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Showing 5 results for Mazdayasna

Golnar Mazdayasna, Ali Mohammad Fazilatfar,
Volume 13, Issue 1 (3-2010)

This study examines the controversial debate of the exclusion of adult learners’ native language by reporting learners’ and instructors overwhelmingly positive perceptions of its use in English for Specific Purpose (ESP) classes. In this study, multiple methods such as class observations, questionnaires and interviews were used. The research was undertaken in 14 ESP classes for the students of Engineering, Sciences and Humanities at Yazd University, Iran. Extensive qualitative and statistical analysis of the questionnaires revealed that a solid majority of learners from different academic majors and instructors responded positively regarding the use of native language as a pedagogic device for teaching various aspects of the target language. Correspondingly, class observations revealed that all the instructors teaching different academic disciplines resorted to the native language as an appropriate medium for cross-lingual, cross-cultural comparisons. Nevertheless, the results from the interview phase of the study revealed that a large majority of learners and instructors were not in favor of using the first language as a facilitating technique and as a means to reduce students’ anxiety.  
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Volume 18, Issue 2 (9-2015)

The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (groups A and B) and one control group (group C). While the students in group A were involved in group activities, the students in group B were engaged in pair activities. The students in control group (group C) worked individually. As a pre-test, a pen-and-paper writing task was given to all the students at the beginning of the semester. During the semester, all the participants were exposed to the same materials and were taught by the same teacher for one semester. The only difference was the type of activities in which the participants were engaged. At the end of one semester, a pen-and-paper writing task was given to all the three groups. The findings of the post-test revealed that all the students could significantly improve their writing skills. Nevertheless, the students in group B significantly outperformed their counterparts. Most importantly, the results of identity analysis showed that the students in group A used authorial plural pronouns along with adjectives more frequently.  The findings of this study confirmed two issues: first, the significant efficacy of prewriting activities were confirmed at the end of the semester. Second, each type of prewriting activity could affect the learners’ identity construction.

Zahra Hesami, Golnar Mazdayasna, Ali Mohammad Fazilatfar,
Volume 21, Issue 1 (4-2018)

Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development.

Masoomeh Taghizadeh, Golnar Mazdayasna, Fatemeh Mahdavirad,
Volume 23, Issue 2 (9-2020)

In the educational setting of Iran, language assessment literacy (LAL) is still an underexplored issue. This paper investigated the development of LAL among EFL students taking language assessment course at state universities in Iran. The three components of LAL (i.e., knowledge, skills, and principles) were the focus of the inquiry. To collect the required data, a questionnaire, encompassing 83 Likert items and a set of open-ended questions, was developed, and responses from 92 course instructors were collected. Teaching and assessment practices of two course instructors were also observed throughout an educational semester. SPSS (26) was used to analyze the data. Findings revealed that these courses mainly focused on knowledge and skills, overlooking the principles of assessment. Adherence to traditional assessment approaches, use of inappropriate teaching materials, and lack of practical works in assessment also characterized the investigated courses. The paper concludes with suggestions to better design language assessment courses to increase the assessment literacy of English graduates who will probably enter the teaching contexts after graduation.
Mohammad Ghasemi Bagherabadi, Golnar Mazdayasna,
Volume 24, Issue 1 (3-2021)

Teaching English as a second or foreign language has internationally turned into a determiner of success for societies. Thus, the demand has risen for changes in English Language Teaching (ELT) curricula in different contexts. In response to the growing globalization and the dissatisfaction of many Iranian ELT stakeholders with the former program in lower and upper high-school levels, the Ministry of Education, in 2010, initiated the renovation of national policy documents, coursebooks, and the introduction of Communicative Language Teaching (CLT) orientations. The present study is part of a larger project that aims to qualitatively scrutinize the implementational complexities of the new program using a systematic language-in-education planning (LEP) framework. In this respect, 30 experienced headteachers' perspectives and voices from several provinces were explored through open-ended semi-structured interviews designed based on the analysis of school-based documents and observations of ELT goings-on in state schools. Interviews were then transcribed and the content was analyzed to identify the recurring themes. Key findings indicated that the new received program suffers from drawbacks like underbudgeting, students’ unequal access to quality ELT, the shortage of prepared teachers, etc. We further found that the program still requires dedicated support of the macro- meso- and micro-level agents at the national scale. Correspondingly, implications for revisions and suggestions for future research are offered.

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Iranian Journal of Applied Linguistics
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