Farhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240312Critical Thinking and Creative Thinking Skills and Language Learning Strategy Use of Iranian EFL Learners: with Focus on Language Proficiency Levels123357910.22034/jelt.2024.16173.1104ENMohammadZeinaliEnglish Department,Farhangian University,Tehran, IranJournal Article20230720Learners’ autonomy has become a growing topic of concern within educational contexts. This is because it is felt that there is an increasing need for developing higher-level cognitive skills such as creative thinking and critical thinking in students in order to enable them to handle their own learning process. The aim of this study is to investigate the relationship among three variables, namely creative thinking skills, critical thinking skills, and learning strategy use with focus on Iranian EFL learners’ proficiency development through a survey research design. A total number of 169 Iranian students learning English were selected to complete three questionnaires on creative thinking, critical thinking skills and learning strategy use. The results of the study revealed that participants possess an acceptable level of creative thinking, but their critical thinking skills and learning strategy use were relatively poor. It was also shown through the test of correlation that proficiency development had a positive relationship with the three variables and that there were also positive correlations among three variables as well. Finally, results of standard multiple regression analyses manifested that the model consisting of creative thinking, critical thinking, and learning strategy can predict the proficiency development considerably.https://elt.cfu.ac.ir/article_3579_8c946a0663483f2992865d03bf2929a2.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301The Effect of Self-assessment on Improving Grammatical Knowledge of Iranian EFL Learners2452358910.22034/jelt.2024.14883.1065ENAlirezaNasiri FiruzFaculty of psychology and education, educational management and planning group, Tehran universityJournal Article20230916The purpose of this study was to investigate whether self-assessment as a meta-cognitive strategy has any obvious effect on improving grammatical knowledge of Iranian EFL students. To achieve the purpose, 60 male junior high school students with the age range of 13-16 participated in this study. A Nelson test was administered to homogenize the two groups regarding language proficiency and outliers were discarded. The researcher had one experimental and one control group. To determine students' level of grammatical knowledge a pre-test developed by Farhady(2000) was administered. The result showed that there was no significant difference between the two groups. After the pre-test the treatment began. The control group received no extra instruction and underwent traditional assessment. Whereas the experimental group went through the process of self-assessment whereby they checked their own activities and found their own strengths and weaknesses. Self-assessment was practiced for six sessions during three months. A session after the treatment was over; a post-test developed by Farhady(2000) was administered. The results were compared through an independent t-test. Results showed that self-assessment had a positive effect on improving students' grammatical knowledge. The findings of this study will help syllabus designers as well as teachers and students allocate specific time to self-assessment. Teachers can use self-assessment along with other activities to improve grammatical knowledge.https://elt.cfu.ac.ir/article_3589_b76098fbbf66d5f9f0f8b49f0abe2c79.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301Personalized WebQuest-based learning in EFL's students of higher education5372359110.22034/jelt.2024.15087.1071ENErfanAslanyan RadMaster of Curriculum Planning, Allamah Tabatabai university, Tehran, IranJournal Article20231030This research was conducted to investigate personalized WebQuest-based learning in EFL students of higher education by applying the method of documentary data mining research, therefore organized in the framework of analytical descriptive studies. Based on the investigation of the available data in the field of personalized WebQuest-based learning, This article provided clear guidance on the initial studies of the integration of adaptive educational hypermedia methods as well as personalization approaches of web-based teaching-learning platforms in EFL students and preliminaries of the work to identify the personalization field of WebQuest-based learning. The results indicated that while many researches have been conducted in the field of WebQuest-based learning in English as a foreign language and the development of WebQuest technologies in the education of EFL students of higher education is undeniable, Specific studies have not been conducted in the personalization of WebQuest learning approaches and more studies are needed to identify the area of integration of adaptive personalization procedures and WebQuest learning methods. Field studies in the territory of this type of web-based learning dimensions can provide the basis for the realization of valuable achievements to guide researchers and English language students in designing and compiling personalized WebQuest learning-teaching packages.https://elt.cfu.ac.ir/article_3591_21b665b21116fe3a0a66e19ef4ccb637.