Iranian EFL Learners’ Grammatical Knowledge: The Effect of Direct and Metalinguistic Corrective Feedback

Dr. Mahboobeh Saadat & Zahra Kheradmand Saadi, Shiraz University


The present study was conducted to compare the impact of direct and metalinguistic corrective feedback aimed at improving Iranian EFL learners’ writing accuracy on their grammatical knowledge. The participants were a convenient sample of students in two intact writing classes. The instruction provided in both groups was similar; however, the students in one group received direct feedback and the students in the other group received metalinguistic feedback in the form of error codes on writing accuracy (i.e., grammar, vocabulary, and punctuation) in their in-class written texts. Moreover, all the students took a grammar test serving as pre- and posttests before and after the treatment. In addition to the computation of gain scores, descriptive statistics and a mixed between-within subjects ANOVA were run to analyze the data. Descriptive statistics revealed that the grammatical knowledge of the learners in both groups developed as a result of the two types of feedback; nonetheless, there was not a statistically significant difference between the students’ performance on the grammar test before and after the treatment. Furthermore, although the direct feedback seemed to be more effective in improving grammatical knowledge, no statistically significant difference was found between the two groups’ gain scores on the grammar test.

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.

Investigating Attitudes and Motivation Iranian Peace-keeping Forces have toward Learning English as a Foreign Language

Dr. Mohammad Bagher Shabani & Ali Gorgani Firozjaie, Imam Khomeini International University

This study was an attempt to represent the attitudes and motivation Iranian peace-keeping forces have toward learning EFL at their preliminary level. Iranian peace-keeping forces are expected to learn English in a social environment where there is little immediate need or opportunity to use the language for communicative purposes. The subjects included 155 of Iranian peace-keeping forces who were randomly chosen out of 200. They were classified into three educational levels including associate’s degree, B.A and M.A. The present study employed a questionnaire on the basis of the Attitude/Motivation Test Battery provided by Gardner R.c (2004), incorporating some new concepts in SLA research that have come to light since the time of previous surveys. The method used in this study was quantitative treatment of qualitative data. After gathering the qualitative data through questionnaires and using Likert-5 scale the data was converted to the quantitative data for analysis. A moderate positive attitude toward EFL learning as well as fairly high motivation was the result of the study. At the end some suggestions for further research are given.

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.

EAP Listening and the Impact of Metacognition on Academic Lecture Comprehension

Maryam Rahimirad & Dr. Mohammad Raouf Moini, University of Kashan

Academic listening skill is an indispensable necessity for EAP students in English-medium universities and also critical for their future success in comprehending conference lectures. But due to the specific nature of such academic lectures, non-native students all too often face challenges in getting a full command of this task. This study investigates the challenges of listening to academic lectures and the impact of related metacognitive strategies on academic lecture listening comprehension on a group of Iranian learners in an EAP workshop. Fifteen academic staff who took part in 2 intact classes at the University of Qom were randomly assigned to treatment (N=8) and control (N=7) groups. The treatment group received 16 hours of metacognitive strategy instruction during academic listening instruction while the control group was just exposed to academic lectures with no explicit strategy instruction. The academic listening sections of British IELTS were utilized to measure the listening comprehension of both groups before and after the treatment. The results of the data analysis determined that the experimental group significantly outperformed the control group in the listening posttest. The results of the interviews also revealed details of challenges of academic lecture comprehension and the perception of the learners regarding the process.

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.

Does Mode of Presentation Affect Learners’ Comprehension of Literary Texts?

Dr. Parviz Alavinia & Sara Shalmashi, Urmia University & Islamic Azad University, Urmia

The current study strived to investigate the impact of using audio and audiovisual presentation of literary texts on learners’ comprehension of short stories. In so doing, 60 male and female EFL learners at advanced level of proficiency, as determined by their scores on TOEFL proficiency test, were chosen as the participants of the study. The study partakers were, then, split into three groups (audio, audio-visual, and conventional groups). To gauge the degree of comprehension of short stories presented in three different modes, i.e. audio, audio-visual and conventional modes, the learners were asked to provide the researchers with written summaries of short stories successive to their presentation. Running ANOVA and Post hoc Scheffe tests, the researchers came up with a significant difference between the performances of learners in three groups. After all, as depicted by Post hoc Scheffe results, while the two experimental groups as well as audio-visual and control groups were marked by significant differences in terms of their posttest performances, no such significant difference existed between the performance of audio group and control group.

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.

A Comparative Investigation into Passivization in English and Persian with Focus on "Shodan"

Dr. Mohammad Abdollahi-Guilani, Technical and Engineering University of Booin-Zahra

Although English and Persian share a basic structure in the formation of passive with the help of past participle of the main verb accompanied by “be” in English and “shodan” (i.e. become) in Persian on a syntactic basis, Persian resorts to morphological alternation, too. However, the verb shodan is not merely an auxiliary verb; it can serve as a main verb, as well. In fact, Persian passives have various overlapping realizations, bearing the meaning of “possibility” and “going” too. The study also sought out to investigate whether or not passives differed in written texts. To do so a comparative text analysis was conducted on the application of passive structures in the novel Animal Farm (Orwell, 1956) and its Persian translation (Akhondi, 2004). The results revealed that the conventional function defined for Persian shodan as an auxiliary verb for passive structure outnumbers the passive verbs used in the original novel. Findings also indicate that passive voice is not limited to one form of shodan and past participle; in fact, transitivity alternation plays a key role, as well. In addition, combination of shodan with nouns or adjectives is twofold: it can produce both active and passive voice structures.

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.

Page 6 of 51