Papers by ali M Fazilatfar
The preferred learning styles of Monolinguals in comparison to Bilinguals were investigated throu... more The preferred learning styles of Monolinguals in comparison to Bilinguals were investigated through this study. To this end, Index of Learning Styles (ILS) provided by Silverman (1988) was modified, its reliability and validity were checkedand was put into practice.ILS assessed the preferred learning styles in four different dimensions. The modified version also investigated the effects of Age, Sex, Marital Status, Paternal Language and Maternal Language. Participants were selected through convenient sampling from students and teachers of EFL context in Iran and in four cities, namelyKazeroun, Qaemiyeh, Firooz Abad, and Nour Abad. Filling questionnaires were done mostly in groups in Language institutes or Salman Farsi university of Kazeroun. Data analysis was done in two phases. First the questionnaires filled were analyzed through the web version of the questionnaire and then the data were analyzed using SPSS. At the end, results indicated that regarding the variable of Age, the di...
In the present study an attempt was made to focus on pragmatic instruction and feedback as a kind... more In the present study an attempt was made to focus on pragmatic instruction and feedback as a kind of discriminatory factor. To teach English compliment and compliment responses, this paper evaluated the relative effectiveness of input-based instruction involving 132 Iranian EFL learners at intermediate and advanced levels. The main purpose of the study was to investigate to what extent instruction affected learners’ knowledge and ability to use compliment strategies. Students were divided into three groups: explicit, implicit and control. They were taught common strategies regarding how to compliment and respond to it. Whereas the explicit groups received instruction by means of explicit feedback on the use of appropriate compliments, the implicit groups were provided with instruction plus implicit feedback. The results of the data analysis based on the pre-tests, post-tests and follow up tests including discourse-completion tasks and self-assessment tests indicated that although in...
Nowadays, there are a large number of teaching and learning techniques and programs designed in o... more Nowadays, there are a large number of teaching and learning techniques and programs designed in order to improve EFL learners’ vocabulary competence. 90% of the people on earth have mobile phone network, and 41% of users have more than one mobile device. Moreover, these electronic devices play an increasing role in educational programs. This study was intended to examine the impact of using short message service (SMS) on Iranian EFL learners’ incidental and intentional vocabulary acquisition. In order to fulfill the intended objectives, 40 intermediate learners studying English in an Institute were chosen. The participants were divided into incidental and intentional groups. The participants were presented with a pre-test one week prior to the provision of SMS trend and a post-test after that. Interpreting the obtained results, it was concluded that the intentional group could learn more vocabulary than the incidental group. In addition, a questionnaire was provided to the participa...
This study aimed at finding the impact of the cognitive status of the structures on the acquisiti... more This study aimed at finding the impact of the cognitive status of the structures on the acquisition of third language (L3) English at the initial stages. To measure implicit and explicit knowledge, 85 participants were tested regarding placement of adjective phrase (AP) and partitive structure (PS) by using four instruments: a timed and an untimed grammaticality judgment tasks, a metalinguistic knowledge test, and an elicited oral imitation task. The participants included four groups; the first two had Azeri as their L1 and Persian as their L2, but used Azeri and Persian as the language of communication (LOC) respectively, and the third one had Persian as the L1, Azeri as the L2, and Persian as LOC. The control group used Persian as the L1 and English as the L2. While AP in English and Azeri has similar pre-nominal syntax, in Persian, it is post-nominal. Unlike AP, PS which specifies the parts out of a whole (e.g., two of my brothers) patterns similarly in Persian and English, meani...
Research in Applied Linguistics, 2018
Disciplinary studies on metadiscourse in academic texts have come a rather long way (since the 19... more Disciplinary studies on metadiscourse in academic texts have come a rather long way (since the 1980s) to afford an awareness of the ways authors strive to signal their insights into their materials as well as their audience. However, few comprehensive corpus-based studies to date have provided a starting point for shaping our understanding of subdisciplinary and paradigmatic diversities within medical contexts in different cultures/languages. For this purpose, 160 research articles (RAs) were picked out from certain databases on medical physics (80) and nursing (80), each group of which was, then, stratified into quantitative (40) and qualitative papers (40) written in English and Persian, and their metadiscourse tokens were compared in terms of type and frequency on the basis of Hyland's (2005) taxonomy. Results indicated a rather cogent homogeneity between the native English writers (NEWs) and Iranian Persian writers (IPWs) in crafting nursing quantitative and qualitative RAs.
