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Ali Dabbagh

Gonbad Kavous University, English, Faculty Member

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Ali Dabbagh is an Instructor of Applied Linguistics at Gonbad Kavous University, Iran, where he teaches research methodology, language assessment, teaching methodology, linguistics, and philosophy of education. His research interest centers on language and culture, especially Cultural Linguistics. He presented and published articles in national and international academic journals and conferences including Teaching English Language, The Journal of Asia TEFL, The Language Learning Journal, and International Journal of Applied Linguistics.
Supervisors: Prof. Esmat Babaii and Prof. Mahmood Reza Atai

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William M Short

University of Exeter

The University of Iowa

Université de Montréal

Viacheslav Kuleshov

Stockholm University

Sinop Üniversitesi

Orly Goldwasser

The Hebrew University of Jerusalem

Armando Marques-Guedes

UNL - New University of Lisbon

Gwen Robbins Schug

University of North Carolina at Greensboro

Gabriel Gutierrez-Alonso

University of Salamanca

Macquarie University

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Papers by Ali Dabbagh

Exploring Cultural Conceptualisations and Metacultural Competence in Local EAP Textbooks : A Semiotic Approach

The Journal of AsiaTEFL

Despite the surge of interest in evaluating culture representation in English language teaching (... more Despite the surge of interest in evaluating culture representation in English language teaching (ELT) materials, the literature has not adequately addressed representations of culture in English for Academic Purposes (EAP) textbooks. To bridge this gap, the present study draws on the Cultural Linguistics semiotic approach to evaluate texts, tasks, and visuals in three locally-developed EAP textbooks in Iran. To this end, we triangulated interview data and narratives obtained from the materials developers of the selected textbooks and a local EAP policymaker with the analysis of texts, tasks, and images. The findings revealed that: (a) few instances of cultural schema and cultural categories were found in the textbooks; (b) mostly materials developers either were not cognizant of the notion of cultural conceptualisations when designing the textbooks or they did not consider it a significant priority in EAP textbooks due to some politico-religious reasons; (c) metacultural development tasks were barely presented in the pre-, while-, and post-reading tasks; and (d) an incompatibility prevailed among texts, tasks, and visuals regarding the presented cultural conceptualisations. The findings are discussed with reference to the need to raise EAP materials development stakeholders' awareness about the effectiveness of cultural conceptualisations and metacultural competence in EAP education.

Metacultural competence and ELT curriculum: The case of Iranian undergraduate ELT program

by Ali Dabbagh and Esmat Babaii

Zenodo (CERN European Organization for Nuclear Research), 2023

The present study aims at exploring the representation of metacultural competence (MC)-a competen... more The present study aims at exploring the representation of metacultural competence (MC)-a competence that allows negotiation of cultural conceptualizations-in the documents designed at policy and planning stages of ELT curriculum development in Iran. For the policy stage, due to lack of an overt foreign language education policy document, seven major policy documents of Iran (namely, 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities) were selected. For the planning stage, Iranian ELT curricula for undergraduate students were chosen. Content analysis of the selected documents revealed that the analyzed documents did not represent MC in detail and mostly attended to the 'cultural variation awareness' component and the 'acknowledge' and 'anticipate' principles, which were limited to negotiating Islamic ideology and disregarded Iranian cultural conceptualizations.

L1 Pragmatic Cultural Schema and Pragmatic Assessment: Variations in Non-Native Teachers' Scoring Criteria

TESL-EJ, May 1, 2021

The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring... more The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to MR-WDCT containing examinees' first language (L1) pragmatic cultural schemas. To this end, 10 experienced and 10 novice male and female NNS teachers participated in two rounds of semistructured interviews wherein they elaborated on their scoring criteria and commented on the expert-driven criteria. Content analysis of the results revealed that: a) pragmalinguistic and sociopragmatic factors were considered for scoring, though in different patterns, by both the experienced and novice NNS teachers; b) observing perceived native speaker (NS) norms for pragmatic cultural schemas was found to be of more significance for the experienced teachers than for the novice ones and in varying severity; c) following L1 pragmatic cultural schemas was considered to be acceptable only if it would not lead to misunderstanding; and d) both NNS experienced and novice teachers' data-driven scoring criteria partially matched with the expert-driven criteria. The findings highlight the role of L1 pragmatic cultural schemas in English as a lingua franca (ELF) pragmatic assessment and the need to train NNS teachers in rating such tests.

Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using the Association With Vocabulary Size

This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the w... more This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the word association test (WAT) and vocabulary knowledge scale (VKS), with respect to their associations with vocabulary size. The same relationships were further examined separately for the five word-frequency bands of the vocabulary size test. To this end, 115 English as a Foreign Language (EFL) learners took the WAT, VKS, and Vocabulary Levels Test (VLT). Results of multiple linear regression analyses indicated that: (a) while both measures of vocabulary depth were predictive of the VLT, the WAT had a higher association with the dependent variable; (b) both the WAT and VKS were predictive of the high-frequency vocabulary, with the relationships being more significant for the WAT; (c) the WAT could significantly predict the mid-frequency vocabulary, whereas the VKS had no significant contribution; and (d) while the VKS was significantly associated with the low-frequency vocabulary, the WAT ...

