@article{ author = {Birjandi, Parviz and Rahemi, Jamileh}, title = {The Effect of Processing Instruction and Output-Based Instruction on the Interpretation and Production of English Causatives}, abstract ={This study was intended to compare processing instruction (PI), an input-based approach to L2 grammar instruction developed by VanPatten (1996), with an output-oriented type of instruction (OI) to assess their relative effects on learners' ability to interpret and produce English causatives. A pretest and posttest (immediate and delayed effects) design was used. 151 university students from four intact classes were randomly assigned to three treatment groups of PI, OI, and EI (Explicit-information-only) and one uninstructed control group (C). Students were assessed on interpretation and controlled written production tasks at the sentence level. Within-group comparisons indicated that the three instructional options, as compared to the control group, resulted in some kind of knowledge gain in both interpretation and production tasks, but the gains were not equal. The results of between-group comparisons contradicted VanPatten's claims about the superiority of PI over OI. While PI and OI were equally better than EI on interpretation tasks, OI group outperformed both PI and EI on production tasks. No significant difference was found between PI and EI on production tasks. The same results were obtained after a one-month interval, reflecting the durability of the instructional effects on the interpretation and production of the target structure.}, Keywords = {Input processing theory , Output hypothesis , Processing instruction , Output-based instruction , Interpretation , production , English causatives , }, volume = {12}, Number = {2}, pages = {1-30}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-50-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-50-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Kaivanpanah, Shiva and Yamouty, Pooneh}, title = {On the Role of Instruction, Language Proficiency, and Personality Traits in the Use of Communication Strategies by L2 Learners}, abstract ={Following controversies over teaching communication strategies, the present study, first, examined the impact of language proficiency and extraversion/introversion on the use of communication strategies (hereafter CSs) by administrating communication strategy questionnaire developed by the researchers on the basis of Dornyei and Scott's (1997) Inventory of Strategic Language Devices and the Persian restandardized form of EPQ to 182 students at elementary, pre-intermediate, and intermediate levels in a private English Language Institute. The One-way ANOVA and independent sample t-test analyses were performed to examine the effects of language proficiency and extraversion/introversion on the use of CSs. The analyses of the data indicated that language proficiency does not influence the use of CSs and CSs favored by introverts are similar to those favored by extraverts they only differ in the use of a few strategies. Second, the impact of teaching CSs of circumlocution, appeal for help, time-stalling devices, and message abandonment on Iranian EFL elementary students' oral performance was investigated. Four intact classes were selected (3 as the treatment groups with 27 students and 1 as the control class with 20 students). Data were collected through video/tape recording of pre and post tests of picture description, telling a story, and telling a joke and CSs were identified on the basis of Dornyei and Scott's (1997) taxonomy of CSs. The Chi-square analysis of the findings revealed that teaching circumlocution, appeal for help, and time-stalling devices are pedagogically effective. }, Keywords = {Communication strategy , Language proficiency , Extroversion Introversion , }, volume = {12}, Number = {2}, pages = {31-67}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-51-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-51-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Khazaeenezhad, Bahareh and Talebinezhad, Mohammad Rez}, title = {Self-Esteem and Cognitive-Affective Reading-Based Courses in an EFL Context}, abstract ={This study presents a preliminary step towards approaching a cognitive-affective course or, in Forgas' (2001) terms, an affect into thought infusion course, which focuses on reading open-ended stories. By relying on the course in which open-ended stories were used as materials to provide the basis for the broad objectives of the study, attempts were made to investigate the impact of a cognitive affective course on learners' self-esteem. The studies in the literature empirically support the positive relationship between self-esteem on the one hand, and academic success, second language performance and language learning strategy use, on the other. This study was based on a quasi-experimental design in which Pre-test post-test method was used.  Eighty intermediate EFL students studying English at Iran Language Institute (ILI) with the age range of 13-15, participated in this study. The participants' self-esteem was measured by Coppersmith's self-esteem scale (1967) before and after a ten-week interval. Meanwhile, the participants in the experimental group were provided with open-ended stories where they were asked to empathize with characters, predict the ending of the story to reflect their own choice and feeling and also connect the themes of the stories to their own experiences. The results of covariance analyses (ANCOVA) indicated that using open-ended stories in the cognitive-affective reading-based course helped the participants improve their self-esteem. Also, this study provided the empirical evidence for the therapeutic role of the cognitive-affective reading-based course in which open-ended stories were used.  }, Keywords = {self-esteem , Cognitive-affective reading-based course , Open-ended stories , }, volume = {12}, Number = {2}, pages = {69-83}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-52-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-52-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Maftoon, Parviz and Akef, Kourosh}, title = {Developing Rating Scale Descriptors for Assessing the Stages of Writing Process: The Constructs Underlying Students’ Writing Performances}, abstract ={The purpose of the present study was to develop appropriate scoring scales for each of the defined stages of the writing process, and also to determine to what extent these scoring scales can reliably and validly assess the performances of EFL learners in an academic writing task. Two hundred and two students’ writing samples were collected after a step-by-step process oriented essay writing instruction. Four stages of writing process – generating ideas (brainstorming), outlining (structuring), drafting, and editing – were operationally defined. Each collected writing sample included student writers’ scripts produced in each stage of the writing process. Through a detailed analysis of the collected writing samples by three raters, the features which highlighted the strong or weak points in the student writers’ samples were identified, and then the student writers’ scripts were categorized into four levels of performance. Then, descriptive statements were made for each identified feature to represent the specified level of performance. These descriptive statements, or descriptors, formed rating scales for each stage of the writing process. Finally, four rating sub-scales, namely brainstorming, outlining, drafting, and editing were designed for the corresponding stages of the writing process. Subsequently, the designed rating scales were used by the three raters to rate the 202 collected writing samples. The scores thus obtained were put to statistical analyses. The high inter-rater reliability estimate (0.895) indicated that the rating scales could produce consistent results. The Analysis of Variance (ANOVA) indicated that there was no significant difference among the ratings created by the three raters. Factor analysis suggested that at least three constructs, –language knowledge, planning ability, and idea creation ability – could possibly underlie the variables measured by the rating scale.  }, Keywords = {Writing assessment , Rating scales , Brainstorming , Outlining , Drafting , Editing , }, volume = {12}, Number = {2}, pages = {85-116}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-53-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-53-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Saeidi, Mahnaz}, title = {Multiple Intelligence-based Focus on Form and Iranian EFL Learners\' Accurate Use of Grammar}, abstract ={This study examined the effect of Multiple Intelligence-based Focus on Form on enabling EFL learners to develop both the grammatical knowledge of the target structures (simple present and present progressive) and the ability to use it in written language context. Three different treatments were employed in three experimental groups: Multiple Intelligence-based Focus on Form (MI-FoF) focused on form, meaning, and use, along with learners' strengths and interests in language learning Focus on Form (FoF) focused on form, meaning, and use Focus on Meaning (FoM) focused on meaning. The control group, Focus on FormS (Fs), focused on explicit grammar instruction. In an intact group design, involving 218 university students, the outcome of the study, based on both direct (multiple choice questions) and indirect (free composition) types of tests, indicated that the performance of the participants didn’t differ significantly in the four groups in the indirect type of test but the performance of the MI-FoF differed significantly from the other groups in the direct type of test. This result can be attributed to the integration of MI into FoF, which enabled learners to engage in meaningful tasks actively, which, in turn, suggests that insights provided by MI can be very decisive in implementing FoF. }, Keywords = {Multiple Intelligences Theory , Focus on Form , Focus on Meaning , Focus on FormS , Direct Test , Indirect Test , }, volume = {12}, Number = {2}, pages = {117-136}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-54-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-54-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Shokouhi, Hossein and Alishahi, Zahr}, title = {Text Editing and Reconstructing in EFL Writings of Narrative and Exposition: A Study in Form-focused Approach}, abstract ={The current literature on second language pedagogy promotes a return to some form-focused instruction where collaborative tasks are encouraged.  This study reports on the impact of form-focused instruction and peer revision (text-editing collaborative task)on subjects’ final performance in second language writing in two rhetorical modes of narrationand exposition produced by 60 junior and senior students of English divided equally into the controlled and experimental groups. The results confirmed that form-focused instruction has a better impact on simple than complex grammatical elements. The study also confirmed the significant effect of the form-focused instruction on the inter-lingual errors, and it revealed some positive effects of collaborative task especially on more proficient learners. The findings also disclosed that different processes are involved in editing as well as reconstructing expository and narrative genres. The fact that writing narrative texts was more demanding than the exposition for the learners implies the complexity of this genre in terms of cognitive processing and linguistic presentation, hence a more involvement of writing teachers on this genre is recommended. }, Keywords = {Writing , Form-focused instruction , Text-editing , Collaborative task , Exposition , Narrative , }, volume = {12}, Number = {2}, pages = {137-155}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-55-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-55-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Tajeddin, Zia and Alavinia, Parviz}, title = {Enhancing EFL Learners\' Emotional Intelligence through Fuzzy Thinking and Emotional Engineering}, abstract ={Among the major milestones in the history