Conference Proceedings

3rd Conference on New Trends in

English Language Teaching and Testing

Tehran, IRAN, 4-5 Sep 2018

www.NTELTIR.com
New Trends in English Language Teaching and Testing

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Visit us:

www.NTELTIR.com
www.CIKD.CA

www.NTELT.com

Conference Organizers
Farhang Matin Institute of Higher Education

Canadian Institute for Knowledge Development (CIKD)

Conference Editor

Hassan Mohebbi
Canadian Institute for Knowledge Development
Language and Style Editor

Fatemeh Sharghi
Canadian Institute for Knowledge Development

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 New Trends in English Language Teaching and Testing

Table of Contents Page

Conference Venue 17
About Organizer 18
Journal Publication Opportunity 19
Recommendation Letters 20
Scientific Committee 25
Keynote Speakers’ Biography 31
Keynote Speeches 34
Abstracts 37
Inspiring Teacher, Inspiring Learner: Motivation as a Key Factor 38
Somaye Amirabadi, Azadeh Ghorbanzadeh
A Review of Code Switching and its Related Functions in Classes 39
Azadeh Ghorbanzadeh, Somaye Amirabadi
Exploring EFL Learners’ Zone of Proximal Development through 40
Online Group Dynamic Assessment
Ali Roohani, Shiva Yeganeh Shahbaz
Successful and Less Successful Iranian EFL Learners’ Differences 41
in their Tendency towards Ambiguous vs. Concrete Information
Processing
Farnaz Avarzamani
Repetition and Clarification request in TBL 42
Leila Naami
The Effects of Critical Pedagogy on the Teachers' Application of 43
Flipped Method: A Case of Iranian EFL Students' Speaking Ability
Hajar Aghaei, Morteza Bakhtiarvand, Seyed Jalal Armioun,
Mozhgan Yoosefi
The Effect of Portfolio Assessment on EFL Learners’ Autonomy 44
Nava Nourdad
Role-Play-Based Assessment as an Alternative Assessment to 45
Evaluate English for Occupational Purposes Students’ Language
Use: A Pragmatic Approach
Seyede Khadijeh Mirbazel, Masoumeh Arjmandi
The Effect of Multiple Choice Test and Matching Test on Iranian 46
Intermediate EFL Learners’ Pronunciation Accuracy
Mahshid Rezai Shaghaji, Masoumeh Arjmandi
Synchronous/Asynchronous Scaffolded Corrective Feedback and 47
Motivational Scaffolding in EFL Oral Production Accuracy and
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Fluency
Zohre Gooniband Shooshtari, Mohsen Ostadian
Evaluation of ELT Materials Development: A Critical Review of 48
the English Textbooks at Iranian High schools
Mohamad Javad Ansari
The Effect of Computer Assisted Language Learning in Teaching 49
English Grammar on the Achievement of Iranian EFL Learners
Farnaz Sahebkheir
The Effects of Music versus Audio-Visual Materials on Iranian 50
Pre-Intermediate EFL Learners’ Idioms Retention and Learning
Nasim Koohi
Use of ICT Tools in an English Teaching Context for Primary 51
Students in Hong Kong
Chan Yee Wa, Moonyoung Park
Multiple Intelligences and their Effects on Language Achievement 52
Farnaz Sahebkheir
The Contrastive Analysis of English Texts Written by Iranians and 53
English Authors: The Analysis of Metadiscourse Usage in the
Research Articles
Ali Jahangard, Afsaneh Heydari
Foreign Language Anxiety: The Case of Proficiency and Gender 54
Maryam Moazzeni Limoudehi, Omid Mazandarani
Reverse Transfer of Segmental Features: Scrutiny of Iranian EFL 55
Teachers’ Speech
Reza Rezvani, Elahe Asadpour
The Impact of Dynamic Assessment of Critical Writing on Critical 56
Thinking of Iranian Intermediate EFL Learners
Sara Samadi, Mohammad Hashamdar
An Investigation into the Challenges of Developing English 57
Materials for Teenagers and Ways to Overcome Them
Sara Hosseini Araghi
Task-Based Language Teaching: An Overview 58
Mahnaz Sho’leh, Mohammad Reza Talebinejad
The Teaching of Speech Acts in Second and Foreign Language 59
Instructional Contexts
Hamid Reza Dehghan, Hasan Haqqanizadeh
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The Difference of Formative Writing Assessment Procedures 60

among Novice and Experienced Teachers
Seyedeh Azam Hosseini
An Investigation into EPT and MSRT as Proficiency Tests Using 61
G-theory
Hossein Salarian
The Relationship between Integrative Task Ratings and Iranian 62
EFL Learners' Self-Ratings on Task Performance
Seyed Omid Tabatabaei, Sanaz Jafari
The Relationship between Iranian Upper Advanced EFL Learners’ 63
Reading Self Efficacy Beliefs and their Reading Comprehension
Performance
Maliheh Fallah Akizi, Elham Movafagh Ardestani
On the Interrelationships among Iranian Undergraduate English 64
Foreign Language Learners’ Speaking Ability, Personality Traits
and Learning Styles
Mahsa Parikari, Zahra Zohoorian
EFL Learners’ Misconceptions or Erroneous Beliefs about 65
Language Learning: An ESP Context
Zahra Akbari
The Effect of Dynamic vs. Diagnostic Assessment on EFL 66
Learners’ Speaking Ability
Neda Kazemi, Kobra Tavassoli
Urging for Correction: An Opportunity for Learners to Reflect on 67
their L2 Written Errors and Seek a Solution
Sorayya Saeeddanesh
The Effect of Cognitive Tasks on Reading Comprehension of 68
Iranian Secondary School Students
Negin Aalaei
Theurgic Power of Planned-Shadowing on Iranian EFL Learners’ 69
Speaking: Accuracy and Complexity
Vahid Vazifeh, Saeideh Ahangari
Cultural Hybridity and Its Implication and Status In Intercultural 70
Competence
Elaheh Rahimi
Does Volunteering Matter: A Case of the Effect of Professional 71

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Development Initiative on Teachers’ Self-Efficacy and their

Perceived Proficiency
Samane Saddat Hosseini Zade
Planned Focus-on-Form in the EFL Context through Authentic 72
Texts Rich in Comparative and Superlative Adjectives
Manoochehr Jafarigohar, Mahboobeh Morshedian
A Triangulated Study on Occupational English Language Needs of 73
Iranian Bank Clerks
Mina Delchei, Davood Taghipour Bazargani
The Essential Skills Required for ESP Instructors Teaching ESP 74
Courses to Undergraduate Students of Iranian Universities
Mahshid Panahi
The Effect of Peer Assessment on Learning Definite and Indefinite 75
Articles by Iranian Basic EFL Learners
Rahman Sahragard, Elham Asghari Astaneh
The Effect of Dynamic Assessment on EFL Learners’ Performance 76
on Selective and Productive Reading Comprehension Tasks
Fatemeh Nikmard
Exploring the Relationship between EFL Learners' Self-Efficacy 77
Belief and their Language Proficiency: The Case of Reading
Comprehension in Focus
Hamed Barjesteh, Mehdi Manouchehrzadeh
Reframing Teacher’s Talk Obstruction Techniques 78
Jaber Kamali
Investigating the Effects of Blended Learning Approach on 79
Vocabulary Enhancement from EFL Learners’ Perspectives
Khadijeh Ghuchi Davood
Exploring the Relationship between Logical-Mathematical 80
Intelligence and Grammar Learning Ability of Iranian EFL
Intermediate Students
Hamed Barjesteh, Afsaneh Alijani, Mohammad Reza Azami
The Effect of Portfolio Assessment on EFL Learners’ Reading 81
Comprehension
Nava Nourdad
Effect of Decision Making Task on Improving Iranian EFL 82
Learners’ Reading Comprehension
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Samira Farahani, Mohammad Reza Talebinejad

The Impact of Task Based Writing Instruction on Reading Skills 83
for IELTS Candidates
Parinaz Poursaeid, Shahin Sheikh
Investigating the Effect of Cake Model and Sandwich Model of 84
Dynamic Assessment in EFL Environments on Perception of
Reading
Mehran Davaribina, Narges Zarinkamar
Enhancing Iranian Pilots’ Aviation English Proficiency and 85
Motivation through the Application of Content and Language
Integrated Learning (CLIL)
Parvin Karimi, Ahmad Reza Lotfi, Reza Biria
Learner-negotaited Recasts and EFL Writing Accuracy and 86
Complexity: Revisiting Corrective Feedback
Massoud Yaghoubi-Notash
Perspectives towards Intercultural Communicative Competence 87
among International English Major Students
Ali A. Pourakbari, Hossein Heidari Tabrizi, Azizeh Chalak
The Effect of Teacher Feedback on Improving Reading Ability of 88
Low-Skilled EFL Learners
Behnam Shah Hosseini
The Effect of Diagnostic Assessment on EFL Learners’ 89
Performance on Selective and Productive Listening
Comprehension Tasks
Ghazaleh Zandi, Kobra Tavassoli
The Effect of Interaction through Social Networking on Iranian 90
EFL Learners’ Anxiety and WTC
Sheida Adibi, Hamid Reza Shahidy
Development and Construct Validation of a Test to Tap 91
Advertising Literacy: An Experimental Approach
Mohammad Salehi, Afsaneh Farhang
Tolerance of Ambiguity as a Predictor of Recast Efficacy in 92
Summary Writing: The Case for Grammatical Accuracy
Massoud Yaghoubi-Notash
The Role of Professor-Student Rapport in Enhancing Student 93
Motivation