Metacultural competence and ELT curriculum: The case of Iranian undergraduate ELT program

by Esmat Babaii and Ali Dabbagh

International Journal of Language Studies, 2023

The present study aims at exploring the representation of metacultural competence (MC)-a competen... more The present study aims at exploring the representation of metacultural competence (MC)-a competence that allows negotiation of cultural conceptualizations-in the documents designed at policy and planning stages of ELT curriculum development in Iran. For the policy stage, due to lack of an overt foreign language education policy document, seven major policy documents of Iran (namely, 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities) were selected. For the planning stage, Iranian ELT curricula for undergraduate students were chosen. Content analysis of the selected documents revealed that the analyzed documents did not represent MC in detail and mostly attended to the 'cultural variation awareness' component and the 'acknowledge' and 'anticipate' principles, which were limited to negotiating Islamic ideology and disregarded Iranian cultural conceptualizations.

Exploring Cultural Schemas in Foreign Language Education Policy (FLEP) Documents of Iran

Language Related Research

Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in Engli... more Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in English Language Teaching (ELT). In addition, the spread of English around the globe has resulted in English users" tendency to embed their local culture in their English communication (Kirkpatrick, 2012). However, literature remains silent on culture representation in FLEP, especially in an ideologized country like Iran. To address this issue, due to lack of an explicit FLEP in Iran, the present study analyzed the cultural schemas addressed in the seven major national policy documents of Iran, namely 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities. Results of content analysis using MAXQDA Software unmasked Islamic-Iranian culture as the baseline for ELT in Iran. In order to further examine the representations and implications of "Islamic-Iranian culture" hidden in the documents, open coding, axial coding, and labeling along with constant comparative procedure revealed various Islamic cultural schemas. However, very few instances of Iranian cultural schemas were unveiled. The findings were discussed in light of the hidden curriculum and the power relations behind the extracted cultural schemas

Gender Representation under Critical Image Analysis: The Case of Iranian ELT Textbooks

International Journal of English Language and Translation Studies, 2016

Ali Dabbagh Department of English Language and Literature, Gonbad Kavous University Iran ABSTRACT... more Ali Dabbagh Department of English Language and Literature, Gonbad Kavous University Iran ABSTRACT This paper aimed to identify and reveal gender positioning in the images used in the recent ELT nationwide text books, i.e. Prospects 1, 2 & 3. To do so, the dimensions in Goffman (1976) were mixed with the image semiotic category of Kress and van Leeuwen (2006) to analyze the images in terms of determining active participant, gaze direction, visual techniques, body display, and the space in which the participants were shown. In order to elicit the hidden patterns, the data went over a thorough content analysis which revealed the following: First, males were presented more than females as active, looking at the viewer, and framed in a close–up format which signified their prominence and power in relation to females. Second, while both men and women were represented as fully clothed, no female character in the images were depicted in sparsely and lightly clothed. Third, a balanced repres...

The Predictive Role of Vocabulary Knowledge in Listening Comprehension : Depth or Breadth ?

Ali Dabbagh Department of English Language and Literature Gonbad Kavous University Iran ABSTRACT ... more Ali Dabbagh Department of English Language and Literature Gonbad Kavous University Iran ABSTRACT Depth and breadth of vocabulary have been the focus of research in language skills in the last two decades. However, the role of these two aspects of vocabulary knowledge in listening comprehension has remained an under-researched issue. Accordingly, to gain insights into the nature of such relationship, the present study aimed at investigating the predictive role of depth versus breadth of vocabulary knowledge in L2 learners' listening comprehension. To this end, Word Association Test (WAT), Vocabulary Levels Test (VLT), and IELTS listening sub-test were administered to 73 intermediate EFL learners whose level was determined by Oxford Quick Placement Test (2004). Results of linear regression analysis revealed that: a) vocabulary depth dimension, unlike vocabulary breadth, was found to be significantly correlated with listening comprehension and could predict 72% of the variance in l...

The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

International Journal of Applied Linguistics and English Literature, 2017

This study sought to evaluate the effect of dialogue journal writing on writing performance as we... more This study sought to evaluate the effect of dialogue journal writing on writing performance as well as its different sub-components, namely content, organization, vocabulary, language use, and mechanics (Following Polio, 2013). Participants were 84 EFL intermediate learners who were selected based on their performance on Oxford Quick Placement Test (2004) and divided randomly into experimental and control groups. While the participants in the control group took part in descriptive writing pre and post-tests only, their counterparts in experimental group were asked to write 3 journals a week for about 6 months in the period between the pre- and post-tests. The instructor of the experimental group provided feedback to each journal entry mostly on its content and message to which the participants replied in a dialogic manner. Results of independent sample t-test located a significant difference between the experimental and control group regarding the overall writing performance, as wel...

Critical Thinking Instruction in Iran's ELT Curriculum: To Be or Not to Be?

This study reviews the literature on CT to examine the opposing arguments for and against having ... more This study reviews the literature on CT to examine the opposing arguments for and against having CT instruction in TESOL, in general, and Iran’s ELT curriculum, in particular. Different definitions of CT and related skills are explained. Next, related theoretical and empirical studies are reviewed for the purpose of this study. Then, three stances towards the argument of having CT instruction in TESOL are interpreted and discussed: 1) arguments against, 2) arguments in favor, and (3) somewhere in the middle. The third stance is justified to be preferable for Iran’s ELT curriculum in which there is a mismatch between what the policy makers are pursuing and what the teachers and learners need and desire; the policy makers and curriculum planners are after social, cultural, and political conformity whereas the teachers and learners may not necessarily accept what is imposed in the curriculum. This study proposes that CT instruction can be included in Iran’s ELT curriculum but with caut...

Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched issue. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants were 70 lowerintermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests revealed that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge had a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upp...

Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks

The present study evaluated the learning objectives represented in the recent Iranian nation-wide... more The present study evaluated the learning objectives represented in the recent Iranian nation-wide ELT textbooks, i.e. Prospect and Vision series, and compared them to those in the internationally-published textbook of Four Corners. To this end, Bloom’s revised taxonomy of learning objectives was utilized as the analytical framework to scrutinize the tasks and exercises of the textbooks using a researcher-made coding scheme based on the taxonomy and investigate the extent to which they represent lower-order thinking skills (LOTS) (i.e. remembering, understanding, and applying) and higher-order thinking skills (HOTS) (i.e. analyzing, evaluating, and creating). Inter-coder reliability procedure was carried out to ensure the consistency of the scheme (Phi-coefficient =.89). Results of chi-square analysis revealed that Four Corners series dealt with LOTS and HOTS significantly more and above Prospect and Vision series. Furthermore, while Prospect and Vision series portrayed a completely ...

The role of vocabulary breadth and depth in predicting second language descriptive writing performance

The Language Learning Journal

ABSTRACT The present study investigates the interaction between vocabulary breadth and depth on t... more ABSTRACT The present study investigates the interaction between vocabulary breadth and depth on the one hand and assessments of L2 learners’ descriptive writing on the other. The predictive role of these two dimensions of vocabulary knowledge in relation to the vocabulary component of the assessment was also examined. The extent to which vocabulary knowledge at various word-frequency levels predicted overall descriptive writing performance as well as scores on the vocabulary component was investigated. For this purpose, 67 English as a Foreign Language students took the Vocabulary Levels Test, Word Associates Test, and undertook two descriptive writing tasks. Results of correlations and stepwise regressions indicated that (a) vocabulary breadth was predictive of overall assessment of descriptive writing while vocabulary depth only correlated with the overall assessment; (b) vocabulary breadth was also predictive of the vocabulary component of L2 descriptive writing, but vocabulary depth was again simply correlated with this variable and (c) while mid-frequency vocabulary was correlated with, and predictive of, the overall assessment of descriptive writing, knowledge of low-frequency words was a strong factor in explaining the variance in the vocabulary component. The results are explained with reference to the emphasis on lexical diversity and sophistication in the vocabulary assessment criteria.

Cultural Linguistics as an investigative framework for paremiology: comparing time in English and Persian

International Journal of Applied Linguistics, 2016

This paper introduces Cultural Linguistics to the analysis of proverbs using the three analytical... more This paper introduces Cultural Linguistics to the analysis of proverbs using the three analytical tools of cultural metaphor, cultural schema, and cultural category, which are collectively referred to as cultural conceptualisations. To substantiate this, the paper reports on a study in which English and Persian cross-culturally equivalent proverbs related to the concept of time were scrutinised using this analytical framework. The results revealed a number of similar and different images of time in the proverbs investigated metaphorically and schematically but not categorically. The paper concludes that such analysis can assist paremiologists to deepen their understanding of proverbs especially in comparative paremiology from different languages with distinct cultural backgrounds.

Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

Journal of Language Teaching and Research, 2016

As a unique approach in today’s language teaching methodology, Philosophy-based Language Teaching... more As a unique approach in today’s language teaching methodology, Philosophy-based Language Teaching (PBLT) engages learners in dialogues using philosophical question and answer activities to tackle the process of language learning in ELT classes. Accordingly, the present study sought to illuminate the practical ways through which PBLT could be utilized to put Applied ELT into practice. In so doing, the key is to redefine the inherent roles of both English learners and practitioners in an Applied ELT classroom. Bringing a bulk of sample philosophical questions, the paper provides the following recommendations to implement PBLT in Applied ELT classes. First, ELT life syllabus can be designed using the principles of PBLT approach. Second, while dealing with language skills, material designers might reshape the common pre and post task activities including life-related philosophical questions. Moreover, as males and females have different points of view towards life issues, materials shou...

On the impact of diary writing on writing performance

Research on writing has shown us the characteristics of the writing skills and different ways of ... more Research on writing has shown us the characteristics of the writing skills and different ways of enhancing the writing ability. The present study is set out to contribute to this line of study. The purpose of this study is whether assigning foreign language learners to write diaries can play a role to increase their writing ability. To provide empirical evidence for the study 60 Farsi speaking female English learners between 17 and 23 years old in two groups of 30, a control group and an experimental group, served as participants. First, a pre-test was administered to them to check the base writing ability. Then the experimental group students were asked to write three diaries per week. After one and a half months a post test was administered to both the two groups. The analysis of the data revealed that assigning diary writing to students can have a significant effect on their writing ability. The results are interpreted as having implications for language teachers and syllabus designers. Keywords: Writing performance, diary writing

Investigating vocabulary depth and and semantic set in EFL learners’ vocabulary use in writing

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched area of study. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants included 70 lower-intermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upper-intermediate group. The results promise implications for vocabulary and writing curriculum development and writing instruction. Key words: Depth of vocabulary knowledge; Semantic set; Vocabulary use in writing, Word Association Test (WAT); EFL learners.

An Interpretation of the Significance of ‘Time’: The Case of English and Persian Proverbs

Theory and Practice in Language Studies, 2015

This study aimed at investigating how people conceptualize time as an essential capacity of human... more This study aimed at investigating how people conceptualize time as an essential capacity of human cognitive processes and how such conceptualizations are reflected in a given language. Accordingly, English and Persian cross-culturally equivalent proverbs which reflect deeply rooted perspectives of the two languages were analyzed. After the classification of proverbs in four functions, Evan's (2007) model of temporal conception was utilized to analyze them. To understand the process of verb(s) and the role given to the word 'time' in those proverbs, Halliday's (1994) System of Transitivity was applied. Also, the frequency of senses and roles given to the word 'time' were calculated and compared to find out the dominant sense and roles, respectively and the probable cause(s) underlying their similarities and/or differences. Our findings indicated that English proverbs made use of more influential words and concepts about the significance of time. The overall results are discussed and implications are mentioned.

Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test Have Washback to L2 Teachers and Learners?

The Journal of AsiaTEFL, 2015

Despite the international surge of interest in the measurement of L2 pragmatic competence, the wa... more Despite the international surge of interest in the measurement of L2 pragmatic competence, the washback of pragmatic test tasks has remained a noticeably under-researched issue. To bridge this gap, this study sought to investigate the washback of a written discourse completion task (WDCT), as a pragmatic measure, to L2 teachers and learners in two different testing contexts, i.e., one with the addition of WDCT as part of summative assessment (pragmatic testing context) and the other with no such addition to the tests (non-pragmatic testing context). Data from teacher and learner interviews and classroom observations were subjected to content analysis. The results revealed various aspects of pragmatic assessment washback. First, the added pragmatic test tasks in the pragmatic testing context enhanced learners' noticing of pragmatic aspects of listening materials and teacher talk, whereas learners in the non-pragmatic testing context expressed more concern for lexical and grammatical features. Second, pragmatic context learners specified the production of pragmatically appropriate discourse as the ultimate objective of language learning. Finally, most teachers in the pragmatic testing context emphasized the utility of pragmatic-based teaching activities. The findings indicate that lowstakes pragmatic assessment has a positive washback to learning and teaching activities.

Investigating vocabulary depth and and semantic set in EFL learners’ vocabulary use in writing

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched area of study. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants included 70 lower-intermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upper-intermediate group. The results promise implications for vocabulary and writing curriculum development and writing instruction. Key words: Depth of vocabulary knowledge; Semantic set; Vocabulary use in writing, Word Association Test (WAT); EFL learners.

Exploring Cultural Conceptualisations and Metacultural Competence in Local EAP Textbooks : A Semiotic Approach

The Journal of AsiaTEFL

Despite the surge of interest in evaluating culture representation in English language teaching (... more Despite the surge of interest in evaluating culture representation in English language teaching (ELT) materials, the literature has not adequately addressed representations of culture in English for Academic Purposes (EAP) textbooks. To bridge this gap, the present study draws on the Cultural Linguistics semiotic approach to evaluate texts, tasks, and visuals in three locally-developed EAP textbooks in Iran. To this end, we triangulated interview data and narratives obtained from the materials developers of the selected textbooks and a local EAP policymaker with the analysis of texts, tasks, and images. The findings revealed that: (a) few instances of cultural schema and cultural categories were found in the textbooks; (b) mostly materials developers either were not cognizant of the notion of cultural conceptualisations when designing the textbooks or they did not consider it a significant priority in EAP textbooks due to some politico-religious reasons; (c) metacultural development tasks were barely presented in the pre-, while-, and post-reading tasks; and (d) an incompatibility prevailed among texts, tasks, and visuals regarding the presented cultural conceptualisations. The findings are discussed with reference to the need to raise EAP materials development stakeholders' awareness about the effectiveness of cultural conceptualisations and metacultural competence in EAP education.

Metacultural competence and ELT curriculum: The case of Iranian undergraduate ELT program

by Ali Dabbagh and Esmat Babaii

Zenodo (CERN European Organization for Nuclear Research), 2023

The present study aims at exploring the representation of metacultural competence (MC)-a competen... more The present study aims at exploring the representation of metacultural competence (MC)-a competence that allows negotiation of cultural conceptualizations-in the documents designed at policy and planning stages of ELT curriculum development in Iran. For the policy stage, due to lack of an overt foreign language education policy document, seven major policy documents of Iran (namely, 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities) were selected. For the planning stage, Iranian ELT curricula for undergraduate students were chosen. Content analysis of the selected documents revealed that the analyzed documents did not represent MC in detail and mostly attended to the 'cultural variation awareness' component and the 'acknowledge' and 'anticipate' principles, which were limited to negotiating Islamic ideology and disregarded Iranian cultural conceptualizations.

L1 Pragmatic Cultural Schema and Pragmatic Assessment: Variations in Non-Native Teachers' Scoring Criteria

TESL-EJ, May 1, 2021

The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring... more The present study investigated non-native speaker (NNS) teachers' data-driven criteria in scoring multiple-rejoinder written discourse completion test tasks (MR-WDCT) and their points of (mis)match with expert-driven criteria. Specifically, this study scrutinized factors considered by NNS experienced and novice teachers in evaluating responses to MR-WDCT containing examinees' first language (L1) pragmatic cultural schemas. To this end, 10 experienced and 10 novice male and female NNS teachers participated in two rounds of semistructured interviews wherein they elaborated on their scoring criteria and commented on the expert-driven criteria. Content analysis of the results revealed that: a) pragmalinguistic and sociopragmatic factors were considered for scoring, though in different patterns, by both the experienced and novice NNS teachers; b) observing perceived native speaker (NS) norms for pragmatic cultural schemas was found to be of more significance for the experienced teachers than for the novice ones and in varying severity; c) following L1 pragmatic cultural schemas was considered to be acceptable only if it would not lead to misunderstanding; and d) both NNS experienced and novice teachers' data-driven scoring criteria partially matched with the expert-driven criteria. The findings highlight the role of L1 pragmatic cultural schemas in English as a lingua franca (ELF) pragmatic assessment and the need to train NNS teachers in rating such tests.