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301The effect of mobile-assisted flipped classroom on students’ reading strategies in Iran7394359210.22034/jelt.2024.15132.1070ENRezaSamimi-FardM.A. in TEFL, English Teacher, Tabas, South-Khorasan, Iran.Journal Article20231027The advent of flipped classrooms has created new opportunities to enhance English language learning. This study investigated the effect of implementing flipped instruction on Iranian secondary school students’ reading strategies. This research was conducted with 30 elementary level learners in the 9th grade from a secondary school in Iran. Participants were assigned to experimental and control groups on the basis of convenience sampling. To this end, the Quick Placement Test (QPT) was administered to 90 students in order to select 30 respondents to participate in this study. The researchers placed the respondents of the experimental group in a flipped classroom. In the flipped classroom, the teacher provided the materials via Shad in advance to the class. On the other hand, the control group was taught in the traditional classroom. Despite these two different methods of presenting the contents, students in both groups had the opportunity to take part in various learning activities in each classroom session. Based on a quantitative method, participants in both groups were pre-tested and post-tested through the Reading Strategy Questionnaire (Mokhtari & Sheorey, 2002) to examine the level of learners’ reading strategy utilized before and after the treatment. Then, an Independent-Sample t–test was used to determine significance of differences between these two groups. Results revealed that there was a significant difference between the two types of instruction, and the flipped class outperformed the traditional one. Furthermore, the results of this study would indicate a number of pedagogical implications for curriculum designers, teachers and learners.https://elt.cfu.ac.ir/article_3592_a8e94030b6f89d959e866bbc3be082e8.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301The Effect of Using NLP Techniques on Reading Ability of EFL Learners381910.22034/jelt.2023.14904.1066ENAkbarMolaeiEnglish Department, Farhangian University, P.O. BOX: 14665-889 Tehran IranParisaParyadDepartment of Educational Management, School of Human Science, Afagh Higher
Education Institute, Urmia, IranElhamZarfsazGaziosmanpasa University, Tokat, Turkey0000-0002-6172-6388Journal Article20230920The process of learning a language may be significantly affected by various circumstances. This study looks at how students' reading abilities are impacted by NLP. According to NLP, focusing on language alone is less likely to result in successful language learning than mixing strategic thinking, behaviour, and language together. NLP includes behavioural and strategic thinking in the learning process in addition to language use. Cluster sampling was used to choose the study's participants. From the Afagh Institute, two whole classes of students were chosen based on availability and enrolment in the courses. A pretest measuring reading proficiency was given to all participants using a standardized reading assessment tool to ensure the homogeneity of the groups. The control group (n=30) then used a traditional teaching strategy, whereas the experimental group (n=30) received training in NLP techniques to apply them to their reading practices. A post-intervention reading test was also performed by individuals in both groups in order to collect quantitative data. Following the intervention and data collection, we analyzed post-test results using ANCOVA, which revealed a significant improvement in reading abilities among EFL learners who utilized NLP techniques. The group effect was found to be highly significant (F=57.775, P<.01), with an effect size (eta squared) of 0.503, indicating that NLP training substantially improved reading abilities. The NLP approaches can significantly impact EFL learners' reading abilities, according to estimates of post-reading marginal means. The combination of quantitative data offers solid proof that NLP is beneficial in language acquisition settings.https://elt.cfu.ac.ir/article_3819_e0178188d031e674292dc398005fc1c3.