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Maryam Roshanbin, Shahin Vaezi, Akram Nayernia

Development and Validation of a Classroom Quality Control 94
Observation Instrument
Maryam Khaksar
The Relationship between Teachers’ Self-Efficacy and Dynamism 95
in EFL Classes
Parichehr Afzali, Mohsen Noroozieh
The Role of the Policy Change in Observation on the Behavior of 96
EFL Teachers; A Case Study
Gelareh Nasiri, Mohsen Noroozieh
The Relationship between Cognitive Styles and Performance on 97
Achievement Test of Iranian EFL Learners
Mohsen Noroozieh, Fatemeh Beygom Taheri
Pragmatically-oriented Input in Business English Textbooks: The 98
Case of Speech Act Realization
Hassan Solouki
On the Effects of Concept Mapping (CM) and Brainstorming on 99
the Iranian EFL Students' Writing Anxiety of Argumentative Essay
Writing
Abbas Ali Zarei, Behnam Feizollahi
A Triangulated Study on the Impact of Digitally-Based Exams on 100
Iranian EFL Teachers’ Development and Job Satisfaction
Hassan Sayyad Chamani
The Impact of Digitally-Based Exams on Teacher Performance and 101
Student Exam Results
Shahram Kianoosh, Almira Soltani
Differential Effectiveness of Corrective Feedback Techniques on 102
the Development of Advanced Iranian EFL Learners’ Grammar
Ability
Parya Parsarad
An Analysis of Corrective Feedback Techniques Used by Novice 103
Iranian EFL Teachers
Parya Parsarad, Almira Soltani
Code-switching: Awareness of its Efficiency in Bilingual Classes 104
Bahar Rajabi, Azizeh Chalak
Evaluating Usability of Readwritethink Website for Iranian EFL 105
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Learners’ Reading Ability Enhancement

Mojtaba Eghlidi, Saeed Taki
The Effect of Podcasting on Speaking Achievement of Iranian 106
Introvert/Extrovert Learners
Samaneh Gholampour, Donya Mhrabi
The Effect of Movie Sessions on Intermediate Students’ 107
Willingness to Communicate through Speaking
Aida Sedghinasab, Amir Akbar Nozari
Learner Autonomy and Different Types of Intelligence 108
Sara Keshtkar
Expanding Language Awareness through Literature 109
Iman Emam Dadi
Evaluation of the Iranian Eleventh Grade High School English 110
Textbook (Vision II) from EFL Teachers' Perspective
Farzaneh Salehpour
Dysfluency and Stuttering in Foreign Language Acquisition: The 111
Case of an Iranian Learner
Ali Aaj
I Am in Power Simply Because I Am a Professor 112
Foozie Aaj
Observing Classroom Interaction through SCORE: Surveying 113
Teacher-Pupil Male vs. Female in Iranian EFL Context
Golsa Faghihi
Investigating the Effect of the Amount of Familiarity with Web on 114
Iranian EFL Students’ Source-Based Writing
Mustafa Shahrokhi
The Impact of Incidental and Deliberate Learning Strategies on 115
Learning and Retention of Concrete and Abstract Words in an EFL
Context
Parisa Miri
Exploring the Effects of First Language Metalinguistic Comments 116
on the Accuracy and Durability of Iranian Learners’ Recognition of
Third Person /s/
Soheil Rahimi, Mousa Ahmadian, Majid Amerian, Hamid Reza
Dowlatabadi
Oral Placement Tests in English Language Institutes in Iran Agree 117

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with Interview Principles?

Nastaran Sadeghi
EFL Learners’ Perceptions about the Use of Humor in the 118
Classroom
Negin Amirikar, Mahnaz Saeidi
The Relationship between Teachers’ Perceptions of Professional 119
Identity and Teacher Burnout, a Case Study of Teachers in
Mashhad
Azadeh Ghorbanzadeh
Exploring How Language Assessment Literacy Changes EFL 120
Teachers’ Orientation towards Reading Task Design
Mehrafrooz Ghassemnejad, Kobra Tavassoli
The Effectiveness of Audiobooks on Iranian EFL Learners’ 121
Pronunciation
Roghayeh Eslami, Turan Ahour
The Relationship between Bilingualism and Persona in Turkish- 122
Farsi Bilinguals
Mahdieh Mamizadeh Pakchin, Nasrin Feyzipour
Beliefs about Language Learning: A Comparison of EFL Learners 123
with Synopsis versus Ectasis Cognitive Styles
Shabnam Kurosh Khanshan, Mohammad Hossein Yousefi
On the Relationship between Teachers’ Burnout and Teachers’ 124
Pedagogical Skills
Dawood Naderi
EFL Iranian Student’s Behaviour in a Virtual Situation 125
Farshad Azimifar
Involving Students in the Process of Teaching 126
Nastaran Eizi, Faegheh Talaei
Boosting Writing through Computer-based and Paper-based 127
Concept Mapping: An Iranian EFL Learners’ Case
Leila Behzadi, Saeideh Ahangari
Malaysian ESL Students’ Perception of Cohesive Devices in Essay 128
Writing
Hadi Kashiha, Zahra Aziznasiri
The Impact of Inferential Comprehension Tasks on Pre- 129
intermediate EFL Learners Vocabulary Learning: The Factor of
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Gender
Sara Shabani, Masoud Asadi
The Impacts of Cooperative Jigsaw Tasks on Pre-intermediate EFL 130
Learners’ Reading Comprehension Performance: The Factor of
Gender
Sedigheh Amini, Shaban Barimani Varandi
EFL Learners’ Reading Comprehension and Vocabulary Learning 131
by Using the Formative Assessment Technique of the One
Question-One Comment as a Questioning-Reporting Strategy
Heidar Ahmadi, Biook Behnam, Zohreh Seifoori
A Corpus-based Study of Academic Vocabulary in Physiotherapy 132
Research Articles
Mehri Jamalzadeh, Azize Chalak
Ecology: The Overlooked Concept in Language Testing 133
Jila Naeini
A Comparison of Personality Type and Intercultural Competence 134
of Foreign Language Learners
Shiva Azadipour
The Effect of Different Components of Involvement Load of Tasks 135
on Vocabulary Learning
Mahnaz Sanjabi, Reza Pazhoohandoost
A Comparative CDA of George Orwell's Animal Farm and its 136
Persian Translation by Saleh Hosseini Based on Van Leeuwen's
Model: With Pedagogical Implications
Moussa Ahmadian, Mina Hosseini
A Study on Iranian EFL Teachers' Perception of Sociocultural 137
Content in Global and Local ELT Textbooks
Tayebe Tajmirriahi, Azizeh Chalak
Comparing Experienced and Novice EFL Teachers’ Perceptions 138
towards Teaching Culture to Teenagers in Educational Contexts in
Isfahan
Elnaz Zariholhosseini, Azizeh Chalak
Textbook Evaluation: Comparing Prospect and Vision Series from 139
Iranian EFL Teachers’ Perspectives
Mavadat Saidi, Vahid Golshani, Hassan Foroutan, Hamed Javadi,
Omid Salimi

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Analysis of Speech Acts and (Im)Politeness Strategies among 140

Characters with Different Power Relations in Chekhov’s Short
Stories
Solmaz Ahmadzadeh
The Effect of Teaching Code Switching, Synonym, and Paraphrase 141
Strategies on Iranian Intermediate EFL Learners’ Speaking
Performance
Farideh Yousefi, Mohammadtaghi Hassani
The Effect of Body Gestures in Developing Young Learners` 142
Vocabulary
Mohammad Zohrabi, Aysan Bolandnazar
Working Memory: A Game Changer 143
Banafsheh Saleminezhad
Pedagogical Innovation in Higher Education 144
Fatemeh Ahmady Rad, Kian Pishkar
Toulmin’s Model of Argument through Process 145
Shiva Khirkhah, Kian Pishkar
Learners’ Sensory Learning Style and Autonomy 146
Shiva Khirkhah, Kian Pishkar
Iranian Lecturers' Perceptions of EFL Students' Autonomy 147
Maryam Omrany, Kian Pishkar
Teaching and Learning American Slang Based on Kolb’s Learning 148
Approaches
Parvaneh Raiesi Sisitaby, Kian Pishkar
Kolb’s Learning Approaches and Learning American Slang 149
Maryam Omrany, Kian Pishkar
Students’ Speaking Accuracy and American Drama 150
Parvaneh Raiesi Sisitaby, Kian Pishkar
Integrating Syntax and Semantics in Collocation Acquisition 151
Kian Pishkar
Blended Learning vs. Traditional Classroom Setting to Improve 152
English Idioms: A Comparative Study
Rasool Mirshekaran
An Investigation into the Role of Semantic Neighborhood Density 153
on Long-term Vocabulary Retention of Iranian EFL Learners
Foruq Rezvani. R, Saman Jamshidi
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How Influential is Formative Assessment on Summative 154