Comparing Two Measures of L2 Depth of Vocabulary Knowledge Using the Association With Vocabulary Size

This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the w... more This study compared two tests of second language (L2) depth of vocabulary knowledge, namely the word association test (WAT) and vocabulary knowledge scale (VKS), with respect to their associations with vocabulary size. The same relationships were further examined separately for the five word-frequency bands of the vocabulary size test. To this end, 115 English as a Foreign Language (EFL) learners took the WAT, VKS, and Vocabulary Levels Test (VLT). Results of multiple linear regression analyses indicated that: (a) while both measures of vocabulary depth were predictive of the VLT, the WAT had a higher association with the dependent variable; (b) both the WAT and VKS were predictive of the high-frequency vocabulary, with the relationships being more significant for the WAT; (c) the WAT could significantly predict the mid-frequency vocabulary, whereas the VKS had no significant contribution; and (d) while the VKS was significantly associated with the low-frequency vocabulary, the WAT ...

Metacultural competence and ELT curriculum: The case of Iranian undergraduate ELT program

by Esmat Babaii and Ali Dabbagh

International Journal of Language Studies, 2023

The present study aims at exploring the representation of metacultural competence (MC)-a competen... more The present study aims at exploring the representation of metacultural competence (MC)-a competence that allows negotiation of cultural conceptualizations-in the documents designed at policy and planning stages of ELT curriculum development in Iran. For the policy stage, due to lack of an overt foreign language education policy document, seven major policy documents of Iran (namely, 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities) were selected. For the planning stage, Iranian ELT curricula for undergraduate students were chosen. Content analysis of the selected documents revealed that the analyzed documents did not represent MC in detail and mostly attended to the 'cultural variation awareness' component and the 'acknowledge' and 'anticipate' principles, which were limited to negotiating Islamic ideology and disregarded Iranian cultural conceptualizations.

Exploring Cultural Schemas in Foreign Language Education Policy (FLEP) Documents of Iran

Language Related Research

Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in Engli... more Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in English Language Teaching (ELT). In addition, the spread of English around the globe has resulted in English users" tendency to embed their local culture in their English communication (Kirkpatrick, 2012). However, literature remains silent on culture representation in FLEP, especially in an ideologized country like Iran. To address this issue, due to lack of an explicit FLEP in Iran, the present study analyzed the cultural schemas addressed in the seven major national policy documents of Iran, namely 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities. Results of content analysis using MAXQDA Software unmasked Islamic-Iranian culture as the baseline for ELT in Iran. In order to further examine the representations and implications of "Islamic-Iranian culture" hidden in the documents, open coding, axial coding, and labeling along with constant comparative procedure revealed various Islamic cultural schemas. However, very few instances of Iranian cultural schemas were unveiled. The findings were discussed in light of the hidden curriculum and the power relations behind the extracted cultural schemas

Gender Representation under Critical Image Analysis: The Case of Iranian ELT Textbooks

International Journal of English Language and Translation Studies, 2016

Ali Dabbagh Department of English Language and Literature, Gonbad Kavous University Iran ABSTRACT... more Ali Dabbagh Department of English Language and Literature, Gonbad Kavous University Iran ABSTRACT This paper aimed to identify and reveal gender positioning in the images used in the recent ELT nationwide text books, i.e. Prospects 1, 2 & 3. To do so, the dimensions in Goffman (1976) were mixed with the image semiotic category of Kress and van Leeuwen (2006) to analyze the images in terms of determining active participant, gaze direction, visual techniques, body display, and the space in which the participants were shown. In order to elicit the hidden patterns, the data went over a thorough content analysis which revealed the following: First, males were presented more than females as active, looking at the viewer, and framed in a close–up format which signified their prominence and power in relation to females. Second, while both men and women were represented as fully clothed, no female character in the images were depicted in sparsely and lightly clothed. Third, a balanced repres...

The Predictive Role of Vocabulary Knowledge in Listening Comprehension : Depth or Breadth ?

Ali Dabbagh Department of English Language and Literature Gonbad Kavous University Iran ABSTRACT ... more Ali Dabbagh Department of English Language and Literature Gonbad Kavous University Iran ABSTRACT Depth and breadth of vocabulary have been the focus of research in language skills in the last two decades. However, the role of these two aspects of vocabulary knowledge in listening comprehension has remained an under-researched issue. Accordingly, to gain insights into the nature of such relationship, the present study aimed at investigating the predictive role of depth versus breadth of vocabulary knowledge in L2 learners' listening comprehension. To this end, Word Association Test (WAT), Vocabulary Levels Test (VLT), and IELTS listening sub-test were administered to 73 intermediate EFL learners whose level was determined by Oxford Quick Placement Test (2004). Results of linear regression analysis revealed that: a) vocabulary depth dimension, unlike vocabulary breadth, was found to be significantly correlated with listening comprehension and could predict 72% of the variance in l...

The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study

International Journal of Applied Linguistics and English Literature, 2017

This study sought to evaluate the effect of dialogue journal writing on writing performance as we... more This study sought to evaluate the effect of dialogue journal writing on writing performance as well as its different sub-components, namely content, organization, vocabulary, language use, and mechanics (Following Polio, 2013). Participants were 84 EFL intermediate learners who were selected based on their performance on Oxford Quick Placement Test (2004) and divided randomly into experimental and control groups. While the participants in the control group took part in descriptive writing pre and post-tests only, their counterparts in experimental group were asked to write 3 journals a week for about 6 months in the period between the pre- and post-tests. The instructor of the experimental group provided feedback to each journal entry mostly on its content and message to which the participants replied in a dialogic manner. Results of independent sample t-test located a significant difference between the experimental and control group regarding the overall writing performance, as wel...

