Effect of Self-Directed Learning on the Components of Reading Comprehension
Maryam
Meshkat
Shahid Rajaee Teacher Training University
author
Ali
Hassanzade
Shahid Rajaee Teacher Training University
author
text
article
2013
eng
Research shows a positive relationship between self-directed learning (SDL) andreading comprehension. The present quasi-experimental study attempted to expandthe scope of SDL by investigating its effect on the components of readingcomprehension. Sixty high school students took the reading comprehension part ofPET as the pretest and the posttest. Over 16 weeks, the experimental group,consisting of 30 students, underwent instruction in SDL. Data from the pretest wasanalyzed using an independent samples t test. Results [t(1.158 = 0.157, p > 0.87)]indicated that the 2 groups were homogeneous before the treatment. After thetreatment, the data from the posttest were analyzed using a one-way between-groupsMANOVA. Results between the 2 groups on the combined dependent variables[F(5,54) = 0.72), p = .61], Wilk’s Lambda= .93, and partial eta squared =.06displayed no significant difference, and this may be due the fact that SDL is notcompatible with Iran’s system of education.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
3
15
https://rals.scu.ac.ir/article_10535_290357ff91c2178d071562db7f3c4b16.pdf
Individual and Collaborative Output Tasks: Effects on the Acquisition of English Inversion Structures
Zia
Tajeddin
Allameh Tabataba’i University
author
Shadab
Jabbarpoor
Islamic Azad University, Garmsar Branch,
author
text
article
2013
eng
This study investigated the effectiveness of individual and collaborative outputbasedfocus-on-form instructional tasks on the acquisition of English inversionstructures by EFL learners. Moreover, it explored the developmental trend oflearners’ inversion acquisition. To this end, 60 homogeneous EFL learners wereassigned to individual and collaborative output groups. They were exposed to textsencompassing inversion structures for 12 instructional sessions. The task includeddictogloss in both groups where the texts were reconstructed either individually orcollaboratively. A pretest, posttest, and delayed posttest design was used to examinethe effects of the 2 tasks. The learners’ process of acquisition was examined byparallel tests of inversion development. Results showed that collaborative taskimplementation was advantageous over individual task performance in bothimmediate and delayed posttests. Results did not reveal a linear additive process forthe collaborative output group; however, the findings suggest that collaborativelanguage production can enhance grammatical acquisition.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
16
32
https://rals.scu.ac.ir/article_10536_fbcc9f6ea5f6a95117aa8ec9cbef2283.pdf
Disciplinary Acculturation: A Comparative Study of Intradiscourse Cycles of English and Persian Introductory Textbooks of Sociology and Linguistics
Nasser
Rashidi
Shiraz University
author
Sara
Shahab
Shiraz University
author
text
article
2013
eng
The present study aimed at investigating the specific discourse cycles of someintroductory textbooks across disciplines and languages to see to what extent theyacculturate students into the new subjects. To this end, 2 well-established and mostlyused English and Persian introductory textbooks in sociology and 2 other wellestablishedEnglish and Persian introductory textbooks in linguistics were examined.The study was conducted with reference to Love’s (as cited in Hewings, 2006)suggested framework for the analysis of introductory textbooks. The texts wereanalyzed in terms of the intradiscourse cycles. Then, the introductory textbooksfrom the 2 disciplines were compared and contrasted in order to determine theirsimilarities and differences in acculturating students into the discipline. Resultsshowed that though in the English introductory textbooks, the cycles either startedwith theory, data, or culminated in cutting-edge, real time problematization, in thePersian texts, the cycles less frequently culminated in problematization of theinterpretive process. The study suggests that this kind of analysis enhances bothteachers’ and students’ knowledge concerning the process of acculturation into theirdisciplines.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
33
50
https://rals.scu.ac.ir/article_10537_a1ee000e11b794fcc9bb6886f6319e84.pdf
Evaluating Four Corners Textbooks in Terms of Cognitive Processes Using Bloom’s Revised Taxonomy
Ali
Roohani
Shahrekord University
author
Farzaneh
Taheri
Shahrekord University
author
Marziyeh
Poorzangeneh
Shahrekord University
author
text
article
2013
eng
