Authenticity Evaluation: EAP courses in Iran

Dr. Zahra Zohoorian, Islamic Azad University of Mashhad

Authenticity is extensively advocated for language teaching. It is also recommended for language teaching settings such as EAP as the students have to deal with real-world and authentic language use. The present paper presents the evaluation of the current EAP courses in Iran concerning authenticity. Taking a mixed-method approach to conduct the study, the quantitative data collected through the administration of the authenticity evaluation checklist as well as the qualitative data collected through the interviews were triangulated. The findings revealed that while authenticity of the four aspects of context, teacher, student, and text are considered as vital, the current EAP courses have limited authenticity and in some aspects it is absent. The findings of the study invite the EAP stakeholders in Iran, specifically EAP curriculum designers and materials developers, to conduct a closer evaluation of these courses especially at material development level.

The above abstract is part  of the article which was accepted at The First National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-6 March 2015 , Iran-Ahwaz.

Iranian EFL Middle School Students’ Evaluation of Co-teachers and Participation in the Co-taught Classes

Dr. Mohammad Aliakbari & Mohsen Heidarzadi, Ilam University

Following the introduction of co-teaching and team teaching models, concerns have been raised regarding their success and students perception of these models. This study tried to examine Iranian EFL students’ evaluation of co-teachers and participation in co-taught classes. Further, the difference between ‘One teach-one drift’ and ‘Team teaching’ groups, males and females, and the first and third grade students’ evaluation of the co-teachers and participation in the co-taught classes were addressed. To this mean, the Co-teaching Student Survey (Cooper, 2010) was used as the research instrument to collect data. The questionnaire was first translated into Persian and its reliability and validity were confirmed. In so doing, 252 male and female middle school students responded to the Likert scale questionnaire. The results revealed that 83.2 percent of the students positively evaluated the co-teachers and 69.7 percent appreciated participation in the co-taught classes. However, no significant difference was emerged between ‘One teach- one drift’ and ‘Team teaching’ groups in evaluation of the co-teachers and participation in the co-taught classes. Male participants’ evaluation of the co-teachers and participation in the co-taught classes was more positive and significantly different from that of females. Also, the first grade students evaluated the co-teachers and appreciated participation in co-taught classes more positively than the third grades.

The above abstract is part  of the article which was accepted at The First National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-6 March 2015 , Iran-Ahwaz.

The Relationship between Iranian EFL Learners' Self Compassion and Language Learning Strategy Use

Dr. Abbas Ali Zarei & Hanieh Rahmani, Imam Khomeini International University

The present study investigated the relationship between Iranian EFL learners' self-compassion and language learning strategy use. A sample of 104 B.A and M.A Iranian EFL learners majoring English (both male and female) participated in this study. Three instruments, Michigan Test of English Language Proficiency (MTELP), self-compassion scale, and the Strategy Inventory for Language Learning (SILL) were used for data collection. The data analysis, through Multiple Regression, revealed that meta-cognitive strategies are significant predictors of "self-kindness" and affective and compensation strategies are significant predictors of "awareness of common humanity" and "mindfulness". It was also found that social strategies are negative predictors of "self-judgment". Finally, the study suggests that the concept of self-compassion can provide useful information for instructors and authorities to know learners' differences and their different needs in language learning.

The above abstract is part  of the article which was accepted at The First National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-6 March 2015 , Iran-Ahwaz.

On the Impact of ‘One Teach, One Drift’ and ‘Team Teaching’ as Models of Co-Teaching on the Iranian EFL Learners’ General Language proficiency

Dr. Mohammad Aliakbari & Mohsen Heidarzadi, Ilam University

There has been increasing interest in applying co-teaching approaches in EFL contexts in recent years. In line with these endeavors, the current study intended to investigate the impact of co-teaching models on enhancing general English proficiency of Iranian EFL learners. To this end, nine intact classes of first and third grade students from one boy and one girl middle school in Ilam city were selected and divided into three control and six experimental groups. Among six suggested models of co-teaching, ‘One teach-one drift’ and Team teaching models were adopted in the experimental groups in each grade. Having presented the treatment, a posttest was administrated to all groups to compare their performance. To test the hypotheses, the statistical procedure of MANOVA, One-way ANOVA, and T-test were applied, the results if which indicated that implementing the co-teaching approach was effective and favorable in improving general English proficiency of students. Yet, no significant difference was found between the effect of the ‘One teach- one drift’ and Team teaching models on enhancing students’ achievement. Also, there was no significant difference between male and female students’ achievement in the experimental groups. Likewise, the difference between first and third grade students’ achievement in the experimental groups was not significant.

The above abstract is part  of the article which was accepted at The First National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-6 March 2015 , Iran-Ahwaz.

Goal Orientation as a Function of Language Proficiency

Dr. Abbas Ali Zarei & Nasrin Zarei, Imam Khomeini International University

The present study aims at investigating the effect of Iranian EFL learners’ proficiency level on their goal orientation. To this end, a sample of 141 English major participants, both male and female, at Imam Khomeini International University and Kar non-profit university in Qazvin were asked to fill in a Goal orientation scale consisting of three subsets (task goal orientation, ability-approach goal orientation, and ability-avoid goal orientation). Based on the participants’ performance on the Michigan Test of English Language Proficiency (MTELP), they were divided into three proficiency levels. The scores of the participants of the three groups on goal orientation scales were analyzed using the Kruskal-Wallis procedure. The findings revealed that task goal orientation was the only trait influenced by proficiency level. However, language proficiency did not affect the other traits investigated in this study. These results may be helpful for teachers, learners and syllabus designers.

The above abstract is part  of the article which was accepted at The First National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 5-6 March 2015 , Iran-Ahwaz.

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