Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140415Role of Teacher-Constructed vs. Cooperative Concept Map Learning Strategies in EFL Learners’ Reading Comprehension and Autonomy32310735ENAhmadAlibabaeeSheikhbahaee UniversityZahraMehranfarSheikhbahaee UniversityGolam RezaZareiIsfahan University of TechnologyJournal Article20131116The purpose of this study was to investigate the impact of 2 concept map (CM) learning strategies on Iranian EFL learners’ reading comprehension ability and learner autonomy. To this end, 60 Iranian EFL learners at the preintermediate level of language proficiency were randomly assigned to 2 groups. Both groups received an 8-week instruction: one through teacher-constructed and the other through cooperative concept map strategies. Participants also filled out a 38-item autonomy questionnaire and took a 40-item test of reading comprehension ability before and after the treatments. Results revealed that the cooperative group outperformed the other one on the test of reading comprehension. However, the analysis of the participants’ perceptions of autonomy did not show any significant difference across the 2 groups. Findings suggest that CM learning strategies may make strategic learners who are meaning makers and learn how to learn, especially when they are working collaboratively. Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140401Comparative Study of Nominalization in Applied Linguistics and Biology Books244310736ENAlirezaJalilifarShahid Chamran University of Ahvaz0000000281236757MohammadAlipourDepartment of English Language Teaching, College of Social Sciences, KhuzestanSaraParsaScience & Research Branch, Islamic Azad University, Ahvaz, IranJournal Article20130916This study explored nominalized expression types in an applied linguistics book and a biology book as 2 distinct disciplines<em>.</em> The books were carefully read, the nominalized expression types were identified, the frequencies of the nominalization types were counted, and eventually chi-square was administered. Results revealed no significant difference in using nominalization. Furthermore, the density of nominalization was calculated by dividing their frequency by the total number of words. Results acknowledged the greater concentration of nominalization in the applied linguistics book. Furthermore, the proportion of nominalization to grammatical metaphor was calculated. Results demonstrated the greater tendency towards nominalizing scientific information in the applied linguistics book. This research can contribute to a better understanding of nominalization in academic textbooks and, thus, improve English for Specific Purposes learners’ use of nominalization in their writing. However, further research is needed to see how nominalization is exploited in other genres and other disciplines.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140401Language Learning Strategy Use and Prediction of Foreign Language Proficiency Among Iranian EFL Learners446110737ENAliakbarJafarpour BoroujeniShahrekord UniversityAliRoohaniShahrekord UniversityMohammadSharifiShahrekord UniversityJournal Article20140228The purpose of this study was twofold. Firstly, it attempted to investigate whether language learning strategies (LLSs) can predict foreign language (FL) proficiency. Secondly, it examined what kind of LLSs Iranian learners of English use more frequently in FL institutes. To do so, 112 intermediate Iranian EFL learners participated in the study. Oxford’s Strategy Inventory for Language Learning (1990; SILL) was used to collect the data on the participants’ strategy use. Additionally, the participants’ scores on an achievement test were used as a measure of their language proficiency. Data were subjected to descriptive and inferential statistics. Results showed that FL proficiency is predictable through LLSs. Metacognitive strategies with the largest beta coefficient (0.302) made the strongest contribution to predicting FL proficiency. Furthermore, results indicated that the participants were medium strategy users (<em>M</em> = 3.17) and used metacognitive strategies significantly more (<em>M</em> = 3.80) than other categories.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140401EFL Teachers’ Understanding of the Teaching Portions of INSET Programs627610738ENMahmoodHashemianShahrekord University0000-0003-3631-8662GhasemaliAzadiShahrekord UniversityJournal Article20140326This study aimed to identify the portions of teaching materials for English classes in Iran’s high schools. The efficiency of these materials was evaluated by (a) eliciting the teachers’ perception of the materials to identify their distribution portions and (b) studying the teachers’ satisfaction to identify whether the materials were successful to develop the EFL teachers’ knowledge and skills for real classes. Participants were 94 in-service teachers. Two questionnaires elicited their perception and satisfaction of the programs. Findings indicated the programs focus strongly on grammar, reading, vocabulary, and pronunciation and weakly on speaking, writing, and listening. Results indicated the teachers showed positive attitudes towards the materials for teachers’ knowledge and negative attitudes towards materials for teachers’ skills in teaching. Findings necessitate attention to all portions of EFL to meet students’ needs and bringing more practice into classes than theories.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140401On the Substantive and Predictive Validity Facets of the University Entrance Exam for English Majors779010739ENKioumarsRazavipurShahid Chamran University of AhvazJournal Article20140315This study examined the substantive and predictive validity facets of the University Entrance Examination for English Major (UEEEM) students. To that aim, 111 English major students were recruited to report their scores on each of the subtests of the test as well as their grade point average. Sequential multiple regressions and factor analysis were used in the analysis of the data. Results acknowledged a 2-factor structure underlying the test. Moreover, multiple regression analyses indicated that the presence of a large number of seemingly construct irrelevant items, Arabic, and theology, coupled with items with no unique contribution to variation to the response variable, the General English subtest, has compromised the predictive validity of the test. The paper concludes with the implications it carries for the test’s stakeholders, particularly its developers and score users.Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140401Iranian Wedding Invitations in the Shifting Sands of Time9110810740ENElhamSadriSheikhbahaee UniversityJournal Article20131225As a distinct socially constructed genre, wedding invitations (WIs) offer a fruitful site for investigating how two areas of genre knowledge (i.e., form and content) change over time under the influence of sociocultural forces. Through the examination of 100 Iranian WIs dating from 1970s to the present time, the study investigated the trajectories of change through time within the social semiotics framework. Findings revealed that although the generic structures of Iranian WIs have remained the same, their mode contents have undergone remarkable changes across time. These changes are discernable in the nonverbal features of color, size, design, and typography as well as the verbal features including text length, formality, reference terms, and mood. Findings suggest that in today’s sociocultural climate of Iran, creativity prevails over conventionalization, informality is favored over formality, and solidarity tends to replace power in the hierarchical dimensions of gender differentials and parental domination. Shahid Chamran University of AhvazJournal of Research in Applied Linguistics2345-33035120140401Impact of Differentiated Instruction Strategies and Traditional-Based Instruction on the Reading Comprehension of Iranian EFL Students10912910741ENMohammadAliakbariIlam University0000-0001-8106-6930JaberKhales HaghighiIlam UniversityJournal Article20140227This study investigates and compares the efficacy of differentiated instruction and traditional-based instruction on enhancing Iranian students’ reading comprehension. Eight elementary, intermediate, and advanced classrooms from 1 language institute were chosen, and based on their performance on the pretests were further divided into 4 control and 4 treatment groups. Flexible grouping, tiered instruction, and tiered assignment strategies were adopted to differentiate the content, process, and product in the treatment groups. Results of the final achievement tests revealed that implementing differentiated instruction was effective in fostering the participants’ reading comprehension in the elementary and intermediate classrooms, but no meaningful difference was found in the final performance of the advanced level classrooms.