Vol. 3, No. 5 (September 2015)


Fostering Iranian Intermediate EFL Learners’ Autonomy via Critical Reading

Dr. Mohammad Ali Fatemi, Islamic Azad University, Torbat- Heydarieh Branch, Iran
Mr. Qotboddin Jan-nesar M.Islamic Azad University, Birjand Branch, Iran

Mr. Mohammad R. JadidoleslamIslamic Azad University, Torbat-e Heydarieh Branch, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(5), 05-08.      Download Full Text


Today's researchers are looking for the most effective ways to improve their learners’ autonomy. This study aimed to investigate the effects of critical reading on EFL learners’ autonomy. To this aim, two experimental (n=40) and control (n=40) groups were chosen randomly out of 198 college students in Birjand Farhangian University (Teacher Training Center). To assess their autonomy, both groups were given a pretest. The control group followed its routine procedure, while critical reading techniques were applied for the experimental group during their general English course that lasted for 10 sessions. Then, a posttest was given to both groups. T-test was employed on the gathered data. The results demonstrated a significant increase in the participants’ autonomy in the experimental group (p<0.05). The findings of this study may help learners to enhance their autonomous reading ability by using critical reading techniques.

Key words: Autonomy; Critical reading; Critical thinking; Independent learning


On the Relationship between Personality Traits and Performance Evaluation Methods: The Case of Iranian EFL Teachers

Ms. Fatemeh Salarimanesh, University of Sistan and Baluchestan, Zahedan, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(5), 09-13.      Download Full Text


The effects of personality characteristics on different aspects of human life and performance have been well documented. According to their personality characteristics, individuals may have different inclinations and preferences towards issues surrounding them. The present study investigated the relationship between EFL teachers’ personality characteristics; including Big Five personality traits and their preferences for different methods of teacher performance evaluation. The participants included 180 EFL teachers teaching at Iranian public schools and private language institutes. They were asked to complete the Farsi Version of NEO FFM Inventory and the Survey of Teacher Preference for Performance Evaluation. Data were analyzed through Multiple Regression and Pearson Correlation. The results of Pearson correlation indicated a significant correlation between one or more traits of the Big Five (extraversion, introversion, neuroticism, agreeableness, and openness to experience) and teachers’ preferences for each method of teacher performance evaluation (such as classroom observation, interview, written exam, portfolio, survey completed by school principals and so on). The results of the Regression analysis also indicated that some of the Big Five personality traits could significantly predict teachers’ preferences for teacher performance evaluation methods. The overall results of the study were discussed, and the recommendations for policy and practice in Iran’s educational system and for further research were made.

Key words: EFL teacher evaluation; Teacher evaluation models; Teacher personality characteristics; Big Five personality traits


CALL in ESP Courses: Teaching English to Medical Students by the Use of Technology

Ms. Nargess Hekmati, Birjand University of Medical Sciences, Birjand, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(5), 14-16.      Download Full Text


The spread of technology has influenced different aspects of human’s life and teaching and learning are not exceptions. The present study tried to examine the potential contribution of the use of technology in teaching English language to medical students. This qualitative action research was done in Birjand University of Medical Sciences (BUMS) with 60 medical students taking an English language course in 2015. The class favored different tools such as online dictionaries and multimedia facilities like films, a tube channel, and e-textbooks to enhance students’ learning. The class also had a weblog in which students could upload assignments and receive feedback from peers and the instructor. After 25 sessions of instruction (2 hours each), the findings indicated that the use of technology and e-learning can enhance students’ language proficiency and help them to be more independent learners. Learners preferred to use more e-dictionaries for knowing the meaning of the new words, watch English language medical films to boost their speaking and listening skills, and use the electronic version of their textbook. They found that learning English did not have a fixed institutionalized method and there were many innovative ways of learning that were fun and easier to handle. They also had access to more authentic input for language learning. 

Key words: CALL; E-learning; English language; ESP courses; Medical students


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