Iranian Journal of Applied Language Studies, 2018
The present research was an attempt to shed more enlightening light on the current wave of Englis... more The present research was an attempt to shed more enlightening light on the current wave of English as a Lingua Franca (ELF), which is gradually sweeping the traditional ideologies in the field of ELT. To that end, this study examined the Iranian teacher trainees’ attitude towards ELF. What makes the present research markedly different from the other language attitude studies is in the context of research, namely Iran, an underrepresented country in the literature concerning ELF. To collect the data, the researchers employed mixed methods design, using questionnaires and follow-up semi-structured interviews. The results indicated that many a participant maintained contradictory and ambivalent attitudes towards ELF-related issues. Whilst they appeared to be favorably inclined to agree with the statements pertaining to ELF, they did not display uniform attitudes about ELF-related issues in an in-depth analysis of the results. In fact, the results revealed an underlying tendency towards...
Journal of English Language Teaching and Learning, 2010
In the present study, an exploratory approach (Oxford, Cho, Leung & Kim, 2004) to language learni... more In the present study, an exploratory approach (Oxford, Cho, Leung & Kim, 2004) to language learning is adopted which holds that the number and type of strategies used by Iranian learners might vary with respect to the difficulty of task and their L2 proficiency. In this regard, the term task is defined, its leading dimentions and charecteristics are put forward, and the nature of learning startegies is touched upon. In cosequence, a new direction of strategy assessment; namely, task-based strategy assessment is focused on to investigate the relationship between task presence and difficulty and the use of reading strategies. The employment of reading strategies was perused via a strategy-frequency questionnaire in which the subjects themselves reported their strategy use after completing some language tasks. The results revealed that neither task difficulty or proficiency level alone, nor their interaction had a statistically significant effect on the reported frequency of reading st...
Regarding the academic context of Iran,what makes writing a very troublesome task for EFL learner... more Regarding the academic context of Iran,what makes writing a very troublesome task for EFL learners is the absence of a good approach of teaching writing. In almost all writing classes, teachers choose a topic and ask students to write in limited amount of time. The focus is only on the final product and due to limitation of time there is no feedback and little attention is paid to the processes of writing. Students’ attitudes and feelings toward writing are ignored.
This paper focuses on the impact of an asynchronous online discussion forum on the development of... more This paper focuses on the impact of an asynchronous online discussion forum on the development of students’ ability in and attitudes toward writing in English. To do this, 60 undergraduate students majoring in English were assigned to two experimental and control groups while receiving different types of feedback. Students in the experimental group were required to take part in an asynchronous forum by writing a five-paragraph essay, challenging their ideas and providing feedback based on a pre-designed feedback sheet, whereas students in the control group received traditional face-to-face feedback by the teacher. Analysis of the data obtained through a pre-test, a post-test, and a survey indicated that students’ writing improved significantly in the experimental group, on both lexis and grammar planes, as the results of engaging in replying to peers’ questions, involving in writing by exchanging feedback, and employing self-assessment strategies to revise their own work. Furthermor...
Journal of Modern Research in English Language Studies, 2020
Although there is a myriad of theoretical and pedagogical research studies into L2 grammar, the i... more Although there is a myriad of theoretical and pedagogical research studies into L2 grammar, the instruction in this area remains traditional and there have been calls for more usage-based approaches that can fill the gap between theory and practice. Accordingly, this quasi-experimental compared the effects of two pedagogical frameworks, namely Systemic-Theoretical Instruction (STI), derived from Vygotsky"s ideas and proposed by Gal"perin and discovery learning (DL), derived from Piaget"s ideas mainly proposed by Bruner, on learning English tense-aspect system. To this end, 71 Iranian low-intermediate EFL learners, aged 12 to 19, were instructed in three groups through STI, DL (experimental) and traditional method (comparison). They took a pretest, a posttest and a delayed posttest consisting of grammar tests checking their receptive and productive grammar knowledge. Results of one-way repeated-measures analyses of ANOVA revealed that all groups improved significantly ...
Forough kasiri, 2020
The present study was an attempt to investigate the differential effect/s of three different plan... more The present study was an attempt to investigate the differential effect/s of three different planning time scenarios (i.e. 0 min, 10 min, & 20 min), as well as three task conditions of (1) topic given, (2) topic and ideas given, and (3) topic, ideas and macrostructure given on EFL learners L2 writing complexity, accuracy and fluency (CAF). One-hundred-eight male and female participants were randomly assigned to three time-conditions, each with 36 members. Each time-condition group was itself divided into three smaller groups of 12, each with a particular task condition. The results of the comparison of the groups who were engaged in the argumentative writing task revealed that planning time significantly influenced the complexity of the essays, and the writers in the 20-minute planning time group produced more complex texts compared with those in the zero-minute planning time group. However, no significant effect of task conditions, as well as no interaction between planning time an...
