Vol. 3, No. 2 (March 2015)


Metacognitive Instruction, Metacognitive Development, Listening Comprehension Skill

Mr. Hojat Jodaei, Hakim Sabzevari University, Sabzevar, Iran

Dr. Mohammad Davoudi, Hakim Sabzevari University, Sabzevar, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(2), 5-11.       Download Full Text


The importance of metacognition in learning has been well recognized in cognitive psychology and second language learning. The present study, as a quasi-experimental research, examined the impact of the metacognitive strategy instruction on Iranian EFL learners’ listening comprehension skill. The participants of this research were 60 male and female Iranian EFL learners (30 male, 30 female) studying at Parsa English Institute, Tehran, Iran. They were selected out of 120 upper intermediate EFL learners based on their performance on the Nelson General English test and the listening section of an IELTS test. After assigning the participants randomly to the experimental and the control groups, they were given the listening section of an IELTS test as the pre-test of the study. The experimental group was provided with metacognitive training sessions separately (Chamot 2005). The instruction included teaching planning, monitoring, and evaluating strategies to the learners. The results of the study suggested that implementing metacognitive instruction improved learners’ metacognition and listening comprehension ability.

Key words: Metacognitive strategies; Listening comprehension; Iranian EFL learners


Listening to Students' Voices: the Views of College Students on the Use of Vocabulary Previewing Technique in Reading Comprehension Classes

Ms. Sona Pourghaz, Islamic Azad University, Gorgan Branch, Iran

Dr. Khadijeh Jafari, Islamic Azad University, Gorgan Branch, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(2), 12-19.      Download Full Text


Previewing vocabulary words before reading seems to be an instructional practice that allows students to connect their previous knowledge to what they are reading. This study therefore examined college students' attitudes towards the use of vocabulary previewing technique on improving their reading comprehension. 30 freshmen non-English major college students at Farhangian University in Gorgan, Iran were the participants of the present study. These students received vocabulary previewing practice by using word mapping technique during their English class in academic year 2014-2015. The attitudes and views of participants were investigated through a Likert-type researcher-based questionnaire. This attitude questionnaire was developed to gain in-depth understanding of participants’ impressions, feelings, opinions and beliefs towards the role of vocabulary previewing technique in facilitating their reading comprehension. Students' responses to the questionnaire were analyzed descriptively using percentage. The findings revealed the positive attitudes of the participants towards the use of vocabulary previewing technique in reading class.

Key words: Reading comprehension; Pre-reading activity; Vocabulary previewing; Word mapping


The Role of Thematic Progression in English Literary Texts on EFL Learners’ Interpretation of the Texts

Ms. Zeinab Sadat Naseri, University of Tehran, Tehran, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(2), 20-23.      Download Full Text


Thematic progression through a text plays a crucial role in textual coherence and contributes to the perception of the intended meaning of a text. The present study investigates thematic progression and development in English literary texts and their effect on learners’ comprehension and interpretation of the texts. Eight short stories of English were employed as the corpus of the study and a total number of 30 EFL learners participated in a reading comprehension test designed by the researcher. After applying McCabe’s (1999) thematic progression to the sample and scoring the comprehension test, the results of learners’ performance in the comprehension test were compared with the frequencies of different thematic patterns in short stories. The obtained data were subjected to multiple regression analysis. The findings revealed that the higher the frequency of constant patterns in short stories, the higher the learners’ scores in the comprehension test following each story. Hence, the study emphasizes the role of constant patterns in guiding the reader through the logical paths constructed by the writer since such patterns lead to simplistic paragraphs.

Key words: Thematic progression; Textual coherence; Functional grammar; Short stories


Extending Focus on Forms and Focus on Form Instruction to Teaching Shift in Translation

Mr. Nader Fallah, Yazd University, Yazd, Iran
Dr. Ali Akbar Jabbari, Yazd University, Yazd, Iran
Mr. Morteza Rostamian, Yazd University, Yazd, Iran

Ms. Faezeh Amali Amiri, University of Mazandaran, Babolsar, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(2), 24-27.      Download Full Text


This study aimed to investigate the effect of Focus on Forms (FonFs) which is explicit instruction and Focus on Form (FonF) which is input enhancement on developing the knowledge of shift in translation. Forty-eight students majoring in Translation were randomly assigned to two groups: one as FonFs group (N=25) and the other as FonF group (N=23). Two different but related tests were used to measure the subjects’ knowledge of shift before and after the treatment. The results of the study showed that the subjects made significant progress on both tests, Metalinguistic Knowledge Test and Translation Test, as a result of explicit instruction and enhanced input. Therefore, both FonFs and FonF had positive effect on developing not only the knowledge of shift rules but also the subjects’ performance on translation. In addition, the result indicated the superiority of FonFs (explicit instruction) to FonF (input enhancement) on the Metalinguistic Knowledge Test. However, there was not a statistically significant difference between the two groups on the Translation posttest.

Key words: FonFs/FonF; Explicit instruction; Input enhancement; Metalinguistic knowledge test; Teaching shift


Exploring the Relationship between EFL Teachers’ Level of English Language Proficiency and Their Teaching Self-Efficacy

Ms. Nooshin Shiva, University of Birjand, Birjand, Iran
Dr. Mohammad Hossein Ghoreishi, University of Birjand, Birjand, Iran
Dr. Ahmad Khamesan, University of Birjand, Birjand, Iran

Dr. Hossein Navidinia, University of Birjand, Birjand, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(2), 28-31.      Download Full Text


The study aims at examining the relationship between EFL teachers’ level of language proficiency and their teaching self-efficacy. For so doing, we distributed a questionnaire namely, Teacher Self-efficacy Scale developed by Tschannen-Moran and Hoy (2001) and an English Language Proficiency Scale developed by Butler (2004) among 180 EFL teachers, among them 79 responded. The data were analyzed using Correlation. The results indicated a positive correlation between EFL teachers’ level of English language proficiency and their level of teaching self-efficacy. The results were discussed and the implications were made.

Key words: Self-efficacy; English language proficiency; EFL teachers


Book Review:

Harding, J. (2013). Qualitative data analysis from start to finish. UK: SAGE Publications.

Ms. Farnoosh Rashed, Alzahra University, Tehran, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(2), 32-33.       Download Full Text

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