Evaluation of the EFL Grammar Courses and Students Attitudes:
The Role of Gender and Question Difficulty
Setareh Doroud
The Application of Vygotskian Perspective in Multilevel English 155
Classes in Iran Universities
Mostafa Goodarzi
Alternative Assessment: The Impact of Self-assessment vs. Peer- 156
assessment on Iranian Intermediate EFL Learners’ Paragraph
Writing Ability
Marzieh Ghazizadeh, Davood Taghipour Bazargani
The Impact of Flooding Input in Teacher Talk on the Advanced 157
EFL Learners' Knowledge of Cleft Sentences
Mahdiyeh Tayyebi, Davood Taghipour Bazargani
A Critical Review of Agency in ELT: Philosophical, Psychological 158
and Social Turns
Seyyed Mohammad Reza Adel, Maryam Sabouri
A Shift toward an Intercultural Stance in EFL Material 159
Mahmoud Shaker, Elham Manzari, Mehrnoosh Eslami
Playing through Podcasts a Harbinger of Gaining a Remarkable 160
Command of English for Intermediate Learners
Amirreza Nemat Tabrizi, Fatemeh Zununi Vahed
Investigating the Effect of EFL Teachers’ Self-leadership on their 161
Processional Development and Change
Reza Khany, Mahdie Fakhar Shahreza
The Effect of Reading Authentic News Materials through Mobile 162
Applications on Proportionate Presentation of Facts and Opinions
in EFL Essay Writing
Morteza Sobhdoost
The Comparative Effect of Dynamic Assessment and Portfolio 163
Assessment on EFL Learners’ Achievement of Speech Acts
Mohammad Saeed Ahmadi
Actions and Perceptions in Terms of Feedback: Considering the 164
Issues of Teachers, Learners, and Time
Fahime Ashja Nazarloo
The Effect of Using Translation from L1 to L2 in Teaching 165

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Grammar on Learning and Improvement of EFL Beginner

Learners’ Accuracy
Nahid Tabatabaee
Pattern Conversational Analysis on Acceptance of Dying: A 166
Conversational Analysis of Palliative Care of Doctors with
Terminal Patients
Seyed Ehsan Jamali
Private Function of Gesture in ZPD Creation in Foreign Language 167
Teaching
Azra Tajhizi, Susan Abedinzadeh
Personality Traits and their Relation with Assertiveness: A Case of 168
Iranian EFL Postgraduate Students
Nasrin Yaghoobinejad, Touran Ahour
The Distribution and Management of Knowledge in L2 Classroom 169
Talk
Shayan Heidari
Ubiquitous Learning: Mobile Assisted Vocabulary Development 170
Application (MAVDA) and English Vocabulary Recall and
Retention of Iranian Eighth Graders
Mojgan Rashtchi, Fatemeh Ghanbari
The Effectiveness of Using Short Story on English Language 171
Teaching
Haydar Jabr Koban
Social Network and its Effect on the Upper-Intermediate Learners’ 172
Pragmatic Competence
Fahime Ashja Nazarloo
The Acquisition of French (L3) Orthography by Persian (L1) 173
Speakers Learners of English (L2)
Ali Akbar Jabbari, Fahimeh Sadat Torabi
The Effect of Reading Strategies Awareness on Reading 174
Comprehension Ability of Iranian EFL Learners at Intermediate
Levels
Mehdi Sadeghi Ghahdarijani, Mohammad Amin Mozaheb,
Mohammad Hossein Behnoud
The Effect of Task Complexity on EFL Learners’ Listening 175
Comprehension
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Mehdi Sadeghi Ghahdarijani, Mohammad Amin Mozaheb,

Mohammad Hossein Behnoud
Scaffolding and Dynamic Assessment as a Strategy to Aid 176
Translator Trainees
Rahman Sahragard, Mohamad Hadi Eal
Challenges of Foreign Language Curriculum at Higher Education 177
System of Iran
Mohsen Chenari, Mahboubeh Arefi, Kourosh Fathi Vajargah
Consistency of Measurement or Fluctuation of Performances? 178
Evidence for and against IELTS Retake policy
Seyyed Mohammad Alavi, Shiva Kaivanpanah, Ali Panahi
Masjedlou
The Impact of Rater Characteristics on Rater Severity/Leniency in 179
Writing Performance Assessment
Akram Nayernia, Mitra Borumand
The Impact of Read-Aloud Method on Reading Comprehension 180
and Motivation: The Case of Iranian EFL Learners
Ali Mohammad Fazilatfar, Hossein Kargar Behbahani
Language Related Episodes in Task-based Interaction: The Case of 181
Cognitive Complexity
Sahar Farrahi Avval, Mohammad Hossein Yousefi
Task-based Language Teaching: Are all Criticisms Resolved? 182
Leila Ahmadpour, Mohammad Hossein Yousefi
An Evaluation of Alignment among Assessments and ICAO 183
Standards in Aviation English Courses in Iran
Motahareh Shahsavari, Reza Rezvani
ESP COURSE DESIGN: Aligning Learning Needs to Objectives 184
Motahareh Shahsavari
The Role of Age and Marital Status in University Students’ 185
Readiness for Learner Autonomy
Sara Kashefian-Naeeini, Zahra Zarrati
Interpreting the Validity of a High Stakes Test in Light of an Argument- 186
Based Framework: Implication for Test Improvement
Ali Darabi Bazvand
The Effect of Teacher Portfolio Writing on the Enhancement of Iranian 187
EFL Teachers’ Self-efficacy
Negin Malekshahi, Asieh Esmail Beigi, Mohadeseh Amini Harsini
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Conference Venue

Allameh Tabataba’i University

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About Organizer
Canadian Institute for Knowledge Development (CIKD) is an international, multi-
disciplinary research, publishing, consulting and training non-profit institute which is one of
the most expert institutions of its kind. It is committed to organizing and developing
educational events and conferences in different fields. It also encourages who wish to
participate in academic conferences, and publish in peer-reviewed journals. CIKD also has in-
depth activities related to publishing academic journals and proceedings. This institute also
develops quality business and finance research. In this filed the institute aims to provide
educators, business leaders, and public-sector decision-makers with applied and in-depth
research in the fields of business trends in general and economy, finance, information
technology and marketing and in particular. The research which is being conducted by CIKD
specialists results in some certain outcomes which are very helpful for business leaders, state
and local government agencies, public and private researchers, industrial organizations and
chambers of commerce.
This institute also holds series of courses with the highest academic and applied qualification
available, especially in the fields of business, economy, finance, marketing, research methods
and information technology. We plan to provide solutions in our training programs which will
allow learners the opportunity to learn how to solve the real -world problems and achieve new
skills.

•
– What we do in brief

•
Hold conferences and events

• Organize professional trainings

Conduct and provide research

CIKD seeks to promote the quality of education by offering professional courses, holding
related conferences and conducting research.
Our mission is to expand, deepen and spread knowledge, understanding and expertise in
different fields of science. We are committed to facilitate the required conditions for new
knowledge dissemination, promote brilliant ideas, and provide high quality services to expand
relationship between the researchers, technicians, businessmen, and entrepreneurs.

• To identify new areas of study and research which is needed for development
Canadian Institute for Knowledge Development aims:

• To offer the opportunity to create and expand network with other professionals and

• To create a conductive environment for knowledge and experience sharing

generate ideas to keep experts on a leading position in the competitive world

• To offer efficient solutions for sharing scientific and experimental findings in

• To conduct world class research and to offer holistic and realistic consultancy
various fields

• To work effectively with universities, institutions and organizations, in order to

services

• To provide comprehensive, holistic, high-quality and evidence-based trainings

conduct outstanding research and trainings;

which nourishes strengths of learners in a diverse and inspiring environment.

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Journal Publication Opportunity

All accepted papers' abstracts are published in

conference proceedings book and CD. The full papers of
the conference will be reviewed (double-blind review) and
published in one of the following journals based on the
aim and scope of the journals and the papers’ quality
(design, methodology, analysis, discussion, and
language and style):
-Innovation in Language Learning and Teaching
(Abstracted and Indexed in Scopus and Thomson
Reuters-ESCI)
-Heliyon (Abstracted and Indexed in Scopus and
Thomson Reuters-ESCI)
-Language Testing in Asia (Springer Publishing)
-International Journal of Applied Linguistics and
English Literature
-Advances in Language and Literary Studies
-Language Teaching Research Quarterly
-Theory and Practice in Language Studies

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Recommendation Letters

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“I have had the pleasure of speaking at recent NTELT conferences and

have always enjoyed the opportunity to make contact with colleagues
and teachers in the region, to learn about current issues in language
teaching that teachers and institutions encounter, as well as to share
insights from research and best practice. Teachers, teacher educators
and researchers will find much to learn and benefit from through
attending an NTELT conference.”
Professor Jack C Richards

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“I would definitely recommend attending an NTELT Conference. They

are well-organised, held in attractive and comfortable venues and foster
a convivial and stimulating ambience. They attract well-known plenary
speakers who are leaders in their field and they also offer both
experienced and young researchers opportunities to present papers on
their research and to discuss important issues with like- minded
colleagues. I gave a plenary presentation at an NTELT conference in
Istanbul and I certainly enjoyed the experience.”
Professor Brian Tomlinson,
University of Liverpool, Shanghai International Studies University,
Anaheim University

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“Having participated in 2017 in the 1st and 2nd International NTELT

Conferences in Dubai, UAE, and Ardabil, Iran, respectively, I’m happy
to encourage others to participate in future NTELT conferences. It was
an excellent opportunity for both junior and senior scholars to network
and together to showcase the impressive scope of their research. It was
especially interesting for me to visit this part of the Middle East to
discover such an admirable commitment to improving English language
teaching and learning.”
Professor Roy Lyster
Emeritus Professor, McGill University

