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The Relationship between High School Students' Social Capital and Their Foreign Language Achievement: A Gender and Regional Variations Perspective The Relationship between High School Students' Social Capital and Their Foreign Language Achievement: A Gender and Regional Variations Perspective 2 1 This study aimed to compare the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender and investigate the relationship between those measures and the students' foreign language (FL) achievement. To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. The findings have implications for families and school members to provide students with hopeful and positive aspirations and intimate family environments and learning environments, which can enhance their FL achievement. 2 This study aimed to compare the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender and investigate the relationship between those measures and the students' foreign language (FL) achievement. To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. 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Asynchronous Online Discussion Forum: A Key to Enhancing Students’ Writing Ability and Attitudes in Iran 2 2 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. Two groups of third-year students (N = 60) majoring in English were assigned to two treatment and control groups, each receiving different types of feedback. Students in the treatment group were required to participate in an online learning environment and exchange feedback with their peers, whereas students in the control group received the traditional face-to-face feedback provided by the teacher. The results of a pre-test, a post-test, and a survey revealed that students’ writing in the treatment group significantly improved, both semantically and syntactically, and they expressed more positive attitudes toward writing. 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Differences in Reading Beliefs/Practices of L2 Teachers: Undergraduate versus Graduate Degree Holders 2 2 In their attempt to shed light on the factors contributing to the incongruity between L2 reading teachers’ beliefs and practices, most of the researchers have resorted to teachers’ personal perspectives. As a partial replication of the research carried out by Karimi and Dehghani (2016), the current study sought to broaden this restricted scope by examining the role of teacher education in shaping L2 reading teachers’ beliefs/practices. Data were collected from 84 L2 reading teachers through a survey and follow-up classroom observations. Overall, both undergraduate and graduate teachers had an equally heightened tendency toward competence-based theoretical orientation. However, both groups substantially utilized instructional moves conforming to text-based orientation. There were also significant frequency differences between undergraduate and graduate teachers in their recourse to competence-based pedagogical moves. It is concluded that while the inclusion of a finite number of theoretical coursework may sway L2 teachers to sanction competence-based theoretical orientation, a more clinical approach to teacher education should be embraced to promote the symbiotic belief-practice relationship among L2 reading teachers. 81 111 2017/03/82017/06/22017/06/28 1396/4/7 2017/07/202017/07/282017/07/25 1396/5/3 Leila Jooybary Leila Jooybary Razi University, Kermanshah Iran Shahab Moradkhani Shahab Moradkhani Razi University, Kermanshah Iran Nourrodin Yousofi Nourrodin Yousofi Razi University, Kermanshah Iran Competence-based orientation Text-based orientation L2 teachers Teacher education Basturkmen, H. (2012). Review of research into the correspondence between language teachers' stated beliefs and practices. System, 40, 282-295.##Borg, S. (2011). 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(2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300-314.##Darling-Hammond, L. (2012). Powerful teacher education: Lessons from exemplary programs. Hoboken, NJ: John Wiley.##Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. San Fransisco: Jossey-Bass.##Deford, D. (1985). Validating the construct of theoretical orientation in reading instruction. Reading Research Quarterly, 20, 351-367.##Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38, 47-65.##Farrell, T. S., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19, 594-610.##Freeman, D. (2002). The hidden side of the work: teacher knowledge and learning to teach. Language Teaching, 35, 1-13.##Freeman, D. (2016). Educating second language teachers: The same things done differently. Oxford: Oxford University Press.##Garden, E. C. (1996). How language teachers' beliefs about reading instruction are mediated by their beliefs about students. Foreign Language Annals, 29, 387-395.##Gholami, J., & Qurbanzada, I. (2016). Key stakeholders' attitudes towards teacher education programs in TEFL: A case study of Farhangian University in Iran. Journal of Teacher Education for Sustainability, 18, 5-20.##Gitomer, D. H., & Zisk, R. S. (2015). Knowing what teachers know. Review of Research in Education, 39, 1-53.##Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21, 145-170.##Johnson, K. E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24, 83-108.##Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40, 235-257.##Kamiya, N. (2016). The relationship between stated beliefs and classroom practices of oral corrective feedback. Innovations in Language Learning and Teaching, 10, 206-219.##Karimi, M. N., Abdullahi, K., & Haghighi, J. K. (2016). English as a foreign language teachers' self-efficacy as a determinant of correspondence between their professed orientations toward reading and their reading instructional practices. Innovation in Language Learning and Teaching, 10, 155-170.