the upper intermediate learners. Accordingly, 25 participants for each of the  experimental and control groups were selected. Memrise Mobile Application was employed during the treatment period for teaching the 504 Absolutely Essential Words book to the experimental group while the control group was instructed the textbook of 504 Absolutely Essential Words. The intervention continued for a period of 8 weeks. A researcher-made vocabulary test and Zhang and Li’s (2004) standardized questionnaire on autonomy were administered. For the qualitative data collection, a semi-structured interview was conducted to determine the participants’ attitudes. An Independent T-test was run the results of which revealed a significant difference between the two groups in vocabulary achievement. However, there was no significant difference between the two groups in autonomy. Moreover, based on the qualitative data it was concluded that the experimental group participants were more motivated holding a more positive attitude

Effective factors and issues in online learning in Covid-19: a global review

The unexpected outbreak of covid-19 caused education centers to halt their physical classes and rashly switch to online classes. This review paper has as its primary objective identifying related issues faced by different countries and comparing them to get a global overview, and debating whether the dissemination of Covid-19 has adversely affected the educational process in different countries the same way or not. Internet connection, lack of technological devices, deficiency in ICT competencies, and insufficient power supply are reported by most African, South American, and Asian countries as their significant issues. Mental health issues, concerns for future jobs, and discrimination among students are reported as significant issues in North America. Lack of teacher/student training, inaccessibility to stable internet connections, and digital devices are the main problems for European countries. The other reason behind this review is to find out the most significant factors in computing an effective online learning experience.  In this sense, four factors are acknowledged in this paper as influential factors in online learning classes. This review found out that in undeveloped countries success of online education is highly correlated with the financial status of countries, whereas, in developed countries, its success has other areas of concern among people

EFL Learners’ Vocabulary Achievement and Autonomy: Using Memrise Mobile Application

There has been rapid advancement in the use of technology through which an extensive array of mobile technologies have been introduced to educational contexts. In the same vein, mobile assisted language learning provides new possibilities for improving language learning conditions. The current study was an attempt to find out the effect of Memrise Mobile Application on Iranian upper-Intermediate EFL learners’ vocabulary achievement and their autonomy. To find the effects, a pre-test post-test quasi-experimental study was conducted. Fifty participants were selected from a cluster of 110 students. The Quick placement test as a test of homogeneity was administered to select the upper intermediate learners. Accordingly, 25 participants for each of the  experimental and control groups were selected. Memrise Mobile Application was employed during the treatment period for teaching the 504 Absolutely Essential Words book to the experimental group while the control group was instructed the textbook of 504 Absolutely Essential Words. The intervention continued for a period of 8 weeks. A researcher-made vocabulary test and Zhang and Li’s (2004) standardized questionnaire on autonomy were administered. For the qualitative data collection, a semi-structured interview was conducted to determine the participants’ attitudes. An Independent T-test was run the results of which revealed a significant difference between the two groups in vocabulary achievement. However, there was no significant difference between the two groups in autonomy. Moreover, based on the qualitative data it was concluded that the experimental group participants were more motivated holding a more positive attitude