Articles

Vol. 2, No. 6 (November 2014)

 

Comparing the Performance of Iranian EFL Advanced Learners on English Reading Comprehension Ability Regarding Their Learning Styles

Ms. Mehri Hamzekhani, Islamic Azad Unsiversity, Khomein Branch, Iran

Dr. Mojtaba Maghsoudi, Farhangian University, Arak, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(6), 5-13.      Download Full Text

Abstract

In theory, there are as many learning styles as there are learners, and the practical implication of learning styles for teaching-learning interactions are numerous.  Nevertheless, in recent years, only a few of the possible number of styles have received the attention of L2 researchers; one of the most well researched areas is “extraversion” or “introversion”. Improving reading comprehension ability of all students is one of the major goals of learning a foreign language. Reading literacy is one of the most fundamental academic skills, important in its own right and essential for success in language learning. To find the relationship between Iranian EFL learners’ learning styles and their success in the English reading skill is the main aim of the present study. That is, the present researchers attempted to find out the possible difference between Iranian EFL male and female introverted learners versus extraverted EFL learners in reading comprehension ability regarding their gender. Therefore, 120 homogenous participants, both extraverted and introverted ones were invited for the current study. Then, both groups took the same test of reading task and their results were compared. Applying descriptive analysis and t-test indicated that there was no significant difference between the two groups of introverted and extraverted male learners on English reading comprehension. It is worth mentioning that generally female learners outperformed the male learners and their extraverted peers in English reading comprehension. 

Key words: Personality, Extravert, Introvert, Reading Comprehension



 

Narrative Intelligence and EFL Teachers' Self-regulation

Ms. Nahid Royaei, Imam Reza International University, Mashhad, Iran
Prof. Behzad Ghonsooly, Ferdowsi University of Mashhad, Mashhad, Iran

Dr. Afsaneh Ghanizadeh, Imam Reza International University, Mashhad, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(6), 14-20.       Download Full Text

Abstract

This study was conducted to investigate the probable impact of narrative intelligence on self-regulation among Iranian EFL teachers. For this aim, a total of 125 English language teachers teaching in various language institutes in Mashhad took part in this study. They were collected based on convenience sampling. They were asked to complete one questionnaire: Teacher Self-regulation Scale (TSRS). For measuring EFL teachers' narrative intelligence, they were asked to perform on two narrative tasks. Task 1: they were required to talk about a strip story. Task 2: they were asked to talk about the topic "please tell the story of your first day at university". The narratives were recorded, transcribed, and rated based on Narrative Intelligence Scale (NIS). The result of the Correlational analysis indicated that narrative intelligence correlated positively with EFL teachers' self-regulation. Furthermore, from Stepwise Regression analysis, it was found that among narrative intelligence factors, emplotment was the best predictor of teachers' self-regulation. Finally, the results were discussed in details and implications were provided.

Key words: Narrative intelligence; Self-regulation; EFL Teachers; Emplotment



 

The Effect of Task-Based Speaking Activities on Iranian Intermediate EFL Learners’ Self-efficacy

Ms. Mina Ghodrati, Islamic Azad University, Torbat-e Heydarieh Branch, Iran

Dr. Hamid Ashraf, Islamic Azad University, Torbat-e Heydarieh Branch, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 2(6), 21-28.      Download Full Text

Abstract

This study aimed at exploring the effect of task-based speaking activities on Iranian intermediate EFL learners’ self-efficacy. To this end, an experimental method was employed in which two classes of Iranian Intermediate students of Kish Institute of Science and Technology in Bojnourd, Iran were selected and instructed by the same teacher as experimental and control groups. Eighty homogenous participants, chosen from 230 learners based on their scores in PET test and self-efficacy questionnaire, participated in the study. The methodology enjoys a quantitative – qualitative approach in which the quantitative data were gathered through self-efficacy questionnaire and the qualitative data were collected through interviews. Learners’ scores of the pretest and posttest were analyzed with SPSS. The Independent-samples T-tests were conducted to analyze the learners’ scores of the pretest and posttest. Fifteen volunteers participated in a semistructured interview. Four questions were clarified, a record was kept of their speeches, a transcript was written in details and then they were categorized and analyzed. The results of this study provided that learners’ self-efficacy will incrementing through task-based speaking activities treatment.

Key words: Task; Task-Based Speaking Activities; Self-Efficacy; Learners’ Self-Efficacy



 

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