of psychological attempts and psycholinguistic investigations lies the inception and outbreak of the contentious field of emotional intelligence in the mid 1990s. Although subsequent to its advent a profusion of diverse probes from several neighboring disciplines have been devoted to disentangling the true nature of this rather avant-garde doctrine, some aspects of EQ still seem to have been given scant attention in L2 learning research. One such partially neglected facet is thought to be the investigation of the role of intervention studies in enhancing EFL learners’ emotional intelligence. Thus, the present study aims to somehow bridge this ostensible gap in the literature on the issue by resorting to two innovative techniques of fuzzy thinking and SAFE (Sign-Assisted Feeling Expression). The results gained point to significant leaps in EFL learners’ level of emotional intelligence with regard to some particular subscales of Bar-On's EQ-i which are attributable to the effect of treatment on participants.       }, Keywords = {Emotional Intelligence , Bar-On s EQi , Fuzzy thinking , Semiotics , SAFE , }, volume = {12}, Number = {2}, pages = {157-177}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-56-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-56-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Ahmadi, Alirez}, title = {Self and Peer Assessment Consistency over Time}, abstract ={This article investigated and compared the consistency of self and peer assessments as alternatives for teacher assessment.  Thirty sophomores majoring in TEFL were asked to assess their classmates’ as well as their own speaking ability in a conversation class. They were taught how to do this using a rating scale of speaking. They did the rating twice during the term the first rating was carried out during the 8th and 9th weeks and the second rating at the end of the term (weeks 15 and 16). The results of the study indicated that self and peer assessments were not significantly related at the end of the term and only loosely, though significantly, related in the middle of the term. Both self and peer assessments indicated consistency over time, however peer assessment enjoyed a higher consistency.}, Keywords = {Self assessment , Peer assessment , Consistency , Speaking rating scale , }, volume = {12}, Number = {1}, pages = {1-26}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-57-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-57-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Ahmadian, Moussa and Yadegari, Hamid Rez}, title = {The Effects of Extraversion/Introversion on the Use of Strategic Competence in Written Referential Communication}, abstract ={This study investigates the relationship between extraversion/introversion personality dimension and the use of strategic competence (SC) in written referential communication by Iranian EFL learners. Referential communication refers to a kind of guided communication in which the referents (or topics) are given to the subjects (here, writers) to convey their meanings to the interactants (here, readers). 50 sophomore English students ofArakUniversitywere selected from among 70 ones to participate in this study. Using the Persian restandardized version of the adult EPQ (Eysenck Personality Questionnaire, 1975) the subjects were divided into two groups of extravert and introvert. The homogeneity of the participants was determined by theMichigantest (1997) at the upper-intermediate level of proficiency. Each individual in the groups was given the communicative tasks to communicate in writing with a partner. Then, the performance of the extravert group was analyzed and compared with that of the introvert group in using compensatory strategies (CSs) in terms of type and frequency as identified by a taxonomy. The results revealed that, as far as total performance is concerned, introvert participants used conceptual strategies more than the extravert ones, while extravert participants used a sub-type of interactional strategies i.e. confirmation strategies, and the two sub-types of linguistic strategies i.e. synonymy and transliteration strategies, more than introvert ones. Thus, it can be concluded that personality trait of extraversion/ introversion is associated with L2 learners’ preference in using, at least, some types of CSs in written referential communication. The theoretical and pedagogical significance of the findings will be discussed.   }, Keywords = {Extraversion Introversion , Strategic Competence (SC) , Compensatory Strategies (CSs) , Referential Communication , Communicative Tasks , Strategic Writing , }, volume = {12}, Number = {1}, pages = {27-60}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-58-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-58-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Baghaei, Purya and Pishghadam, Reza and Navari, Safoor}, title = {A New Method for Standard-setting Using the Rasch Model}, abstract ={Due to deficiencies of the traditional models of standard setting, this study intends to suggest a new method for setting standards employing Rasch measurement. Precise and efficient methods for setting performance standards and linking tests to ability scales is a much-felt need in today's educational contexts. The introduction of the Common European Framework of Reference as a common paradigm for language teaching and assessment stressed the need for such methods. The suggested method combines the classic test-centered method of standard setting with the probabilistic properties of the Rasch model to set several cut points on the ability continuum. The Wright map which jointly depicts the difficulty location of items and the ability location of persons on a common scale is the cornerstone of this method.  }, Keywords = {Cut-points , Rasch measurement , Standard error of estimates , Standard setting , Wright map , }, volume = {12}, Number = {1}, pages = {61-85}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-59-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-59-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Ghonsooly, Behzad and Hosienpour, Arezoo}, title = {The Effect of Concept Mapping on EFL Speaking Fluency}, abstract ={Recent growth of English as an international language of communication highlights the importance of speaking which everyone needs to use in a multiplicity of contexts. Scholars have shown that concept mapping increases vocabulary learning, and organization of knowledge. However, its impact on enhancing speaking fluency is overlooked. This research project investigates the effect of concept mapping on speaking fluency of Iranian intermediate EFL students. To achieve its purpose, the following research question was proposed: Does concept mapping have any statistically significant effect on speaking fluency of the aforementioned students? 80 second term EFL university students were randomly selected and were randomly assigned to a control and experimental group. We employed concept mapping in the experimental group for twenty two sessions. When the treatment was over a proficiency test was administered to the students as a post-test. The distributions of scores for each variable by all subjects were examined and the results showed that concept mapping had statistically significant effect on speaking fluency of intermediate EFL students.         }, Keywords = {Speaking fluency , Concept mapping , EFL learners , Measures of fluency , Hierarchical structure , }, volume = {12}, Number = {1}, pages = {87-114}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-60-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-60-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Khodadady, Ebrahim}, title = {The Beliefs about Language Learning Inventory: Factorial Validity, Formal Education and the Academic Achievement of Iranian Students Majoring in English}, abstract ={This paper explored the factorial validity of the Beliefs about Language Learning Inventory (BALLI) within a foreign language context and its relationship with educational level and academic achievement.  The BALLI was administered to 418 undergraduate and graduate university students who majored in Teaching English as a Foreign Language, English Language and Literature and English Translation at seven tertiary education centers inMashhad,Iran. The low correlation coefficients among the 34 beliefs addressed by the BALLI necessitated dispensing with Principle Component Analysis. The application of the Principle Axis Factoring to the beliefs and their rotation revealed 14 factors. One way ANOVA analysis of responses revealed that sophomore undergraduate students differ from senior undergraduate and graduate students in 11 beliefs indicating that formal education affects almost one third of learners’ belief.  The same analysis of the GPAs obtained by 86 sophomore undergraduate participants showed their academic achievement is significantly related to five beliefs. The implications of these findings are discussed within the Iranian EFL context.}, Keywords = {Learner beliefs , Factorial validity , Foreign language , Language teaching , Academic achievement , }, volume = {12}, Number = {1}, pages = {116-165}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-61-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-61-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Jalali, Sara and Kiany, Gholam Rez}, title = {Theoretical and Practical Comparison of Classical Test Theory and Item-Response Theory}, abstract ={Classical test theory and item response theory are widely perceived as representing two very different measurement frameworks. Few studies have empirically examined the similarities and differences in the parameters estimated using the two frameworks. The purpose of this study was to examine how item statistics (i.e. item difficulty and item discrimination) and person statistics (i.e. ability estimates) behave under the two measurement frameworks i.e.CTTandIRT. The researchers tried to compare the two models from both theoretical and practical perspectives. For this purpose, first, a theoretical comparison of the two models was carried out then, a sample of 3000 testees taking part in the English language university entrance exam was used in order to compare the two models practically. The findings showed that person statistics from CTT were comparable with those from IRT for all three IRT models. Item difficulty indexes from CTT were comparable with those from all IRT models and especially from the one-parameter logistic (1PL) model. Item discrimination indexes from CTT were somewhat less comparable with those from IRT.}, Keywords = {Item Response Theory (IRT) , Classical Test Theory (CTT) , Person statistics , Item statistics , }, volume = {12}, Number = {1}, pages = {167-197}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-62-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-62-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} } @article{ author = {Tahririan, Mohammad Hasan and Shahzamani, Mozhdeh}, title = {Hedging in English and Persian Editorials: A Contrastive Study}, abstract ={The present study was conducted to examine the hedging phenomenon, an important linguistic feature which is concerned with the expression of tentativeness and possibility, in journalistic English. It specifically aimed at examining English and Persian social, economic and political newspaper editorials to describe the similarities and differences in the frequency of hedging devices in the two languages. The results revealed that English newspaper editorials enjoyed more hedges than Persian ones. Regarding topic variations, English political editorials were slightly more hedged than the economic and social ones whereas, Persian economic editorials were slightly more hedged than the political and social ones.}, Keywords = {Contrastive analysis , Editorials , Genre analysis , Hedging , Journalistic Texts , }, volume = {12}, Number = {1}, pages = {199-221}, publisher = {Kharazmi University}, url = {http://ijal.khu.ac.ir/article-1-63-en.html}, eprint = {http://ijal.khu.ac.ir/article-1-63-en.pdf}, journal = {}, issn = {1735-1634}, eissn = {1735-1634}, year = {2009} }