Are Two Heads Always Better than One? Do Extroverts Outperform Introverts?

Dr. SedigehVahdat, Sadegh Ghobadi & Somayeh Rezaei

 Shahid Chamran University of Ahvaz & Hamadan Payam Noor University


The present study aimed at comparing student's collaborative and individual writings in terms of Fluency, accuracy and complexity. It also aimed at investigating students' viewpoints on the collaborative writing process and whether there was a link between student personality type, extrovertness and introvertness, and their better performance in one of the above mentioned forms of writing. To achieve this end, a sample of 13 lower-intermediate and intermediate students were chosen. The students were homogenized and their personality type was determined by using the Eysenck Personality Test. Next, they were given two picture prompts during two separate sessions and in the first session they were asked to write individually and in the second session they were asked to write in pairs. In addition, they answered six questions about their experience of collaborative writing. The writing samples were analyzed both quantitatively and qualitatively. The fluency of the texts were measured in terms of the total number of words, and accuracy and complexity were based on a count of T-units and clause analysis. For determining qualitative measures the writing samples were rated globally using the Common Educational Proficiency Assessment (CEPA) for Writing scale. The results showed that the individually written texts were both more fluent and more complex (in one factor) while the collaboratively produced texts were more accurate. However, the observed differences were not statistically significant. No correlation was found between the writing samples and extrovertness/introvertness. Finally, the students had positive views about the experience of collaborative writing.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.

A Comparative Study of Dialogues in English textbooks and TV Series: A Speech Acts Analysis

Marjan Keyvan & Dr. Alireza Jalilifar

 Shahid Chamran University of Ahvaz


This study aimed to compare the speech acts used in English language course books compiled by authors and the speech acts used in popular English TV series. Three textbook series, namely, Interchange Third Edition (Richards, 2005), Top Notch (Saslow & Asher, 2006), and Talk Time (Stempleski, 2007) were selected for this study, and the utterances from the conversation section of these books were analyzed according to Searle’s (1976) model of classification of speech acts. The conversations from one episode of three American English TV series, namely, Friends, Desperate Housewives, and Lost were also analyzed based on the same model. The results revealed a significant difference between expressive and commissive speech acts. While expressives were significantly higher in the textbooks, commissives in the TV series outnumbered their counterparts in the textbooks. On the other hand, assertives and directives showed no significant difference in the two series, and declaratives were not exploited in either series. The existing differences mark the relative failure of textbook series in presenting the authentic use of speech act categories if TV series resemble more authentic and closer-to-real life language.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.

The Relation of Gender and Use of Short Stories in Reading Comprehension Classes

Dr. SedighehVahdat, Farzad Qanbarnejad & Dr. Seyyed Rahim Moosavinia

 Shahid Chamran University of Ahvaz


This study examines the relation of gender and use of short stories in EFL reading comprehension classes. Participants of the study were 30 Iranian EFL students who were selected from Iran Language Institute of University Students, Ahvaz. To homogenize the participants, The Oxford Quick Placement Test was administered and 15 male and 15 female learners with lower intermediate English proficiency were selected as the research sample. Next, they were divided into two fifteen-member groups, one group included 8 males and 7 females and the other group included 7 males and 8 females. Then the groups were randomly assigned as control and experimental groups. The control group did not receive any special treatment for teaching the short stories and followed the conventional methods. Conversely, the experimental group was taught the same short stories in the same course of time using awareness raising activities, such as teaching the elements of short stories like theme, symbol, characterization, point of view, and plot. To answer the research question, an independent sample t-test was run. The obtained results indicate the experimental group demonstrates a better performance than the control one. Moreover, according to the means, the female learners in both groups outperformed the male ones.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.

The Relationships among Emotional Intelligence, Extroversion/Introversion, and Writing Accuracy of Iranian EFL Learners

Dr. Abbas Ali Zarei & Bahareh Sadeghi

 Imam Khomeini International University


The present study was aimed at investigating the relationships among emotional intelligence, extroversion/introversion, and lexical and grammatical writing accuracy of Iranian EFL learners. To this end, 166 English major participants, both male and female were administered two questionnaires includingEysenck Personality Questionnaire (EPQ) and Schutte Self Report Emotional Intelligence Test (SSEIT), as well as a writing task. In addition, the participants’ proficiency level was determined using their scores on the Michigan Test of English Language Proficiency (MTELP). The collected data were analyzed using Pearson correlation coefficients. The findings showed significant relationships between emotional intelligence and both lexical and grammatical writing accuracy. However, the findings were indicative of no significant relationship between grammatical and lexical writing accuracy and extroversion. The results of the present study may be helpful for teachers, materials developers, syllabus designers, and learners.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.


Nominal Metaphor Aptness: Semantic Features and Degree of Matching between Topic and Vehicle

Dr. Sedigheh Vahdat, Omid Khatin Zadeh & Babak Yazdani Fazlabadi

 Shahid Chamran University of Ahvaz & Allameh Tabataba’i University of Tehran


Degree of aptness of the nominal metaphor X is a Y or the extent to which the metaphorical statement expresses its specific non-literal meaning and the nature of relationship between aptness and semantic features of topic (X) and vehicle (Y) is the subject that is addressed in this study. Conducting an experiment in which 35 undergraduate students judged degree of relevancy of 10 semantic features of topic and vehicle of nominal metaphors, the researchers of this study sought to find how aptness of a metaphor is related to various meaning aspects of topic and vehicle. The instrument was a test including 20 nominal metaphors, each one followed by 10 semantic features of topic and vehicle. The participants were required to judge the degree of relevancy of each feature on the basis of a Likert scale ranging from 0 (irrelevant) to 3(completely relevant). The obtained results suggested that several aspects of meaning might simultaneously be in operation throughout metaphor comprehension. However, these aspects are not at the same level; that is, one meaning aspect plays the dominant role, while others play a secondary role. Taking Glucksberg’s class-inclusion view of metaphor comprehension and article presents a model according to which degree of aptness of a nominal metaphor is determined by degree of relevancy of a specific meaning aspect of vehicle. When a particular aspect is highly-relevant in terms of metaphorical meaning, it functions as a base which creates a high degree of matching between topic and vehicle of a nominal metaphor. Therefore, level of matching or the extent to which the topic is properly described by the vehicle is mainly based on a given aspect of meaning rather than several aspects of meaning.

The above abstract is part  of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.

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