Critical Thinking Instruction in Iran's ELT Curriculum: To Be or Not to Be?

This study reviews the literature on CT to examine the opposing arguments for and against having ... more This study reviews the literature on CT to examine the opposing arguments for and against having CT instruction in TESOL, in general, and Iran’s ELT curriculum, in particular. Different definitions of CT and related skills are explained. Next, related theoretical and empirical studies are reviewed for the purpose of this study. Then, three stances towards the argument of having CT instruction in TESOL are interpreted and discussed: 1) arguments against, 2) arguments in favor, and (3) somewhere in the middle. The third stance is justified to be preferable for Iran’s ELT curriculum in which there is a mismatch between what the policy makers are pursuing and what the teachers and learners need and desire; the policy makers and curriculum planners are after social, cultural, and political conformity whereas the teachers and learners may not necessarily accept what is imposed in the curriculum. This study proposes that CT instruction can be included in Iran’s ELT curriculum but with caut...

Exploring the role of vocabulary depth and semantic set in EFL learners’ vocabulary use in writing

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched issue. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants were 70 lowerintermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests revealed that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge had a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upp...

Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks

The present study evaluated the learning objectives represented in the recent Iranian nation-wide... more The present study evaluated the learning objectives represented in the recent Iranian nation-wide ELT textbooks, i.e. Prospect and Vision series, and compared them to those in the internationally-published textbook of Four Corners. To this end, Bloom’s revised taxonomy of learning objectives was utilized as the analytical framework to scrutinize the tasks and exercises of the textbooks using a researcher-made coding scheme based on the taxonomy and investigate the extent to which they represent lower-order thinking skills (LOTS) (i.e. remembering, understanding, and applying) and higher-order thinking skills (HOTS) (i.e. analyzing, evaluating, and creating). Inter-coder reliability procedure was carried out to ensure the consistency of the scheme (Phi-coefficient =.89). Results of chi-square analysis revealed that Four Corners series dealt with LOTS and HOTS significantly more and above Prospect and Vision series. Furthermore, while Prospect and Vision series portrayed a completely ...

The role of vocabulary breadth and depth in predicting second language descriptive writing performance

The Language Learning Journal

ABSTRACT The present study investigates the interaction between vocabulary breadth and depth on t... more ABSTRACT The present study investigates the interaction between vocabulary breadth and depth on the one hand and assessments of L2 learners’ descriptive writing on the other. The predictive role of these two dimensions of vocabulary knowledge in relation to the vocabulary component of the assessment was also examined. The extent to which vocabulary knowledge at various word-frequency levels predicted overall descriptive writing performance as well as scores on the vocabulary component was investigated. For this purpose, 67 English as a Foreign Language students took the Vocabulary Levels Test, Word Associates Test, and undertook two descriptive writing tasks. Results of correlations and stepwise regressions indicated that (a) vocabulary breadth was predictive of overall assessment of descriptive writing while vocabulary depth only correlated with the overall assessment; (b) vocabulary breadth was also predictive of the vocabulary component of L2 descriptive writing, but vocabulary depth was again simply correlated with this variable and (c) while mid-frequency vocabulary was correlated with, and predictive of, the overall assessment of descriptive writing, knowledge of low-frequency words was a strong factor in explaining the variance in the vocabulary component. The results are explained with reference to the emphasis on lexical diversity and sophistication in the vocabulary assessment criteria.

Cultural Linguistics as an investigative framework for paremiology: comparing time in English and Persian

International Journal of Applied Linguistics, 2016

This paper introduces Cultural Linguistics to the analysis of proverbs using the three analytical... more This paper introduces Cultural Linguistics to the analysis of proverbs using the three analytical tools of cultural metaphor, cultural schema, and cultural category, which are collectively referred to as cultural conceptualisations. To substantiate this, the paper reports on a study in which English and Persian cross-culturally equivalent proverbs related to the concept of time were scrutinised using this analytical framework. The results revealed a number of similar and different images of time in the proverbs investigated metaphorically and schematically but not categorically. The paper concludes that such analysis can assist paremiologists to deepen their understanding of proverbs especially in comparative paremiology from different languages with distinct cultural backgrounds.

Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice

Journal of Language Teaching and Research, 2016

As a unique approach in today’s language teaching methodology, Philosophy-based Language Teaching... more As a unique approach in today’s language teaching methodology, Philosophy-based Language Teaching (PBLT) engages learners in dialogues using philosophical question and answer activities to tackle the process of language learning in ELT classes. Accordingly, the present study sought to illuminate the practical ways through which PBLT could be utilized to put Applied ELT into practice. In so doing, the key is to redefine the inherent roles of both English learners and practitioners in an Applied ELT classroom. Bringing a bulk of sample philosophical questions, the paper provides the following recommendations to implement PBLT in Applied ELT classes. First, ELT life syllabus can be designed using the principles of PBLT approach. Second, while dealing with language skills, material designers might reshape the common pre and post task activities including life-related philosophical questions. Moreover, as males and females have different points of view towards life issues, materials shou...