Issues in Language Teaching (ILT), 2017
The present study examines the role of Gal"perin"s Concept-based Instruction (CBI) as a... more The present study examines the role of Gal"perin"s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 structures. To this end, over the course of eight weeks 28 third grade middle school students (14 years old) received the concepts in the CBI framework and 30 third grade middle school students received a traditional type of instruction. There were three sets of data including definition of the concepts of tense and aspect before and after CBI, concept verbalization data during CBI, written discourse performance plus responses to a set of grammatical questions before and after CBI. It was found that although both groups improved significantly after receiving the instruction, the student...
One of the most important language skills affecting students' success in academic settings is... more One of the most important language skills affecting students' success in academic settings is reading comprehension and the ability to read fluently in a second language. Japanese EFL learners' less-than-satisfactory performance in standard English tests led Shinozuka, Mizusawa, and Shibata (2014) to design the read-aloud method. This study investigated the effectiveness of this newly designed method on Iranian EFL Learners' reading comprehension. The aforementioned method with its high priority on reading aloud enjoy four main activities: chunked reading practice, read-aloud practice, cloze test, and concurrent read-aloud and summarization. Participants of this study, selected through convenience sampling, were 140 undergraduate students whose English reading comprehension was considered poor based on the pretest. Then, the subjects were assigned in two groups of control (N = 40) and experimental (N = 100). The subjects in experimental group received 8 teaching sessions...
Lora =rk i'pkr Hkkjrh; rFkk ik'pkR; ns 'kks a es a iz oklh Hkkjrh; }kjk fgUnh ds fodk... more Lora =rk i'pkr Hkkjrh; rFkk ik'pkR; ns 'kks a es a iz oklh Hkkjrh; }kjk fgUnh ds fodkl es a ;ks xnku dk ew a Y;kdu श्री राम निवास सहायक प्रोफ े सर बीआरएम कॉले ज ऑफ गविन में ट एजु क े शि घरुं डा करिाल lkj& vus d Hkkjrh; ,s ls gS a tks Hkkjr ls brj ns 'kks a es a fga nh jpuk o fodkl ds dke es a yxs gq , gS a A bues a nw rkokl ds vf/kdkjh vkS j fons 'kh fo'ofo|ky;ks a ds çk/;kid rks gS a gh] vus d lkekU; tu Hkh gS a tks fu;fer ys [ku o v/;kiu ls fons 'k es a fga nh dks yks dfç; cukus ds dke es a yxs gS a A fons 'k es a jgus okys fga nh lkfgR;dkjks a dk egRo blfy, c<+ tkrk gS D;ks a fd mudh jpukvks a es a vyx&vyx ns 'kks a dh fofHkUu ifjfLFkfr;ks a dks fodkl feyrk gS vkS j bl çdkj fga nh lkfgR; dk va rjkZ "Vª h; fodkl gks rk gS vkS j leLr fo'o fga nh Hkk"kk es a foLrkj ikrk gS A chloha 'krh ds e/; ls Hkkjr Nks M+ dj fons 'k tk clus okys yks xks a dh la [;k es a dkQh o` f) gq bZ A bues a ls vus d yks x fga nh ds fo}ku Fks vkS j...
This study investigated the impact of individual differences like language proficiency, gender an... more This study investigated the impact of individual differences like language proficiency, gender and age on the Iranian EFL learners interlanguage pragmatics in institutional discourse especially, their capacity to recognize and to rate pragmatic and grammatical infelicities in speech act situations of request and apology. To this end, one hundred and eighty-seven EFL university students at three academic levels—undergraduate, postgraduate and PhD—participated in the study. Cross-sectional data collection was undertaken to analyze the relationship between the variables and the speech acts recognized and rated by learners at different proficiency levels. A three way between subject analyses (ANOVA) showed quantitative differences among the three groups according to individual differences. Further, in-depth analyses of test items indicated that EFL learners' at the three proficiency levels identified and rated grammatical errors as more serious than pragmatic errors. Results reveale...
