Vol. 2, No. 4 (July 2014)


The Relationship between Creativity and Iranian EFL Learners’ Writing Ability

Mr. Reza Reyhani, Islamic Azad University, Khomein Branch, Iran

Dr. Mojtaba Maghsoudi, Farhangian University, Arak, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(4), 1-20.      Download Full Text


Improving EFL learners’ writing skill is one of the most important issues in research projects and needs in language teaching classrooms. The researcher tried to find the relationship between creativity and EFL learners’ writing ability. To this aim, 60 English language university students were selected randomly to participate in this research. To make sure of the homogeneity of the students in terms of their general English language, a test of Placement English Test (PET) was employed. Then the Abedi’s creativity questionnaire, which consisted of 60 three-option multiple-choice items, was implemented. After that, a composition was administered and it was scored based on a certain grading model. Finally, data was analyzed through different correlational statistics such as Pearson correlation test. As the overall conclusion of the study, EFL learners’ creativity affects their writing ability considerably. Therefore, being aware of the learners’ creativity and trying to improve it will help our students to develop their writing ability in different mediums and circumstances of language teaching and learning. In addition to policy makers, materials developers, and syllabus designers who can benefit from the findings and suggestions of this research, teachers who are still the core of teaching and learning process, and can perform necessary tasks and activities based on their students’ needs, can apply the findings of this study to improve their students’ writing ability.

Key words: Writing ability/skill; Creativity; EFL learners


Fostering the Autonomy of EFL Learners via Dictionary Tasks

Mr. Abbas Khorashadyzadeh, University of Isfahan and Ministry of Education, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(4), 21-24.      Download Full Text


Developing the autonomy of learners especially language learners is one of the important issues in foreign language teaching area. Therefore, this study aims to investigate the effectiveness of different dictionary tasks in EFL learners’ autonomy and vocabulary learning. To this aim, 60 EFL guidance and high school students (13-17 years old) were chosen. They were divided into two groups, experimental group (n=30) and control group (n=30). First, a pretest was given to both groups. Then, the teacher of experimental group gave different tasks for using dictionary in teaching new vocabularies and reviewing last words for 8 sessions. The tasks were chosen based on some features such as novelty, attractiveness, easiness, etc. For example, students were supposed to identify the place of stress or find the synonyms for each word. At the end, a posttest was given to both groups. [T-test was used to analyze data]. The findings of the study revealed a significant relationship between using dictionary tasks and improving EFL learners’ autonomy and permanent vocabulary learning. This study can help the teachers who seek effective ways to teach vocabulary and improve learners’ autonomy, and also teachers who can’t employ new technologies. Moreover, it can be beneficial for learners who search for self-study effective vocabulary learning techniques.

Key words: Dictionary task; Vocabulary learning, Autonomy; EFL learners



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