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301Exploring EFL Learners’ Peer Feedback Dynamics Using Patterns of Pair Interaction: Written Discourse in Focus115143382010.22034/jelt.2024.15828.1080ENAhmadrezaJamshidipourPh.D in TEFL, Department of ELT, Poldokhtar University, Poldokhtar, IranSaeidehAmraeiM.A in Psychology, Poldokhtar University, Poldokhtar, IranJournal Article20240216Abstract<br />The aim of this study was to explore critical thinking skills in peer feedback dynamics regarding English writing in order to improve both the quality of peer feedback and English writing. Critical peer feedback was conceptualized with the integration of critical thinking and feedback in order to improve the quality of feedback. The study also explored the process of peer feedback dynamics using patterns of pair interaction through written discourse, and summarized the model of critical peer feedback. In so doing, a qualitative case study was conducted with 12 EFL learners from a writing course over a 16-week period, a session per week, during the first semester of 2023 academic year at Poldokhtar University. The Revised Bloom’s Taxonomy Model was introduced to the participants in the workshop. Three kinds of data including semi-structured interview transcripts, 12 writing assignments, and artifacts of critical peer feedback were analyzed by QRS NVivo 8. The findings revealed that the Revised Bloom’s Taxonomy was acceptable for the beginners of critical peer feedback dynamics which provided a six-step model of critical thinking. The process of peer feedback dynamics using patterns of pair interaction was summarized as three steps: intake, critical thinking, and output. Each of the three steps had several mental processes in peer feedback dynamics. Accordingly, the amount of learners’ awareness resulted in their critical thinking. The pedagogical implications of these findings were also discussed.https://elt.cfu.ac.ir/article_3820_9dc1656d43ceaac1dbaeeba1c9039b58.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301The SWOT Analysis of English Online Teaching in Iran During Covid-19 Pandemic: The Cases of High Schools and Language Institutes144176382210.22034/jelt.2024.15905.1088ENMeisamMoghadamFaculty of science, Fasa University, Fasa, IranFarhadBaziarEnglish Department, Islamic Azad University, Fasa Branch, Fasa, IranRasoulHajizadehEnglish Department, Islamic Azad University, Fasa Branch, Fasa, IranJournal Article20240228This investigation examined online teaching in Iranian high schools and institutes during the COVID-19 pandemic utilizing the SWOT analysis and examining the strengths, weaknesses, opportunities, and threats of online teaching during the COVID-19 pandemic. In line with the study's goals, a sequential mixed approaches design was used. An open-ended questionnaire (Hassaskhah, 2016) was used to collect the necessary data in the first stage, and a semi-structured interview was used for data triangulation in the second stage. The study included both quantitative and qualitative phases. The participants of the study consisted of 25 Iranian EFL teachers teaching in high schools and language institutes selected purposefully, 25 students studying English in language institutes and high schools in different cities of Fars Province, and 10 staff members, including the manager and the managing directors of the high schools and institutes. The results showed Iranian EFL teachers perceived the opportunities of online learning for their education as a significant advantage for online learning. On the other hand, Iranian EFL students emphasized the limitations of online learning in their educational journey. However, the findings indicated that the staff took into account the potential threats associated with online learning in education. The findings revealed key factors such as the opportunities and threats of online teaching in high schools and institutes. Based on the results, it is argued that the COVID-19 pandemic revealed that our educational system is not strong enough, and it needs to adapt itself to new conditions and consider the pandemic as an opportunity.https://elt.cfu.ac.ir/article_3822_91995643a2edcffc31c928137e227b56.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301Repair Sequences in Iranian EFL Learners’ Interactions: A case of Azad University Translation Students382410.22034/jelt.2024.15929.1096ENAliHemmatiEnglish Language Department, Farhangian University, Kermanshah, IranNouzarGheisariMinistry of Education, Kermanshah, IranJournal Article20240301In conversation analysis, repair is defined as practices for dealing with troubles in talk (Schegloff, 2000,3). From a sequential perspective, it is divided into self-initiated, self–repair (SISR), self–initiated, other-repair (SIOR), other-initiated, self-repair (OISR), and other-initiated, other-repair (OIOR). In order to investigate what type of repair occurs more regarding two linguistic categories of syntax and pronunciation, the oral performance of 30 sophomore university students as a convenient sampling, majoring in translation, was recorded and then transcribed. The analysis of data revealed a preference for SISR and OIOR in terms of syntax and OIOR and OISR in terms of pronunciation. Altogether, OIOR was the most common repair sequence and SIOR was the least. Inadequate Knowledge of students about pronunciation and grammatical troubles was one the major reasons for the high occurrences of OIOR. Likewise, inadequate production practice