The present study investigates Iranian EFL learners' subjectivity in single-subject retrospec... more The present study investigates Iranian EFL learners' subjectivity in single-subject retrospective verbal reports that allow the examination of the changes in the cognitive, social and affective processes involved in L2 pragmatic production. To this end, eighteen EFL learners at three proficiency levels produced verbal reports after the administration of a written discourse completion task eliciting requests and apology in asymmetrical (status-unequal) relations in institutional discourse. Qualitative analyses of students' responses indicate that sociocultural, socio-psychological and socio-affective aspects of the discourse situations influenced both their pragmalinguistic and sociolinguistic choices and negotiation of lexical and grammatical choices in planning the speech acts of requests and apologies. Apparently, the degree of sociocultural accommodation to the L2 pragmatic norms may be a matter of choice as of ability.
Frontiers in Psychology
The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and i... more The present study assessed the developmental dynamics of trait emotional intelligence (TEI) and its subdomains during English as a foreign language (EFL) learning in a longitudinal study. A sample of 309 EFL learners (217 females, 92 males) was used to assess the trajectories of the global factor of TEI and the parallel development of the TEI subdomains over 1 year in the context of the EFL classroom using parallel process modeling (PPM) and factor of curve modeling (FCM). Additionally, emotion perception (EP) was used as a distal outcome to investigate how growth parameters, including intercept and slope factors in a TEI-FCM, influence the distal outcome of EP. The results revealed that there was sufficient inter-individual variation and intra-individual trends within each subdomain and a significant increase over time across the four subdomains. Additionally, concerning the covariances within and among the subdomains of TEI, the PPM results revealed moderate to high associations b...
IJOHMN (International Journal online of Humanities)
The purpose of this study is investigating the effect of specific vocabularies and structures ins... more The purpose of this study is investigating the effect of specific vocabularies and structures instruction on the upper intermediate EFL learners’ newspaper reading comprehension development. For this purpose, fifty four female upper intermediate EFL learners were selected and randomly assigned in three groups each consisting of eighteen learners, two experimental and one control. At the first session,a researcher-made newspaper reading comprehension test was applied as the pretest. The learners of one experimental group received instruction of newspaper structures and the other one received related vocabularies instruction and the control one received just translation of newspaper content by the teacher. In the last session, another researcher-made comprehension test was administered for three groups as the post test. The findings indicate thatstructure instruction is significantly the most beneficial one and the mere translation of newspaper content is the least beneficial in devel...
SAGE Open
Plagiarism in ESL and EFL learning contexts has become a topic engaging many researchers in a hot... more Plagiarism in ESL and EFL learning contexts has become a topic engaging many researchers in a hot debate in recent years. Comparisons of student-generated texts with their source texts have shown that students rely amply on source texts in their writings, using copying as a major strategy. The students themselves relate these problems to their confusion of how to cite. Nevertheless, little research has been conducted on what constitutes effective citation practices in student writing. The present study aims at measuring the effects of teaching anti-plagiarism strategy of proper citation on 19 postgraduate and 34 graduate students' use of multiple sources in their writings. The instructional treatment conducted in 30 min per week for seven sessions, aimed at teaching correct quotation rules and different functions of citation (i.e., presenting the literature in the field, comparing the existing views, supporting the writer's view, etc.), while emphasizing the recognition of these rules at work. The writing samples of the students were three citation tests and source-based writing tasks assigned before, during, and after the treatment. Then the effective citation strategies of the students were analyzed according to their use of standard citation in APA (American Psychological Association) style. The results of the assigned tasks and one survey question demonstrated students' perceived growing confidence and significant improvements in their citation skills in their source-based writings. The results can yield insightful implications for writing course designers to treat significant problems of the students in their academic writings.
Journal of Language Teaching and Research
The ability to read in second or foreign language (L2/FL) is a vital skill for academic and auton... more The ability to read in second or foreign language (L2/FL) is a vital skill for academic and autonomous language learning. This study investigates the reading performance of two TEFL students from different language backgrounds on two English texts and their equivalent Persian translations comparing their reading rate and comprehension in L1 and L2. A combination of think-aloud protocol, interview and observation methods was used in order to figure out the reading strategies used by each participant in the process of reading and comprehending each text. First, participants were asked to model the steps of their thinking when reading the same text and to discuss what strategies and process they went through while interacting with the passage. Then, they were asked to respond some questions at the end of each reading passage. Last, an interview about their reading experiences and strategies is conducted. Findings of collected data from multiple sources were examined in the sense that t...
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Papers by ali M Fazilatfar