Articles

Vol. 3, No. 1 (January 2015)

 

A Study of the Bond between EFL Learners' Personality Types and Self-Regulation and the Moderating Role of Age and Gender

Ms. Samira ArabiImam Reza International University, Mashhad, Iran
Dr. Afsaneh GhanizadehImam Reza International University, Mashhad, Iran

Dr. Majid Elahi Shirvan, University of Bojnord, Bojnord, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(1), 5-13.       Download Full Text

Abstract

This study aimed at investigating whether the reflections of different personality types can be observed in EFL students' development of self-regulation. The paper also set out to examine the moderating role of age and gender in the relationship between personality types of EFL learners and their self-regulation. To attain the purposes of the study, 160 EFL learners were selected according to convenience sampling from different private language institutes in Mashhad, a city in the north-east of Iran. They were requested to complete the "Myers Briggs Type Indicator" and the "Self-Regulation Trait Questionnaire". The results indicated that self-regulation has positive and significant relationship with three types of personality; Judging, Thinking, and Introversion. Furthermore, the findings demonstrated that age moderates the association between personality types and self-regulation while gender does not.

Key words: EFL learner; Personality types; Self-regulation; Age; Gender



 

Unpeeling the Onion: Iranian EFL Learners and Their Perception toward Mobile Learning

Dr. Farrokhlagha Heidari, University of Sistan and Baluchestan, Zahedan, Iran

Mr. Yazdan Choobsaz, University of Sistan and Baluchestan, Zahedan, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(1), 14-21.      Download Full Text

Abstract

Technology offers new possibilities to provide effective teaching and learning. One of the most current technologies that has ignited substantial interest by educators is mobile technology. Mobile devices are becoming more powerful and taking over tasks that would normally be done on traditional PCs or laptops. Meanwhile, researchers have started to investigate the way mobile technology can be implemented in the educational environment. Despite the interest, current studies into mobile learning are mainly small scale trials, most of which focusing on teachers and educators' perceptions toward mobile learning. Addressing this gap in literature, the present study was developed to draw on language learners' perceptions toward using mobile learning to see how their perceptions would or would not change before and after a mobile-mediated EFL learning course. To serve this aim, a questionnaire developed by Mac Callum (2011) was used among a group of randomly selected intermediate male EFL learners. The learners' responses analyzed by means of a paired-sample t-test indicated that there was a statistically significant difference in learners' perceptions before and after a course on mobile learning. Therefore, the authors argue that the study can pave the way for researchers to delve deeper into the area of MALL.

Key words: Mobile technology; Mobile Assisted Language Learning; Lerners' perception



 

The Relationship among Iranian EFL Learners’ Creativity, Autonomy and Their English Proficiency

Ms. Parisa Solhi, Islamic Azad University, Khomein Branch, Iran

Dr. Mojtaba Maghsoudi, Farhangian University, Arak, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(1), 22-27.       Download Full Text

Abstract

This study tried to find the relationship between the Iranian EFL learners’ autonomy, creativity and their English proficiency. The subjects of this study were 100 male and female students of Atlas language institute, Tehran branch, Iran. Through administrating the proficiency English language test of Oxford, 93 students were homogenized and chosen for the purpose of this study. They according to their scores in language proficiency test were classified into upper and lower intermediate language proficiency groups. Then, the Abedi's creativity questionnaire which was consisted of 60 three-option multiple choice items was given to students. After that, the autonomy questionnaire by Spratt, Humphreys, and Chan with 50 items was implemented. Finally, t-test was used to assess the relationship among Iranian EFL learner's autonomy, creativity and their English proficiency. The results showed that there is no significant relationship between Iranian EFL learner's creativity and their English proficiency. In addition, there is no significant relationship between Iranian EFL learner's autonomy and their English proficiency.

Key words: AutonomyCreativity; English proficiency; EFL learners



 

EFL Teachers' Goal Orientation and Self-evaluation: A Mixed Methods Approach

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), 3(1), 28-33.      Download Full Text

Abstract

The current study primarily aimed to investigate the association between goal orientation and self-evaluation among Iranian EFL teachers. The second objective of this study was to explore different goals that EFL teachers pursued in their classrooms and to uncover the evaluation issues within teachers' perspectives via interview with both themselves and their supervisors. The sample was composed of 125 EFL teachers and twelve supervisors selected based on convenience sampling from different foreign language institutes in Mashhad. EFL teachers were required to complete three subscale items of Teacher Self-regulation Scale (TSRS) including self-evaluation, mastery goal orientation, and performance goal orientation. The findings yielded via Correlational Analysis indicated that there was a significant link between mastery goal orientation and self-evaluation. Result from interview analysis showed that EFL teachers had various aims in their professional performance and took evaluation processes into consideration significantly. Finally, the implications were provided with reference with the obtained findings.

Key words: Goal orientation; Self-evaluation; EFL teachers



 

 

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