Articles

Vol. 3, No. 6 (November 2015)

 

Demotivation and Foreign Language Achievement: Educational Level and Gender Differences among Iranian EFL Learners

Ms. Safoura JahedizadehImam Reza International University, Mashhad, Iran

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

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(6), 05-09.      Download Full Text

Abstract

Demotivation, the flip side of motivation, is a rarely-explored phenomenon in second/foreign language education. It refers to adverse forces that diminish learners' willingness to study a foreign language. As with any other psychological construct, it is associated with a host of antecedents and ramifications. In the present study, an attempt was made to explore English as a Foreign Language (EFL) learners’ demotivation with respect to their gender, educational level, and achievement. To assess students’ demotivation, the Persian version of 'de-motivation scale' designed and validated by Sakai and Kikuchi (2009) was utilized. The scale was translated to Persian and validated in an Iranian context by Ghanizadeh and Jahedizadeh (forthc.). It measures six demotivators; teachers, characteristics of classes, experiences of failure, class environment, class materials, and lack of interest. The results demonstrated that there is a significant relationship between students’ demotivation and their gender. In other words, male students felt more demotivated than female learners. In terms of educational level, significant differences were found between high school and MA students, as well as MA and BA students; however, no significant relationship was found between high school and BA students in terms of demotivation. Regarding students’ achievement and their demotivation, negative significant differences were found between learners’ achievement and three constructs of demotivation namely, lack of interest, experiences of failure, and classroom materials.

Key words: Demotivation; Gender; Educational level; Achievement



 

The relationship between Iranian EFL Learners' risk taking level and their willingness to communicate in English

Ms. Hamideh Qari, Islamic Azad University, Gorgan Branch, Iran
Dr. Khadijeh JafariIslamic Azad University, Gorgan Branch, Iran

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

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(6), 10-17.      Download Full Text

Abstract

Willingness to communicate (WTC) is one of the personality traits that shows students' tendency toward communication in a second or foreign language. Risk taking as another personality trait is an important characteristic of successful learning of a second or foreign language. The present study was conducted to examine the existence of any possible relationship between willingness to communicate and risk taking level among EFL learners. The participants were 161 female and male college students majoring in English language at several universities in Golestan province, Iran.  The relationship between these two variables was also investigated by considering students' age and gender. Data for the research were gathered using a two-part questionnaire. A sixteen-item Venturesomeness questionnaire was used to assess the participants’ risk taking level. Students’ WTC was measured through a thirty six-item WTC scale. Correlation Matrix analysis revealed a significant positive relationship between risk taking level and WTC and that the link between risk taking and WTC is affected by gender and age. The results revealed that there is a significant difference between risk taking level and WTC of the males and females. And as for age, the results showed that there is a significant difference between risk taking and willingness to communicate among different age groups.

Key words: Risk taking; Willingness to communicate; EFL learner



 

The Effect of Using Intersemiotic Translation on Teaching English Language Songs to EFL Young Learners

Ms. Zahra EsmaeiliUniversity of Birjand, Birjand, Iran

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

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 3(6), 18-21.      Download Full Text

Abstract

 This paper aims at examining the effect of using intersemiotic translation on teaching English language songs to EFL young learners. The participants were 20 EFL learners who were randomly divided into two equal groups, control and experimental. Taking an action research design, the teachers taught English language songs by the help of intersemiotic translation strategies such as using pictures, flash cards, and painting in the experimental group while in the control group, they taught the songs without the use of these strategies. After 16 sessions of instruction (2 hours each), the students’ learning of the songs in the two groups were compared and contrasted. The findings indicated that the experimental group outperformed the control one which supported the judicious use of intersemiotic translation in teaching English language songs to children. The results were discussed and the implications were made.

Key words: Intersemiotic translation; EFL young learners; Language teaching; Songs



 

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