This study evaluated 2 ELT textbooks (Four Corners, Book 2 and Four CornersBook 3) drawing on Bloom’s revised taxonomy (BRT); it examined the extent towhich these ELT textbooks could demonstrate the 6 cognitive categories of the BRT(i.e., remembering, understanding, applying, analyzing, evaluating, and creating) intheir activities. To this end, content analysis was done to obtain the frequency andproportion of various cognitive processes. Results revealed the prevalence of theprocesses of remembering and understanding in the textbooks. Also, creatingprocess constituted the lowest percentage of processes in both textbooks.Furthermore, the lower-order categories (i.e., remembering, understanding, andapplying) were more frequently represented than the higher-order ones (i.e.,analyzing, evaluating, and creating). However, the chi-square test did not show asignificant difference between Book 2 (a less advanced-level textbook) and Book 3(a more advanced-level textbook) in terms of the 6 levels of cognitive skills. Theresults indicate that the above textbooks, much against expectations, fail to engagelearners so well in the activities requiring higher levels of cognitive ability,prerequisites of autonomous language learning. By implication, some of theactivities in the more advanced-level textbook should be adapted to make learnersbecome more intellectual contributors to their language learning.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
51
67
https://rals.scu.ac.ir/article_10538_d77092746b378e2ff460591b5702c504.pdf
Distribution of Prodrop Syntactic Properties in L2 English of Persian Speakers
Ahmad
Alibabaee
Sheikhbahaee University
author
Manijeh
Youhanaee
University of Isfahan
author
text
article
2013
eng
This study set out to investigate the distribution of the syntactic properties associatedwith the prodrop parameter by Persian-speaking L2 learners of English in an attemptto examine the (un)attainability of native-like knowledge and (in)accessibility of UGin adult SLA. To do so, 92 participants were assigned into different levels of L2knowledge based on their performances on the Oxford Placement Test (2001). Agrammaticality judgment test and a translation test were developed and validated inthis study. Analysis of the results indicated the following hierarchy of difficulty:referential subjects > expletives > verb-subject constraint > quasi subjects > thattraceconstraint. Findings evidence that native-like attainment of unselected L2syntactic features is unlikely at advanced stages, but it is logically possible thatPersian-speaking L2 learners of English attain native-like knowledge of [-prodrop]at very advanced or near-native stages of L2 acquisition.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
68
92
https://rals.scu.ac.ir/article_10539_b4addee55d86ba6d01ac6eae6740a8aa.pdf
Construction and Validation of Self-Assessment Inventory for English for Academic Purposes: A Case of Iranian Tertiary Students
Goudarz
Alibakhshi
Allameh Tabataba’i University
author
text
article
2013
eng
Self-assessment helps learners to acquire self-confidence and gives them insightfulfeedbacks. There is no valid self-assessment inventory for learners of English foracademic purposes (EAP). This study aimed at developing an academicallyappropriate instrument to measure tertiary students’ English in academic situations.The study used both qualitative and quantitative methods in developing the selfassessmentinventory (SAI). Sixty students were interviewed for the qualitative partof the study. For the quantitative phase, 600 students were selected throughmultistage random sampling. Qualitative data were analyzed by a constantcomparative method. In addition, a questionnaire survey was used to assess thevalidity and reliability of SAI. A 41-item SAI was developed, the content validity,construct validity, and reliability of which were ensured by expert review, factoranalysis, and internal consistency. This scale constitutes a validated self-assessmentinventory of EAP.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
93
109
https://rals.scu.ac.ir/article_10540_702803ecc03b72fabdc7aa61af2ab892.pdf
Current Trends in Research on Mobile Phones in Language Learning
Alireza
Jalilifar
Shahid Chamran University of Ahvaz
author
Amir
Mashhadi
Shahid Chamran University of Ahvaz
author
text
article
2013
eng
This study aimed at examining the major mobile wireless technologies, that is,mobile phones and the possibilities associated with them, currently in use in theeducational domains, with an emphasis on language teaching and learning practices.Accordingly, some of the most typical studies using different functions of mobilephones such as e-mail, multimedia capabilities, Wireless Application Protocol(WAP) and SMS in their mobile learning (m-learning) practices are elaborated.Pedagogical implications and considerations in the integration of mobiletechnologies in language-related practices are considered, too. Potential limitationsand barriers to m-learning undertakings are also reported. Finally, in order to furtherunderstand where m-learning as the cutting edge of education currently stands, astatus quo of m-learning is considered.
Journal of Research in Applied Linguistics
Shahid Chamran University of Ahvaz
2345-3303
4
v.
2
no.
2013
110
127
https://rals.scu.ac.ir/article_10541_3acc76fd3ef6ab47e3790a123053255f.pdf