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“I was the keynote speaker of NTELT ISTANBUL 2018 and I was

hosted at Istanbul Kozyatağı, Hilton Hotel- the venue for the
conference. The conference was well organized and the venue was
comfortable and luxurious. All the participants and speakers expressed
their satisfaction at the conference dinner. They stated that they found
the conference fruitful and thought provoking. As a keynote speaker I
was pleased to hear these positive comments. I personally felt that,
compared to bigger international conventions, such conferences
contribute more to professionalism. I hope you enjoy the forthcoming
NTELT conferences and get back home with new ideas for your
professional studies.”
Prof. Dr. Birsen Tütüniş
Istanbul Kültür University

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Scientific Committee
Honorary Scientific Committee

Brian Tomlinson
University of Anaheim, California
Jack C. Richards
University of Sydney, the University of Auckland
Hossein Farhady
Yeditepe University, Istanbul, Turkey
Rod Ellis
Curtin University, Australia
Roy Lyster
McGill University, Canada
Shawn Loewen
Michigan State University, USA
Jonathan Newton
University of Wellington, Newzealand
Hayo Reinders
Unitec, New Zealand
Dwight Atkinson
University of Arizona, USA
Ken Hyland
The University of Hong Kong
Nick C. Ellis
University of Michigan, USA
Roger Nunn
The Petroleum Institute, Abu Dhabi
Yucel Yilmaz
Indiana University, USA

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Scientific Committee

Abdelghani A. Remache
Al Ain University of Science and Technology
Adem Soruç
Sakarya University
Adelaide Figueiredo
School of Economics of the University of Porto
Afsaneh Saeedakhtar
University of Mohaghegh Ardabili
Afsar Rouhi
Payame Noor University, Iran
Akbar Rahimi Alishah
Istanbul AydinÜniversitesi, Turkey
Akram Nayernia
Iran University of Science and Technology
Ali Panahi
University of Tehran, Iran
Ali Mohammad Fazilatfar
Yazd University
Alireza Ahmadi
Shiraz University, Iran
Alireza Jalilifar
Shahid Chamran University of Ahvaz
Amir Reza Nemat Tabrizi
Payame Noor University, Iran
Arif Sarıçoban
Selçuk University, Turkey
Asgar Mahmoudi Hamidabad
Islamic Azad University, Ardabil Branch, Iran
Behzad Ghonsooly
Ferdowsi University of Mashhad, Mashhad, Iran
Carolin Fuchs
City University of Hong Kong
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 NTELTConferences

Ching-Yi Tien
I-Shou University, Kaohsiung, Taiwan
Christine Coombe
Higher Colleges of Technology, Dubai, UAE
Dara Tafazoli
University of Cordoba, Spain
Daniel Xerri
Centre for English Language Proficiency, University of Malta
Dariusz Jacek Jakóbczak
Koszalin University of Technology
Davoud Amini
Azarbaijan Shahid Madani University
Ece ZEHİR TOPKAYA
Çanakkale Onsekiz Mart University
Fernanda Otilia Figueiredo
School of Economics and Management, Porto University
Hamed Fazlollahtabar
Damghan University
Hassan Mohebbi
University of Tehran, Iran
Hooshang Khoshsima
Chabahar Maritime University, Chabahar, IRAN
Hosein Vafadar Samian
Universiti Sains Malaysia (USM), Penang, Malaysia
Hosni Mostafa El-Dali
United Arab Emirates University
Hossein Vahid Dastjerdi
University of Isfahan, Isfahan, Iran
Gholam-Reza Abbasian
Imam Ali University, Iran
John I. Liontas
University of South Florida, USA

27
 New Trends in English Language Teaching and Testing

Joseph Siegel
Aston University, USA
Karim Sadeghi
Urmia University, Iran
Kenan Dikilitaş
ELT Department, Bahçeşehir University, İstanbul, Turkey
Khaled Al-Omari
Al Ain University of Science and Technology, UAE
Khawlah Ahmed
American University of Sharjah, UAE
Laxman Gnawali
School of Education Kathmandu University, Nepal
Maha Ellili-Cherif
College of Education, Qatar University
Mahboubeh Taghizadeh
Iran University of Science and Technology, Iran
Majid Nemati
University of Tehran
Maria Goreti Monteiro
Polytechnic Institute of Leiria, Portugal
Maroi AGREBI
Docteur en informatique
Manouchehr Jafarigohar
Head of English Department, PNU University
Maria González-Davies
FPCEE-Blanquerna, Universitat Ramon Llull, Barcelona, Spain
Maryam Beyad
University of Tehran, Iran
Maxwell-Reid Corinne
The Chinese University of Hong Kong
Mehdi Riazi
Macquarie University, Australia

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 NTELTConferences

Mohsen Rezazadeh
University of Isfahan, Iran
Musa Nushi
Shahid Beheshti University, Tehran, Iran
Müge Satar
Newcastle University, UK
Panchanan Mohanty
University of Hyderabad, India
Philip Glover
Suleiman Demirel University, Turkey
Reza Ghafar Samar
Tarbiat Modares University, Iran
Reza Kiani Mavi
Senior Lecturer at Edith Cowan University (ECU) – Editorial Board
of Technological Forecasting & Social Change, Perth, Australia
Robert Kirkpatrick
Editor-in-chief of Language Testing in Asia (Springer)
Rukiye Özlem Öztürk
Faculty of Educational Sciences, Bahcesehir University
Saeed Taki
Islamic Azad University, Shahreza Branch, Iran
Sahail M. Asassfeh
Qatar University, Qatar
Sasan Baleghizadeh
Shahid Beheshti University
Şehnaz Şahinkarakaş
Çağ University
Servet ÇELİK
Trabzon University
Seyed Ali Rezvani Kalajahi
Maltepe University, Istanbul, Turkey
Seyed Hesamuddin Aliasin
University of Zanjan, Iran
29
 New Trends in English Language Teaching and Testing

Susanne Shunnaq
Department of English, Sultan Qaboos University
Vahid Ghahraman
Iranian Encyclopedia Compilation Foundation, Tehran, Iran
Vasfiye Geçkin
Bogazici University
Yasemin Kirkgöz
Çukurova University, Turkey
Yongcan Liu
Faculty of Education, University of Cambridge
Yen-Chi Fan
I-Shou University, Kaohsiung, Taiwan
Zahra Alimorad
Shiraz University, Iran
Zohre G. Shoushtari
Shahid Chamran University of Ahvaz

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Keynote Speakers’ Biography

31
 New Trends in English Language Teaching and Testing

Jonathan Newton

Jonathan Newton has worked as a language teacher and teacher educator for
more than 30 years with wide experience working with teachers from across
Asia. His scholarship focuses on language teacher education and on a
variety of aspects of classroom teaching including teaching with tasks,
teaching speaking, lesson and materials design, vocabulary learning and
intercultural education. He is in demand internationally as a conference
speaker and has published more than 50 book chapters and articles in
leading applied linguistics journals. He has also co-authored three books,
one with Paul Nation, Teaching ESL/EFL Listening and Speaking (2009,
Routledge), a second with Nicky Riddiford,Workplace Talk in Action: An
ESOL Resource (2010, VUW Press). and a third (to appear early 2018) co-
authored with five leading international scholars, Teaching English to
Second Language Learners in Academic Contexts: Reading, Writing,
Listening, and Speaking. (2918, Routledge). He has a fourth book, Culture
in the Asian EFL classroom, in preparation for publication in early 2018.

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Hayo Reinders

Hayo Reinders is Director of the Anaheim University Doctor of Education

(Ed.D.) in TESOL Program. Holding a Ph.D. in Language Teaching and
Learning from the University of Auckland, Dr. Reinders is also Professor of
Education and Head of Department at Unitec in Auckland, New Zealand.
His previous positions include Head of Learner Development at Middlesex
University in London, Director of the English Language Self Access Centre
at the University of Auckland in New Zealand and associate professor at
RELC in Singapore. He has worked with teachers from a large number of
countries worldwide and has been visiting professor in Japan, Thailand,
Mexico and the Netherlands. Dr. Reinders edits the journal ‘Innovation in
Language Learning and Teaching’ as well as a book series on ‘New
Language Learning and Teaching Environments’ for Palgrave Macmillan.
He is Editor of Innovation in Language Learning and Teaching, and
Convenor of the AILA Research Network for CALL and the Learner. Dr.
Reinders’ interests are in technology in education, learner autonomy, and
out-of-class learning, and he is a speaker on these subjects for the Royal
Society of New Zealand. His most recent books are on teacher autonomy,
teaching methodologies, and second language acquisition.

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 New Trends in English Language Teaching and Testing

Keynote Speeches

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Classroom Perspectives on Task-based Language Teaching: Bridging

the Gap between Research and Practice
Jonathan Newton
School of Linguistics and Applied Language Studies, Victoria University of
Wellington
Correspondence: [email protected]
There is by now a robust theoretical and evidential base for the
effectiveness of task-based language teaching, and chances are you will see
tasks of one sort or another being widely used in communicatively-oriented
ESL/EFL instruction. And yet research shows a considerable gap between
how teachers commonly understand and practice teaching with tasks on the
one hand, and scholarship in the field of task-based language teaching
(TBLT) on the other. One consequence is that even when task-based
teaching is mandated in top-down curriculum initiatives, it often fails to
achieve the potential held out for it. Teachers make a difference. In this talk,
I first identify key areas in which the understandings of teachers and the
views of scholars have been shown to converge or to misalign. I draw on
findings research into how teachers have been making sense of task-based
teaching in a range of different teaching contexts. I discuss the challenges
faced by these teachers when teaching through tasks and the innovative
practices they have adopted to address these challenges. Themes emerging
from this research include: the role of textbooks in shaping task-based
teaching; the value of task repetition and project-based task cycles the
importance of pre- and post-task phases (especially for language-focused
learning); the role of the learners’ first languages; and. I conclude by
offering a set of principles to guide teachers who seek to refine their
practice of teaching with tasks.