among Azad University students may be a relevant reason for the low frequency of SIOR.https://elt.cfu.ac.ir/article_3824_8ef4721057e318d8c03733eaa1b5ca64.pdfFarhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301Emotional experiences of advanced learners in foreign language acquisition across all skill domains382610.22034/jelt.2024.16174.1105ENPejmanKaramiEnglish department, Islamic Azad university malayer branch, IranJournal Article20240420Recent research into individual differences has increasingly focused on emotions and their influence on language learning (MacIntyre, Gregersen, & Mercer, 2016). This study investigates the emotional experiences of English majors in relation to their use of foreign languages. Utilizing a qualitative approach, participants were asked to describe their emotional experiences with foreign languages and one of the four language skills in their native language (Iranian). The dataset included 166 paragraphs from 31 male and 135 female students, encompassing 43 passages on listening, 35 on speaking, 47 on reading, and 41 on writing. Through content analysis, the texts were divided into thematic units and collaboratively coded. The initial coding was guided by an academic emotions framework (Pekrun, 2014), with modifications as needed. Results indicate that English majors frequently encounter emotions such as enjoyment and language anxiety, with differences based on the language skill and the context of language use (inside or outside the classroom).Farhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301Exploring the Relationship between Psychotypology and the Acquisition of English Adjective Properties by Iranian Bilingual EFL Learners382310.22034/jelt.2024.15919.1097ENMaryamGhezlouEnglish Department, Farhangian University, Arak IranJournal Article20240301Psychotypology is a conditioning factor in the acquisition of a third language (TLA) in general and the interaction of the involved languages in TLA in particular. The aim of the present study was determining whether Iranian bilingual learners’ perception of the possible distance between their first / second language (Azeri and Persian respectively) and their third language (English) can play any role in the acquisition of English adjective order and placement. To this end, a total of 90 native Azeri learners with Persian as their common second language and English as their third language were selected and homogenized based on their scores on Oxford Quick Placement Test. They included female and male university students studying at Miyandoab and Bonab Azad Universities. They also took a syntactic test of grammaticality judgment. Results of descriptive statistics and Pearson correlation coefficient indicated a significant relationship between the psychotypology of the first and the second language and the learning of English adjective order. The psychotypology of participants’ first and second languages also correlated highly with the acquisition of English adjective placement. Results of the present study, thus, confirm enhanced learning of English (as the third language of the participants) through their perceived similarity of their first and second languages. The practical implication of this study could be introducing methods of teaching to bi/multilingual educational settings in which the similarities and differences between the learners’ mother tongue and their additional languages is highlighted.Farhangian UniversityResearch in English Language Education Journal | Farhangian University3115-75993120240301Examining the content of cultural elements of imported English language teaching books in Iran Based on critical discourse analysis382110.22034/jelt.2024.15888.1082ENZohreBahramiLanguage Department, Farhangian University, Arak, IranDavoodMadaniPh.D. in General Linguistics, Assistant Professor, Member of the Scientific Faculty of Khomein Azad University, Language Department, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomein, IranJournal Article20240227Abstract <br />Considering that culture guides human values and ideals, and from the fact that culture, It provides skill and knowledge for a person and preserves it and it is transmitted from one generation to another and helps it through language. In this research, the cultural content of imported English language teaching books in Iran is examined based on the approach of critical discourse analysis. is analyzed The method of collecting information and data in this research is library-documentary. The data of this research are the texts and images of imported English language teaching books that are currently taught in English language schools in Iran. Using a qualitative (descriptive-analytical) method, the analysis and description of texts based on Van Dyck's framework, as well as the analysis and description of images based on Kress and Van Leeuwen's framework, have been done. The findings of this research show that the imported English language teaching books are contrary to the Islamic culture of Iran in terms of culture.