On the impact of diary writing on writing performance

Research on writing has shown us the characteristics of the writing skills and different ways of ... more Research on writing has shown us the characteristics of the writing skills and different ways of enhancing the writing ability. The present study is set out to contribute to this line of study. The purpose of this study is whether assigning foreign language learners to write diaries can play a role to increase their writing ability. To provide empirical evidence for the study 60 Farsi speaking female English learners between 17 and 23 years old in two groups of 30, a control group and an experimental group, served as participants. First, a pre-test was administered to them to check the base writing ability. Then the experimental group students were asked to write three diaries per week. After one and a half months a post test was administered to both the two groups. The analysis of the data revealed that assigning diary writing to students can have a significant effect on their writing ability. The results are interpreted as having implications for language teachers and syllabus designers. Keywords: Writing performance, diary writing

Investigating vocabulary depth and and semantic set in EFL learners’ vocabulary use in writing

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched area of study. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants included 70 lower-intermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upper-intermediate group. The results promise implications for vocabulary and writing curriculum development and writing instruction. Key words: Depth of vocabulary knowledge; Semantic set; Vocabulary use in writing, Word Association Test (WAT); EFL learners.

An Interpretation of the Significance of ‘Time’: The Case of English and Persian Proverbs

Theory and Practice in Language Studies, 2015

This study aimed at investigating how people conceptualize time as an essential capacity of human... more This study aimed at investigating how people conceptualize time as an essential capacity of human cognitive processes and how such conceptualizations are reflected in a given language. Accordingly, English and Persian cross-culturally equivalent proverbs which reflect deeply rooted perspectives of the two languages were analyzed. After the classification of proverbs in four functions, Evan's (2007) model of temporal conception was utilized to analyze them. To understand the process of verb(s) and the role given to the word 'time' in those proverbs, Halliday's (1994) System of Transitivity was applied. Also, the frequency of senses and roles given to the word 'time' were calculated and compared to find out the dominant sense and roles, respectively and the probable cause(s) underlying their similarities and/or differences. Our findings indicated that English proverbs made use of more influential words and concepts about the significance of time. The overall results are discussed and implications are mentioned.

Interlanguage Pragmatic Test Tasks: Does a Low-Stakes Test Have Washback to L2 Teachers and Learners?

The Journal of AsiaTEFL, 2015

Despite the international surge of interest in the measurement of L2 pragmatic competence, the wa... more Despite the international surge of interest in the measurement of L2 pragmatic competence, the washback of pragmatic test tasks has remained a noticeably under-researched issue. To bridge this gap, this study sought to investigate the washback of a written discourse completion task (WDCT), as a pragmatic measure, to L2 teachers and learners in two different testing contexts, i.e., one with the addition of WDCT as part of summative assessment (pragmatic testing context) and the other with no such addition to the tests (non-pragmatic testing context). Data from teacher and learner interviews and classroom observations were subjected to content analysis. The results revealed various aspects of pragmatic assessment washback. First, the added pragmatic test tasks in the pragmatic testing context enhanced learners' noticing of pragmatic aspects of listening materials and teacher talk, whereas learners in the non-pragmatic testing context expressed more concern for lexical and grammatical features. Second, pragmatic context learners specified the production of pragmatically appropriate discourse as the ultimate objective of language learning. Finally, most teachers in the pragmatic testing context emphasized the utility of pragmatic-based teaching activities. The findings indicate that lowstakes pragmatic assessment has a positive washback to learning and teaching activities.

Investigating vocabulary depth and and semantic set in EFL learners’ vocabulary use in writing

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched area of study. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants included 70 lower-intermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upper-intermediate group. The results promise implications for vocabulary and writing curriculum development and writing instruction. Key words: Depth of vocabulary knowledge; Semantic set; Vocabulary use in writing, Word Association Test (WAT); EFL learners.

Investigating the role of trait emotional intelligence and gender in EFL learners’ speaking strategy use

Introducing Cultural Linguistics as an investigative framework to analyze proverbs

As collections of thoughts and ideas, proverbs are stated in short figurative phrases and sentenc... more As collections of thoughts and ideas, proverbs are stated in short figurative phrases and sentences. The last twenty years have witnessed an increasing interest in studies on proverbs (paremiology) from various perspectives including the description, comprehension, and comparison of L1-L2 proverbs most of which have centered on structural, lexical and verbal processes analysis in the total negligence of any cultural focus. To bridge this gap, this paper aims to present Cultural Linguistics as an investigative framework to unveil the cultural elements in proverbs. To do so, first the previous linguistic models and tools to study proverbs are presented and examined thoroughly to highlight lack of a culturally-oriented linguistic analysis in paremiology. Then, Cultural Linguistics is introduced as a framework to reveal the cultural content of proverbs using the three elements of cultural schema, cultural category and cultural metaphor, collectively known as cultural conceptualization (Sharifian, 2015). To substantiate the issue, proverbs from different languages are analyzed using the framework. It is argued that such analysis can assist paremiologists to deepen their understanding of proverbs especially when comparing proverbs of different languages with distinct cultural backgrounds.