Keywords: task-based language teaching

35
 New Trends in English Language Teaching and Testing

Encouraging Out-of-class Learning with Augmented Reality

Hayo Reinders
Unitec, New Zealand
Correspondence: [email protected]
Augmented Reality (AR) is an increasingly common technology that is
starting to be explored for its educational potential. It involves overlaying
digital information onto the physical world (for example by using the
camera of a mobile phone) and as such provides opportunities for learning
outside of the classroom. Because both teachers and students can add
information, it has the potential to provide learners with an active role in the
learning process. Despite increasing use in science education, the training of
medical practitioners and the use of simulations for a range of skills, the
application of AR in language education has been limited. In this practical
talk, I will briefly review recent developments in this area and look at some
of the potential benefits of AR for preparing learners for, and supporting
them in their learning beyond the classroom. I will give a few examples of
activities that can easily be adopted by teachers without specialised
technical skills or experience in this area. l will also consider some issues
relating to privacy, security and implementation.

Keywords: out-of-class learning, augmented reality

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 NTELTConferences

ABSTRACTS

* Indicates Corresponding Author

37
 New Trends in English Language Teaching and Testing

Inspiring Teacher, Inspiring Learner: Motivation as a Key Factor

Somaye Amirabadi*
PhD, Department of English, Kosar University of Bojnord, Iran
Azadeh Ghorbanzadeh
PhD Candidate, Department of English Language Teaching, Aliabad Katoul
Branch, Islamic Azad University, Aliabad Katoul, Iran
Correspondence: [email protected]
The paper presents a research study that aimed to investigate the qualities of
Inspiring English teachers based on three categories: teaching methodology,
personal qualities, and professional qualities perceived by students at
English language schools. It also studies the changes that learners reported
in their feeling or thoughts about English. The teachers' qualities are
generally believed that to interest in learning English among students. So
the investigation focused on the relationship between qualities of the
teachers and students' interest in learning. The data were collected through a
four-point rating scale questionnaire with 104 students. The quantitative
findings revealed that the students placed an importance on overall qualities
of the inspiring teacher at different levels. The inspiring teachers were said
by learners to have a range of different qualities. Although inspiring
teaching can have long-term effects on learners, generating interest, a sense
of progress, and a desire to invest more effort into learning outside the
classroom.

Keywords: inspiring teacher, motivation, inspired learner

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A Review of Code Switching and its Related Functions in Classes

Azadeh Ghorbanzadeh*
PhD Candidate, Department of English Language Teaching, Aliabad Katoul
Branch, Islamic Azad University, Aliabad Katoul, Iran
Somaye Amirabadi
PhD, Department of English, Kosar University of Bojnord, Iran
Correspondence: [email protected]
The term “code switching” is studied to a great extent in all linguistic and
cultural communities. This concept comes with students and teachers’
discourse although the students and teachers’ perspectives are kept
separately from each other. The functions of code switching, which are the
focus of this paper, are as important as its reasons. In spite of lack of
researchers’ attention to its functions, a thorough understanding concerning
them is obligatory. Most of the instructors are not fully aware of the fact
that functions of code switching are a must in the process of teaching. Such
understanding enables the instructors to develop more awareness to have a
fruitful educational setting.

Keywords: code switching, functions, learners’ code switching, teachers’ code

switching

39
 New Trends in English Language Teaching and Testing

Exploring EFL Learners’ Zone of Proximal Development through

Online Group Dynamic Assessment
Ali Roohani*
Shahrekord University
Shiva Yeganeh Shahbaz
Shahrekord University
Correspondence: [email protected]
This study employed the qualitative method to investigate EFL learners’
Zone of Proximal Development (ZPD) through online group dynamic
assessment (G-DA) while doing listening comprehension tasks. The
participants were 23 Iranian upper-intermediate EFL learners, called G-DA
group, who went thought dynamic assessment while doing listening tasks
for about 6 weeks in a General English course in an English institute in
Isfahan. To achieve the purpose of this study, the listening tasks carried out
during the course, were video-recorded. They were all transcribed and
reviewed and coded. Then, thematic analysis was used to identify the major
types of mediational strategies. The analysis of moves led to the
identification of 13 mediational strategies which could foster the
development of listening comprehension in the upper-intermediate learners.
The results also showed that, during the enrichment phase, the EFL learners
demanded implicit type of mediation, indicating that the participants were
moving from other-regulation to self-regulation as the they made progress.
Moreover, the data analysis showed that online G-DA could provide
opportunities for collaborative scaffolding, microgenetic learning, and
cognitive development. The results of this study could benefit L2
practitioners in planning to develop their L2 learners’ listening
comprehension.

Keywords: group dynamic assessment, zone of proximal development, mediational

strategies, listening comprehension

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 NTELTConferences

Successful and Less Successful Iranian EFL Learners’ Differences in

their Tendency towards Ambiguous vs. Concrete Information
Processing
Farnaz Avarzamani
Department of ELT, College of Literature and Humanities, Kermanshah Branch,
Islamic Azad University, Kermanshah, Iran
Correspondence: [email protected]
Learning a foreign language has always been a challenging process with a
lot of uncertainty and confusion. In this regard, many studies acknowledged
that high achievers are often more likely to be tolerant of ambiguity.
However, the measures used were often self-report questionnaire which
may increase the validity issues. The present research, which is a part of a
larger study, aimed to examine respondents’ cognitive tendencies using an
innovative game-like cognitive test with an implicit approach in cognitive
measurement in order to gain some new insights into EFL (English as a
Foreign Language) learners’ individual differences. This type of
measurement was used for the first time in the language studies with a
sample of 60 (30successful & 30 less successful) males and females.
Finally, the findings revealed that successful learners were significantly
more inclined to cognitive challenges in general and unfamiliar and abstract
concepts in particular.On the contrary, less successful learners preferred
linear processing of less abstract information and tend to avoid cognitive
challenges as well. Additionally, some gender differences were also found.

Keywords: ambiguity tolerance, successful EFL learners, cognitive tendency,

individual differences

41
 New Trends in English Language Teaching and Testing

Repetition and Clarification Request in TBL

Leila Naami
Correspondence: [email protected]
The purpose of this article is to measure the effectiveness of teachers’ oral
feedback in task-based instructional group(TBL) .The researcher tried to
demonstrate that how teacher’s interactive oral feedback can internalize
language learning , assist the students to reassess their production and give
them a plan to complete the tasks. The concentration of this research is on
repetition & clarification request. The quasi-experimental design consisted
of a total 75 female Iranian intermediate EFL learners divided into three
groups ,namely: A)repetition ,B)clarification request, C) control .The
treatment groups (A and B) received repetition |&clarification request
feedback on errors for English present progressive tense .The results of 4
sessions intervention revealed that both repetition and clarification request
groups significantly displayed higher accuracy . The whole implication of
findings are discussed and recommendations are provided for helping
students successfully aware of new L2 forms and produce them.

Keywords: oral feedback , task-based method, repetition, clarification request

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The Effects of Critical Pedagogy on the Teachers’ Application of

Flipped Method: A Case of Iranian EFL Students’ Speaking Ability
Hajar Aghaei*
Department of English, Islamic Azad University, Abadeh Branch, Iran
Morteza Bakhtiarvand
Ph.D Student of Educational Technology, Allameh Tabatabae,i University, Tehran,
Iran
Seyed Jalal Armioun
B.A Student of English Language Translation, Payame Noor University, Dezful, Iran
Mozhgan Yoosefi
M.A in TEFL, Faculty of Foreign Language, Yazd University, Iran
Correspondence: [email protected]
Critical pedagogy as a perspective that improves the quality of instructional
method in language curriculum theory has been the area of interest in a
plethora of recent studies. It has also been found to significantly contribute
to what the teacher teaches and how the students learn (Giroux, 1997). The
basic discussion in this study concerned the application of critical pedagogy
in flipped method as a modern method of teaching. The flipped method,
using a variety of teaching materials and techniques, is applied to teach the
basic knowledge before classroom instruction instead of mere in-class
teaching. 20 EFL students and 2 teachers in Bastan English language
institute in Shiraz cooperated in the study. The two classes being exposed to
flipped method of teaching were divided into experimental and control
groups. However, the experimental group received critical pedagogy
principles simultaneously. Moreover, the test of Analytic Speaking Criteria
(Weir 1993) was applied to assess the students’ speaking ability as the pre-
test and post-test in both groups. T-test statistical technique was applied to
ensure the significant difference between the control and experimental
groups. The results revealed that the critical pedagogy could significantly
affect the students’ speaking ability. The present research thus yields
remarkable implications for EFL teachers and instructional designers.