##Karimi, M. N., & Asadnia, F. (2015). EFL teachers' beliefs about oral corrective feedback and their feedback-providing practices across learners' proficiency levels. Journal of Teaching Language Skills, 7(2), 39-68.##Karimi, M. N., & Dehghani, A. (2016). EFL teachers' beliefs/practices correspondence in reading instruction: Does language teacher education make a difference. International Journal of Pedagogies and Learning, 11, 35-48.##Karimi, M. N., & Nazari, M. (2017). The congruity/incongruity of EFL teachers' beliefs about listening instruction and their listening instructional practices. Australian Journal of Teacher Education, 42, 62-80.##Kim, A. A. (2014). Examining how teachers' beliefs about communicative language teaching affect their instructional and assessment practices: A qualitative study of EFL university instructors in Colombia. RELC Journal, 45, 337-354.##Kim, U., & Park, Y. S. (2006). Indigenous psychological analysis of academic achievement in Korea: The influenece of self-efficacy, parents, and culture. International Journal of Psychology, 41, 287-291.##Larson-Hall, J. (2010). A guide to doing statistics in second language research using SPSS. New York: Routledge.##Lau, K. (2007). Chinese language teachers' orientations to reading instruction and their instructional practices. Journal of Research in Reading, 30, 414-428.##Li, L. (2013). The complexity of language teachers' beliefs and practices: One EFL teachers' theories. 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Autonomy-Supportive Teaching, Willingness to Communicate in English, Motivation, and English Speaking Self-Efficacy among EFL Learners: A Structural Equation Modelling Study 2 2 This study examines the potential connections among learners’ willingness to communicate (WTC) in English, their perceptions of autonomy-supportive teaching and two individual difference variables, i.e. motivation and English speaking self-efficacy. Two hundred and five Iranian EFL learners responded to four questionnaires. The data obtained from the collected instruments were subjected to structural equation modeling (SEM). The findings revealed significant positive paths from autonomy-supportive teaching to motivation, WTC in English, and English speaking self-efficacy. Further significant paths were found leading from motivation to WTC and from English speaking self-efficacy to motivation. The findings also indicated that autonomy-supportive teaching style and English speaking self-efficacy could indirectly affect learners’ WTC through the mediation of motivation. Furthermore, autonomy-supportive teaching was found to indirectly predict learners’ motivation through the mediating role of self-efficacy. The implications of the study for teachers and teacher educators are discussed. 113 156 2017/03/82017/06/22017/06/282017/06/28 1396/4/7 2017/07/202017/07/282017/07/252017/07/25 1396/5/3 Mohammad Nabi Karimi Mohammad Nabi Karimi Kharazmi University Iran Afsaneh Abaszadeh Afsaneh Abaszadeh Tarbiat Modares University Iran Autonomy-supportive teaching Willingness to communicate Motivation English speaking self-efficacy Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students' need for autonomy. In S. L. Christenson, A. L. Reschly., & C. Wylie (Eds), Handbook of research on student engagement (pp. 421-439). New York: Springer.##Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.##Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.##Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and Health, 13(4), 623-649.##Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1–43). Greenwich, CT: Information Age Publishing.##Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1-40.##Cao, Y., & Philp, J. (2006). Interactional context and willingness to communicate: A comparison of behavior in whole class, group and dyadic interaction. System, 34(4), 480–493.##Chirkov, V. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. 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Ryan (Eds.), Building autonomous learners: perspectives from research and practice using self-determination theory (pp. 227-243). New York: Springer.##Wang, C., & Pape, S. (2005). Self-efficacy and self-regulation in learning English as a second language. The CATESOL Journal, 17(1), 76-90.##Wen, Q., & Johnson, R. K. (1997). Second language learner variables and English achievement: A study of tertiary level English majors in China. Applied Linguistics, 18(1), 27-48.##Wheaton, B., Muthén, B., Alwin, D. F. & Summers, G. F. (1977). Assessing reliability and stability in panel models. In Heise, D. R. (Eds.), Sociological methodology (pp. 84-136). San Francisco: Jossey-Bass.##Wigfield, A., Guthrie, J., Tonks, S., & Perencevich, K. (2004). Children's motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-309.##Williams, G. C., & Deci, E. L. (1996). 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Evaluation of the Undergraduate TEFL Program at Farhangian University: Merits and Demerits 2 2 This study was an attempt to evaluate the undergraduate TEFL program at Farhangian University. The university specializes in educating prospective teachers and the program is important since it is expected to equip the student teachers with the knowledge and skills necessary for qualified teachers. Hence, in this study, measures were taken to investigate the merits and demerits of the implemented TEFL program and explore the domains in which the program needs to be improved. The study assessed the program from the perspectives of 220 student teachers, 32 teacher educators, and 12 heads of departments and experts including the university deans, deputies, and research and teaching staff, through using three instruments, i.e. questionnaires, interviews, and observations in a mixed methods design .The findings indicated that the TEFL program did not address some educational and administrative needs as the participants believed that they were not enriched with the necessary skills, the practice of the learned theories, problem solving, critical thinking, flexibility, and innovation. Furthermore, this study demonstrated several theory- practice gaps in the curriculum. 