Are trilinguals different from bilinguals? The Case of Turkman EFL Learners’ Emotional Intelligence and Gender

Despite the recent surge of interest in emotional intelligence in studies on language education, ... more Despite the recent surge of interest in emotional intelligence in studies on language education, the role of bilingualism and trilingualism has remained an under-researched issue. This is while their importance has been highlighted in language education (Hermas, 2014; Hsu, 2014; Adamson & Feng, 2015). Accordingly, to gain insights into the nature of such a relationship, the current study aimed at investigating the predictive role of bilingualism, trilingualism and gender in EFL learners’ emotional intelligence (EI). To provide empirical evidence for the study, 60 Turkman trilingual (Turkman, English and Persian) and 60 Persian bilingual (English and Persian) Iranian EFL learners - 30 males and 30 females in each - were asked to answer Bar-On’s (1997) emotional intelligence questionnaire, with intrapersonal, interpersonal, adaptability, stress management and general mood as its sub-components. To estimate the possible dependability of the two sets of data, cross-tab statistical procedure was utilized confirming the significant undependability of scores of bilinguals and trilinguals. The results of step-wise multiple regression analysis revealed the following: First, language was a predictive factor in all sub-categories of emotional intelligence except for interpersonal, while gender could predict emotional intelligence only in interpersonal component. Second, trilingualism was shown to have more predictive power than bilingualism in intrapersonal, adaptability, general mood and stress management. The findings shed light on the necessity of considering trilingualism in different social and emotional tasks and activities set for language learners in and outside the class. More specifically, material developers need to consider the reported findings in designing language learning materials for trilingual learners in different parts of the country. In addition, SLA researchers should keep trilingualism and gender in mind while studying / interpreting effects of emotional intelligence on different aspects of language learning.
Keywords: Trilingualism, bilingualism, emotional intelligence, gender, EFL learners

Life Syllabus: An Investigation into Iranian EFL Stakeholders' Perceptions and Practices

Unlike various types of syllabi introduced in the field of ELT which are primarily concerned with... more Unlike various types of syllabi introduced in the field of ELT which are primarily concerned with the primacy of language learning, life syllabus prioritizes the life qualities of learners before language learning skills. However, there is little previous research on the ways to apply this new syllabus, specifically in view of the stakeholders. The present study is an attempt to investigate the perceptions and practices of Iranian ELT stakeholders in implementing life syllabus, as an offspring of Applied ELT, by randomly sampling 28 directors of study, 46 EFL teachers, 54 classrooms, and 348 EFL learners from the private sector in 8 provinces of Iran. Instrumentation included: observation and field notes, interviews, and open-ended questionnaires. Content analysis of data revealed the following: First, most of the directors of study (71.42%) and EFL teachers (64.81%) were unaware of the capacity of ELT classrooms in enhancing learners’ life skills. Second, almost all (89.28 %) learners not only mentioned the knowledge of vocabulary, grammar and language skills as the ultimate goal of language learning, but also ignored the improvement of their future nonlinguistic life skills as the outcome of English classes. Third, only in 14.81 percent of the classes (i.e. eight) the ideas of life syllabus were implemented by the virtue of improving critical thinking and interaction skills. It is argued that a revision in Iranian ELT stakeholders’ conceptions of a language teaching class is needed, specifically in transforming language classes into life-and-language classes along with language teachers into educational language teachers.

Is Current Practice in Strict Line with Research Findings? The Case for Depth of Vocabulary Knowledge in General English Classes

Despite the wealth of studies on crossing depth of vocabulary knowledge and reading comprehension... more Despite the wealth of studies on crossing depth of vocabulary knowledge and reading comprehension in Iranian context, there is no proof reported about whether these desirable research results are backed by the will to be implemented in teacher practices in class. The present study is an attempt to investigate the perceptions and practice of ELT stakeholders in higher education program of such research results by randomly sampling 23 head of departments, 46 university instructors, 54 classrooms, and 352 university students from the three main camps of higher education, namely state, Payam-e-Noor and Islamic Azad University in 10 provinces. Instrumentation included: observation and field notes, interviews and open-ended questionnaires. Content analysis of data revealed the following. First, although more than half of the head departments (62.14 %) and university instructors (52.17 %) were aware of the recent theoretical improvements, most of them claimed no need to focus on depth of word knowledge since, as they reported, this may confuse learners in using the words. Second, almost all (89.28 %) students mentioned knowledge of many words rather than more of a limited number of words as the ultimate aim of learning. Third, most of the classes (87.12 %) were taught using literal translation of texts with no emphasis on the layers of meanings for the highlighted words in each lesson. It is argued that a revision of teaching methodology and views of stakeholders in general English courses at universities is needed otherwise scholars spend most of their time speaking only to themselves.

Interlanguage pragmatic tests: Washback to teachers, learners and teaching program‎

The 8th International TELLSI Conference

Investigating vocabulary depth and and semantic set in EFL learners’ vocabulary use in ‎writing‎

The 9th International TELLSI Conference, 2011

The role of depth of vocabulary knowledge in EFL writing performance has remained an under-resear... more The role of depth of vocabulary knowledge in EFL writing performance has remained an under-researched area of study. The present study was designed to investigate the role of depth of vocabulary knowledge and semantic set in making appropriate word choices in EFL learners’ writing performance. Participants included 70 lower-intermediate and upper-intermediate EFL learners. Instrumentation included Oxford Quick Placement Test, Word Association Test (WAT), and two writing tests. The results of MANOVA and independent t-tests provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was found for the upper-intermediate group. The results promise implications for vocabulary and writing curriculum development and writing instruction.
Key words: Depth of vocabulary knowledge; Semantic set; Vocabulary use in writing, Word Association Test (WAT); EFL learners.

Teaching English Words: From Breadth to Depth of Vocabulary Knowledge

Developing and Evaluating ELT Materials: Speaking Skill

Abstract Writing in English

Gonbad Kavous University, Jun 2, 2014

Definition  A brie representation of a larger document or presentation  Abstract have always se... more

Researching the research: Some consideration in the ELT field