Keywords: critical pedagogy, flipped method, EFL, speaking ability

43
 New Trends in English Language Teaching and Testing

The Effect of Portfolio Assessment on EFL Learners’ Autonomy

Nava Nourdad
University of Tabriz
Correspondence: [email protected]
Portfolio-based assessment has attracted a considerable amount of interest
at universities, because they link teaching, learning, and assessment within
the discipline and across disciplines in the curriculum. Portfolio assessment
is used as an evaluation tool for reviewing the status of student progress and
development. The components of the portfolio are decided by the teachers,
the students, or through an agreement between teachers and students.
Considering this advantage, it was hypothesized that developing portfolios
may lead into higher learner autonomy. The present quasi-experimental
study aimed at investigating the effect of learning portfolios including
reflection sheets on autonomy of EFL learners. To this end, 44 University
students taking part in EFL classes were selected based on convenience
sampling, out of whom 39 homogenous ones were selected as the
participants and were randomly assigned into two study groups. The
experimental group was instructed on developing portfolios and developed
them throughout the term. Autonomy level of the groups were measured
before and after the treatment using Macaskill and Taylor’s (2010)
Autonomous Learning Scale. Analysis of the results revealed the positive
effect of portfolio on EFL learner autonomy. Considering the importance of
autonomy in language learning, this finding can have valuable implications
for language teachers, learners, testers, and curriculum developers which are
discussed in the paper.

Keywords: autonomy, alternative assessment, portfolio, EFL learning

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 NTELTConferences

Role-Play-Based Assessment as an Alternative Assessment to Evaluate

English for Occupational Purposes Students’ Language Use: A
Pragmatic Approach
Seyede Khadijeh Mirbazel*
Department of English Language, Faculty of Humanities, Rasht Branch, Islamic
Azad University, Guilan, Iran
Masoumeh Arjmandi
Assistant Professor in TESOL, Department of English Language, Faculty of
Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran
Correspondence: [email protected]
The interactive nature of language teaching skills trends to authentic and
communicative tools of practicing and assessing students’ language skills,
particularly, in English for Occupational Purposes (EOP) class. Alternative
assessment (AA) like role-play based assessment (RPBA) is a dynamic
trend toward either authentic or communicative way of teaching, learning
and evaluating students cognitively. Today, English for Specific Purposes
(ESP) has become the essential components of English courses to prepare
students to use language in educational and occupational settings. This
article proposes RPBA as AA to assess EOP students' communicative
knowledge. To this end, 12 MA Marketing students were selected to
participate in this research. The data were collected through assessing the
students’ role-playing tasks in the classroom as well as an attitude
questionnaire. The results obtained from the students’ scores proved that
role-playing had significant effects on the EOP students’ language use
knowledge. Also, the results of the questionnaire revealed that EOP
students had similar views toward the characteristics of RPBA to evaluate
EOP students. Therefore, in EOP course, RPBA as AA could be considered
as a humanizing approach to dynamic language learning and teaching which
is based on students’ needs and goals, and allows EOP teachers to evaluate
their students pragmatically.

Keywords: alternative assessment, communicative-oriented activities, EOP course,

role-playing-based assessment, traditional assessment

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 New Trends in English Language Teaching and Testing

The Effect of Multiple Choice Test and Matching Test on Iranian

Intermediate EFL Learners’ Pronunciation Accuracy
Mahshid Rezai Shaghaji*
Department of English Language, Faculty of Humanities, Rasht Branch,
Islamic Azad University, Rasht, Iran
Masoumeh Arjmandi
Assistant Professor in TESOL, Department of English Language, Faculty of
Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran
Correspondence: [email protected]
This study investigate the effect of teaching pronunciation through multiple
choice test (MCT) and matching test (MT) as visual tools on Iranian
intermediate EFL learners’ pronunciation accuracy. It is viewed that
pronunciation is the basis of language communication and should be valued
in the same attention as other skills of language. Forty five learners out of
90 from a language institute were selected and were divided into three
groups of 15 and were assigned to two experimental groups A, B, and one
control group. After pretesting of pronunciation test (PT) which was
administered to three groups, pronunciation was taught to the experimental
group A through MCT, experimental group B through MT using a phoneme
chart within 10 sessions; while the control group received the same
instruction via Oral Test (OT). At the end, there was the posttest of PT for
all groups. The collected data were analyzed through calculating descriptive
statistics and one-way ANOVA. The results revealed that both experimental
groups attained the highest scores in the posttest compared to the control
group. This study concluded that it is helpful to utilize MCT and MT to
enhance not only learners’ pronunciation accuracy but also their sound
system knowledge development.

Keywords: EFL learner, matching test, multiple choice test, pronunciation accuracy

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 NTELTConferences

Synchronous/Asynchronous Scaffolded Corrective Feedback and

Motivational Scaffolding in EFL Oral Production Accuracy and
Fluency
Zohre Gooniband Shooshtari
Shahid Chamran University of Ahvaz
Mohsen Ostadian*
Department of English Language Islamic Azad University, Behbahan Branch,
Behbahan, Iran
Correspondence: [email protected]
The present study aimed at investigating the effectiveness of three
scaffolding strategies to assist learners in free discussion tasks and improve
their speaking accuracy and fluency. Through convenience sampling, 45
female young adolescent students studying in three intact classes at an
English Language institute in Behbahan, Iran were randomly assigned to
motivational (MS) scaffolding, synchronous scaffolded corrective feedback
(SYN) and asynchronous scaffolded CF (ASYN) groups. Before the twelve
session treatment period and as the pretest, learners were required to express
their opinion on a free discussion topic in two minutes. After transcribing
the two-minute pretests, the researchers discovered seven types of errors
that were common among the three groups and only these errors were
considered in later analyses. After the treatment period, each student’s two
minute performance on another topic was considered as her posttest. Mixed-
methods data analyses were administered through which the quantitative
phase (paired samples t-test) did not show any significant improvement in
either of the groups’ speaking accuracy and fluency. However, through
scrupulous qualitative inspection and detailed analysis the researchers found
that among the two most common grammatical errors (namely third person
singular –s and simple past) which received nearly the same amount of
correction, the SYN and ASYN group learners showed considerable
improvement (which was in latency in the statistical analysis) in terms of
third person singular –s, while MS group learners did not show any
progress.

Keywords: scaffolded corrective feedback, motivational scaffolding, speaking,

accuracy, fluency

47
 New Trends in English Language Teaching and Testing

Evaluation of ELT Materials Development: A Critical Review of the

English Textbooks at Iranian High schools
Mohamad Javad Ansari
Correspondence: [email protected]
The purpose of the current paper is to evaluate the new English coursebook
taught in Iranian highschools. To conduct this study, the paper focused on
two main issues: firstly, the paper concentrated on the overall features of the
coursebook regarding the four skills and other related issues such as the
appearance and critical discourse analysis. Secondly, the contents of the
coursebook were evaluated against this claim whether or not the current
materials are based on the principles of Communicative Language Teaching
(CLT). Hence, the critical analysis was conducted and the findings of the
research which was done based on the mixed-method approaches -i.e.,
questionnaire (with 69 items and 5-Likert Scale) for evaluating the overall
features and interview to see to what extent the coursebook is in accordance
with the principles of CLT. The results show that the current coursebook
was not completely in perfect harmony with the principles of CLT despite
its claims, and consequently, it is recommended that the coursebook be
revised. Misinterpretation of the method/ approach hinders the sophisticated
preparation of the materials for English Language Teaching (ELT).

Keywords: materials development, communicative language teaching, coursebook,

evaluation, English language teaching

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 NTELTConferences

The Effect of Computer Assisted Language Learning in Teaching

English Grammar on the Achievement of Iranian EFL Learners
Farnaz Sahebkheir
Ph.D in TEFL, Department of English Language Teaching, Tabriz Branch, Islamic
Azad University, Tabriz, Iran
Correspondence: [email protected]
This study tried to investigate the effect of using Computer Assisted
Language Learning (CALL) on the achievement of Iranian students in
learning grammar. The sample of the study consisted of 80 students
distributed randomly on two experimental and two control groups. The
instruments of the study were an instructional on-line program for teaching
Conjunctions (coordinating, correlative and Transitional) and an
achievement test. The findings of the study revealed that there were
statistically significant differences between the students' achievement mean
scores in grammar due to the instructional method of teaching. This
difference was in favor of the students in the experimental group. There
were also statistically significant differences between the students'
achievement mean scores in grammar based on gender. Results showed that
female learners outperformed male learners in the post test in both control
and the experimental group. According to the findings of this study, it is
recommended that teachers use CALL lessons in their instruction.

Keywords: achievement, computer assisted language learning, EFL, gender,

grammar, use of instructional program

49
 New Trends in English Language Teaching and Testing

The Effects of Music versus Audio-Visual Materials on Iranian Pre-

Intermediate EFL Learners’ Idioms Retention and Learning
Nasim Koohi
Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz,
Iran
Correspondence: [email protected]
The present study is an attempt to investigate the effects of teaching idioms
by means of music versus audio-visual materials on Iranian EFL learners’
learning and retention. To do so, 50 pre-intermediate learners (12 males and
38 females) attending Pegah Language Institute, Shiraz, were selected to
participate in the study via Solutions Placement Test. In the first step, all 50
learners were divided into two categories of control and experimental
group, randomly. Each group received 20 idioms that were unknown to all
learners through 5 sessions of instruction. As for the experimental group,
learners received the idioms through music with their equivalents in Persian
and English. In the control group, the same idioms were presented through
audio-visual materials and their Persian and English equivalents. For both
groups of control and experimental, sample sentences were provided for
each idiom. The result of the study after an immediate post-test and delayed
one proved that learners who received idioms through music had better
intake and longer retention of idioms.