157 193 2017/03/82017/06/22017/06/282017/06/282017/01/26 1395/11/7 2017/07/202017/07/282017/07/252017/07/252017/07/11 1396/4/20 Zahra Masoumpanah Zahra Masoumpanah Farhangian University, Tehran Iran Mohammad Hassan Tahririan Mohammad Hassan Tahririan Sheikhbahaee University, Isfahan Iran Ahmad Alibabaee Ahmad Alibabaee Sheikhbahaee University, Isfahan Iran Katayoon Afzali Katayoon Afzali Sheikhbahaee University, Isfahan Iran Evaluation Undergraduate TEFL program Farhangian University Merits Demerit Abawi, L., Conway, J., & Henderson, R. (2011).Creating connections in teaching and learning. North Carolina: IAP.##Aghajanzadeh, Gh., Maftoon, P., & Birjandi, P. (2016). An investigation of Iranian high school English language teachers' perceptions of pedagogical competence. Iranian Journal of English for Academic Purposes, IJEAP, 5(1), 1-20.##Aliakbari, M., & Ghoreyshi, M. (2013). On the evaluation of master of arts program in teaching English as a foreign language at Ilam University. European Online Journal of Natural and Social Sciences, 2(2), 545-558.##Angus, L. (1993). The sociology of school effectiveness, British Journal of Sociology of Education, 14(3), 333-345.##Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24 (3), 389-411.##Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.##Clotfelter, C., Ladd, H., & Vigdor, J. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26(6), 673-682.##Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives. 8 (1), 1-35.##Dornyei, Z. (2007). Research Methods in Applied Linguistics. 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International Journal of Instruction, 8 (2), 83-98.##Khanjani, A., Vahdany, F., & Jafarigohar, M. (2016). The EFL pre-service teacher training in Iran: Is it adequate or not? Iranian Journal of English for Academic Purposes (IJEAP), 5(1), 120-137.##Lacang, A. A. (2007). Competencies and characteristics of effective teachers. Kinaadman, 18(1), 136-137.##Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7, 277-289.##Miles, M. B., & Huberman, M. (1994). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage Publications.##Minott, M. A.,; Young, A. E. (2009). The benefits of employing a hybrid evaluation approach, enacted through evaluation survey and reflective journaling in teacher education in the Cayman Islands. Australian Journal of Teacher Education, 34(4), 16-26.##Mirhassani, S.A., ;Beh-Afarin, S.R. (2004). EFLteacher training evaluation: Assessment of needs, pedagogical constraints andobjective setting in EFL teacher training programs (TEPs). Roshd FLT Quarterly, 69(18), 45–57.##Moiinvaziri, M.,; Razmjoo,S. A., (2016). Teachers-to-be voices: A grounded theory approach towards challenges facing Iranian EFL M.A. candidates. Journal of Research in Applied Linguistics,7(1), 54-74.##Murphy, J. (1992). Effective schools: Legacy and future directions. In D. Reynolds & P. Cuttance (Eds.), School Effectiveness: Research, Policy and Practice (pp.164 – 170). London: Cassell.##Nye, B., Hedges, L., ;Konstantopoulos, S. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237-257.##Patton, M. Q. (2012). Essentials of utilization‐focused evaluation. SAGE Publications.##Peacock, M. (2009). The evaluation of foreign-language-teacher education programs. Language Teaching Research, 13(3), 259-278.##Rahimi, M. (2008). 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Move Structures in “Statement-of-the-Problem” Sections of M.A. Theses: The Case of Native and Nonnative Speakers of English 2 2 Understanding how to structure the “Statement-of-the-Problem” (SP) section of a thesis is necessary for EFL students to develop a logical argumentation for a problem statement. This study intended to compare Move structures of SP sections of theses written by native speakers of Persian (NSPs) and English (NSEs). To this end, 100 SP sections (50 SP sections written by NSEs and 50 written by NSPs) of theses in the field of English language teaching (ELT) were selected and analyzed by the researchers based on Swales' (1990, 2004) CARS models. The analysis of the data revealed that Move structures of SP sections of the two corpora were similar. In both corpora, the three Moves of “Establishing a territory”, “Establishing a niche”, and “Presenting the present work” were considered obligatory. There were some differences in the Steps and many Move pattern variations in the two corpora. The results can broaden the understanding of the nature and function of this genre and can have important implications for EFL instructors. 195 228 2017/03/82017/06/22017/06/282017/06/282017/01/262017/01/26 1395/11/7 2017/07/202017/07/282017/07/252017/07/252017/07/112017/07/11 1396/4/20 Soheila Parsa Soheila Parsa Sheikhbahaee University, Isfahan Iran Mohammad Hassan Tahririan Mohammad Hassan Tahririan Sheikhbahaee University, Isfahan Iran Genre analysis Move structure Statement-of-the-Problem sections Cultural variations Ahmad, U. K. (1997). Research article introductions in Malay: Rhetoric in an emerging research community. In A. Duszak (Ed.), Culture and styles of academic discourse (pp. 273–304). New York: Mouton de Gruyter.##Arvay, A., & Tanko, G. (2004). A contrastive analysis of English and Hungarian theoretical research article introductions. IRAL, 24 (1), 71-100. Bhatia, V. K. 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