Keywords: idiom, music, audio-visual, retention

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 NTELTConferences

Use of ICT Tools in an English Teaching Context for Primary Students

in Hong Kong
Chan Yee Wa*
The Chinese University of Hong Kong
Moonyoung Park
The Chinese University of Hong Kong
Correspondence: [email protected]
Recently, due to technology advancements, various information
communication technology (ICT) tools have been developed for English
learning and teaching. The incorporation of ICT tools in teaching English
has great potential in that it enables teachers to design new, previously
inconceivable pedagogical tasks rather than making substitutions for
traditional teaching methods. This paper aimed to demonstrate the design
and implementation of ICT-mediated tasks in primary EFL contexts in
Hong Kong. Five different ICT tools were chosen for the development of
classroom tasks for 5th grade English lessons. The rationales for the
activities and the selected ICT tools were discussed. The effectiveness of
learning the target language was analyzed through observations and the
performance of students in different target tasks. Results of this study have
provided evidence of primary EFL students’ increased motivation and
engagement with ICT. It is suggested that the design of pedagogical tasks
should consider the characteristics and functionalities facilitated by the ICT
tools, as well as the objectives of learning.

Keywords: information communication technology, English learning, English

teaching

51
 New Trends in English Language Teaching and Testing

Multiple Intelligences and their Effects on Language Achievement

Farnaz Sahebkheir
Ph.D in TEFL, Department of English Language Teaching, Tabriz Branch, Islamic
Azad University, Tabriz, Iran
Correspondence: [email protected]
Applying Multiple Intelligences Theory in lessons is a new teaching activity
which makes learning more attractive and effective. Since every person has
their own abilities and intelligences, teachers should be aware of these
talents and skills in their students and contribute them in their teaching
process. For conducting this study forty learners were divided as two male
and female learners. In this paper, the researcher emphasized various
intelligences and assessed learners MI through completing a questionnaire.
The results show that female learners have higher multiple intelligences.
Furthermore, female learners outperformed male learners. According to the
results, there is a positive correlation between MI and writing skill. This
study proves that teachers should use MI in their teaching methods.

Keywords: EFL, language achievement, multiple intelligences, writing skill

52
 NTELTConferences

The Contrastive Analysis of English Texts Written by Iranians and

English Authors: The Analysis of Metadiscourse Usage in the Research
Articles
Ali Jahangard
PhD in Applied Linguistics, Assistant Professor at Sharif University of Technology
Afsaneh Heydari*
MA student of TEFL at Sharif University of Technology
Correspondence: [email protected]
The present research examined the number and types of metadiscourse
markers which were used by the Iranians, and English authors in writing
English research papers. In order to conduct the research, forty research
articles were examined, twenty of them were written by Iranians and twenty
of them by English writers.the metadiscourse taxonomy proposed by
Hyland (2004) was used to investigate the linguistic and cultural differences
between the groups of the study. According to Hyland's taxonomy two
types of metadiscourse markers exist: interactional and interactive
metadiscourse markers. Each of them consists of three sub-types of
metadiscourse markers, i.e., interactional metadiscourse resource which
includes hedge, booster, and attitude markers and interactive meatdiscourse
markers which includes transition, frame marker, and endophoric. The
introduction parts of the articles were chosen, and carefully analyzed. Then
the number and types of metadiscourse markers were specified, and
compared. Additionally, the impact of mother tongue and culture on the
way metadiscourse markers were used in the English articles produced by
the non-native Iranians were examined. To analyze the data Chi square test
were run to detect probable differences. Based on the result of this study
there was no significant difference between the number of the
metadiscourse markers used by non-native English writers implicating the
universality of the metadiscourse usage in different languages; however the
sub-types of meta discourse markers were different in the groups of the
study which can be attributed to the impact of the writers’ first languages.

Keywords: interactive metadiscourse, interactional metadiscourse, interlanguage

53
 New Trends in English Language Teaching and Testing

Foreign Language Anxiety: The Case of Proficiency and Gender

Maryam Moazzeni Limoudehi*
Ph.D. Candidate of TEFL, Department of English Language Teaching, Islamic Azad
University, Aliabad Branch, Iran
Omid Mazandarani
Assistant Professor, Department of English Language Teaching, Islamic Azad
University, Aliabad Branch, Iran
Correspondence: [email protected]
Anxiety as a multi-dimensional affective factor has been the limelight of
many studies so far. Despite the bulk of literature on various aspects of
anxiety, the enigmatic issue remains controversial. This correlational study
aims to explore the relationship between the construct of anxiety across
different English proficiency levels including elementary, intermediate, and
advanced in Iranian EFL learners. To this end, 108 male and female (54 in
each group) Iranian EFL learners ranged in age 14-18 took part in the
present study at a private language school in Gorgan, Iran. The analysis
explored the general relationship between anxiety levels and English
proficiency levels. We also analyzed the level of anxiety within male and
female EFL learners and evaluated gender differences in terms of anxiety
for proficiency levels. Chi Square statistical analyses demonstrated a
relationship between anxiety and levels of proficiency in general. No
significant relationship was found between anxiety and proficiency levels
within males and females. The analyses indicated no significant relationship
between male and female EFL learners at the advanced proficiency levels.
However, a significant relationship was found between intermediate male
and female EFL learner groups regarding their level of anxiety. Also, a
weak relationship was seen between elementary male and female EFL
learner groups concerning their level of anxiety; overall, females seemed to
be more anxious than males. The results might help teachers, teacher
educators, and syllabus designers to devise their courses and tests
considering affective factors which ultimately help learners to overcome
some of their learning difficulties.

Keywords: anxiety, English proficiency levels, gender

54
 NTELTConferences

Reverse Transfer of Segmental Features: Scrutiny of Iranian EFL

Teachers’ Speech
Reza Rezvani*
Yasouj University
Elahe Asadpour
Yasouj University
Correspondence: [email protected]
Transfer studies has yet been imbalanced in addressing bidirectional cross-
linguistic effects and far from conclusive about the effect of exposure. One
area of growing interest has been reverse transfer of phonological features
between languages with distinctive supra-segmental and segmental features.
This study aimed to investigate any potential reverse transfer of segmental
features from English to Persian in Iranian teachers of English. The study
was guided by the premise that teachers’ long pedagogical experience might
have impacts on their segmental sound system. To the objectives of the
study, a sample of ten proficient English teachers along with a comparison
group of ten teachers of Persian with little or no recent exposure to English
participated in the study. Their performance on oral production Persian
tasks involving sounds with cross-linguistically distinctive features
including ‫ت‬/t/, ‫پ‬/p/, ‫ر‬/r/, and ‘‫’و‬, was closely examined by three educated
native speakers. The findings suggested that only in sounds ‫ت‬/t/ and ‫پ‬/p/,
when located initially and in ‫ر‬/r/ when placed after vowels reverse effect of
English segmental features were identified. In other word contexts,
variously inconclusive differences were also found. The paper will discuss
the findings in detail and set forth relevant implications for transfer studies
and language learning.

Keywords: reverse transfer, segmental features, crosslinguistic, Iranian teachers of

English

55
 New Trends in English Language Teaching and Testing

The Impact of Dynamic Assessment of Critical Writing on Critical

Thinking of Iranian Intermediate EFL Learners
Sara Samadi*
Islamic Azad University Karaj Branch
Mohammad Hashamdar
Ph.D, Islamic Azad University Karaj Branch
Correspondence: [email protected]
This study intends to investigate the impact of Dynamic Assessment (DA)
of critical writing on critical thinking of Iranian intermediate EFL learners.
To fulfill this aim, 60 Iranian intermediate EFL learners were selected as the
sample of the study. The participants were assigned into two groups of
experimental and control. After taking PET, a critical thinking questionnaire
was employed as a pre-test. The experimental group received critical
writing techniques based on Dynamic Assessment but the control group
received the instruction without Dynamic Assessment. DA is based on
Vygotsky’s (1987) proposal of the zone of proximal development (ZPD),
which highlights the importance of interaction for developing independent
performance. Individuals learn best when they work with others during
cooperation, and it is through collaborative activities with more experienced
peoples that learners learn and adopt different skills. The results revealed
that the students gained higher scores in the experimental group than the
students in the control group who underwent the interactionist Dynamic
Assessment of critical writing. The study have some implications for test-
designers, teachers, and students.

Keywords: critical thinking, critical writing, dynamic assessment, zone of proximal

support development

56
 NTELTConferences

An Investigation into the Challenges of Developing English Materials

for Teenagers and Ways to Overcome them
Sara Hosseini Araghi
PhD Candidate, Islamic Azad University (South Tehran Branch), Iran
Correspondence: [email protected]
The assumption that the younger the better is controversial as previous
studies have given contradictory results (Puskás, 2016) and there is no
conclusive evidence for the supposed benefits of the early introduction of
English into the curriculum. “Yet the demand for starting L2 instruction as
early as possible seems to persist” (Lightbown, 2008, p.14). Parents still
think early L2 instruction will change the future of their children (Stec,
2016); therefore, it is difficult to eliminate this fallacy of the younger the
better form parents’ minds. So, what can educational policy makers,
curriculum developers, material writers, and at the heart of them teachers do
to quench the thirst of these enthusiastic parents? It is suggested that
teachers are required to improve the quality of new language instruction via
providing their young learners or teenagers with sufficient and adequate
amount of materials (Moon, 2005; Padro and Téllez Téllez, 2009; Maley,
2011; Dahl and Vulchanova, 2014). To this end, the author of this paper has
tried to shed light upon the following issues: What is the optimal age for
starting a second language instruction? Who are teenagers? And finally,
what are the challenges of developing materials for teenagers and what
teachers can do to deal with these challenges?

Keywords: optimal age, young learners, teenagers, material development, ELT

materials

57
 New Trends in English Language Teaching and Testing

Task-Based Language Teaching: An Overview

Mahnaz Sho’leh*
Islamic Azad University, Shahreza Branch
Mohammad Reza Talebinejad
Correspondence: [email protected]
This paper attempts to highlight the utility and efficacy of Task-Based
Language Teaching (TBLT) initiating from various task definitions
proposed by different scholars, while differentiating between task and non-
task. Then it proceeds by offering various categorizations of task-types
offered by different researchers. It also deals with tasks relevant to the four
language skills. Furthermore, the study provides some background and
definitions of TBLT, specifying main principles and characteristics of Task-
Based Language Teaching. Moreover, it describes three major approaches
to TBLT, emphasizing the significant role TBLT plays as a strong and
promising approach in order to enhance both language fluency and accuracy
through maneuvering on upsides of TBLT. Eventually, the current study
concludes that tasks should be clearly operationalized and be related to real-
life needs of the learners in order to be accomplished by them via
meaningful interaction. The paper ends up by mentioning some of the
shortcomings of TBLT and the areas demanding more research to put TBLT
in practice far efficiently.

Keywords: task, task-based language teaching (TBLT), principles of TBLT

58
 NTELTConferences

The Teaching of Speech Acts in Second and Foreign Language

Instructional Contexts
Hamidreza Dehghan*
Farhangian University of Bojnord- English Language Teaching Student
Hasan Haqqanizadeh
Ph.D in TEFL
Correspondence: [email protected]
This paper focuses on an area within the field of pragmatics, that of speech
acts, and attempts to present research-based approaches, techniques and
activities that enable learners to overcome their pragmatic difficulties in a
given context and subsequently help them in successfully communicating in
the target language. With that aim in mind, the paper first presents the
resources used to introduce speech acts into second and foreign language
classrooms and reviews the studies that have examined the advantages and
disadvantages of those resources. Then, the activities and pedagogical
proposals that have been elaborated to teach speech acts in instructed
settings are reported. Finally, on the basis of the studies reported, issues to
consider in future research on the area of speech acts are discussed.

Keywords: teaching, speech acts, communicative competence, second and foreign

language

59
 New Trends in English Language Teaching and Testing

The Difference of Formative Writing Assessment Procedures among

Novice and Experienced Teachers
Seyedeh Azam Hosseini
Kharazmi University of Tehran, Department of Literature and Humanities
Correspondence: [email protected]
The current study explores the relationship between teachers’ evaluations of
foreign language (L2) writing and their years of teaching L2 writing. Thirty
English teachers from kish language institute in Tehran, Iran evaluated ten
essays written by English learners and justified their scores for each essay
with three qualitative comments. Results showed that the most experienced
writing teachers gave significantly lower scores than did the less or the least
experienced writing teachers for four of the ten essays. Analyses of the
qualitative comments on these four essays suggest that the experienced
teachers made either more negative or fewer positive comments on aspects
such as general organization, language fluency, ideas and general language.
In other words, though having varying experiences in teaching writing,
these teacher groups might share or differ in other background variables
which might have contributed to the similarities and differences in their
evaluations.The aim of the present study was to examine the student
teachers’ implementation of formative assessment in General Studies
lessons during their teaching practice. It also studied student and teachers’
perception of formative assessment after conducting formative assessment
in General Studies lessons, the commonly used methods of formative
assessment, the alignment of assessment activities with learning activities,
student teachers’ intervention after receiving feedback from pupils,
difficulties encountered in the classrooms and the feedback from their
pupils.
The following research questions guided this study:
1) What different FA writing procedures are used by novice and expert
practitioners?
2) How do different FA writing procedures contribute to their professional
practice development?

Keywords: writing assessment, novice teachers, experienced teachers

60
 NTELTConferences

An Investigation into EPT and MSRT as Proficiency Tests Using G-

theory
Hossein Salarian
Ph.D in TEFL, University of Tehran
Correspondence: [email protected]
A proficiency test can determine learners' knowledge and language ability
in relation to general standards in English language. EPT is used as
proficiency test for PhD students at Islamic Azad University and MSRT is
used for PhD students at Ministry of Science, Research and Technology. In
this study, 100 students participated in both of these tests in a Two-Facet,
Crossed p × e ×m Design in which the persons/ students (p) crossed with
EPT (e) and MSRT (m). All sources of variance were considered random
and the variance components, error variances, and generalizability
coefficients were estimated. The researcher found that by increasing
different sections of test we can reduce error variance and, consequently,
increase the level of generalizability. Because of variability due to different
sections in MSRT, it had a larger effect on the estimated error variance and
level of generalizability thereby this test had greater generalizability and phi
coefficients than that of EPT.

Keywords: proficiency test, EPT, MSRT, G-theory

61
 New Trends in English Language Teaching and Testing

The Relationship between Integrative Task Ratings and Iranian EFL

Learners’ Self-Ratings on Task Performance
Seyed Omid Tabatabaei
English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Sanaz Jafari*
English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran
Correspondence: [email protected]
The present study was going to develop a model of task-based language
assessment, the Integrative Task (IT) Model, in order to avoid generalizing
the task performance of language learners to their future performances on
similar tasks. To do this, 200 undergraduate English translation students
participated in the study. A checklist of IT specifications was designed by
integrating two independent variables - the categories of multiple
intelligences and the levels of cognitive domain - into constructs underlying
integrative tasks. Initially, an extensive list of multiple intelligence
categories was extracted and then a list of objective behaviors was outlined
out of the hierarchical levels of cognitive domain in Bloom's (1965)
Taxonomy of Educational Objective. Finally, based on the two collected
lists, the checklist was designed and used to grade the integrative tasks and
to score the testees' performances on the tasks. The results of quantitative
data analysis supported the hypothetical assumptions made on the
accountability of the IT Model as a newly-developed language assessment
framework. The findings showed that there is a significant positive
relationship between Integrative Task ratings and learners' self-ratings on
task performance outcomes.

Keywords: assessment, integrative task rating, self-rating, tasks

62
 NTELTConferences

The Relationship between Iranian Upper Advanced EFL Learners’

Reading Self Efficacy Beliefs and their Reading Comprehension
Performance
Maliheh Fallah Akizi*
Department of Linguistics and Foreign Languages, Payame Noor University, Rasht,
Iran
Elham Movafagh Ardestani
Department of Linguistics and Foreign Languages, Islamic Azad University,
Ayatollah Amoli Branch, Iran
Correspondence: [email protected]
Self-efficacy as one of the most important affective factors influences
emotional sides of learners. It plays a key role in language learning and
motivates students effectively. Current relational study investigated the
possible relationship between reading self-efficacy beliefs and reading
ability of Iranian upper advanced EFL learners. The main participants were
80 upper advanced EFL learners who were selected based on their
performance on OPT test. To reach the purposes of the study, a reading
ability test and a reading self-efficacy questionnaire were administered to
eighty upper advanced EFL learners. By using descriptive and inferential
statistics, the data collected from the reading test and self- efficacy
questionnaire were analyzed. In order to answer the only question of the
study, Pearson Coefficient-Moment Product was conducted to inspect the
possible relationship between reading self-efficacy and reading ability
scores. The results showed a large positive correlation between the two
variables with high English reading self-efficacy beliefs associated with
higher performance in reading ability test. The findings of this research
may be beneficial to Iranian and non-Iranian EFL learners and teachers and
material developers.

Keywords: EFL learners, language learning, self-efficacy, reading self-efficacy

beliefs, reading ability

63
 New Trends in English Language Teaching and Testing

On the Interrelationships among Iranian Undergraduate English

Foreign Language Learners’ Speaking Ability, Personality Traits and
Learning Styles
Mahsa Parikari*
M.A. university student at Department of Languages, Mashhad Branch, Islamic
Azad University, Mashhad, Iran
Zahra Zohoorian
PhD at Department of Languages, Mashhad Branch, Islamic Azad University,
Mashhad, Iran
Correspondence: [email protected]
The vital role individual differences, such as personality variation, play has
long been discussed as the origin of different learning abilities.
Accordingly, a cross-sectional survey and a descriptive study was
conducted. Data was gathered from a sample of 150 students of both
genders (107 females and 43 males) with an age range of 19-22. The
translated and validated versions of the Big Five personality traits
questionnaire and Kolb’s learning styles inventory were administered. Also,
a combination of the three speaking courses scores were considered as the
speaking ability. To analyze the data correlational analysis and regression
were run. Based on the findings it was concluded that openness turned out
to have small and positive unique contribution with speaking ability. Also,
there was a negative relationship between extraversion, conscientiousness,
and agreeableness factors and speaking ability. Moreover, no significant
relationship was found between neuroticism and speaking ability. The
results indicated that abstract conceptualization turned out to have a small
and positive contribution with speaking ability. On the other hand, active
experimentation, reflective observation, and concrete experience had
negative relationship with speaking ability. Finally, it was found that the
Big Five traits and learning styles explained 23% of variance in speaking
ability.

Keywords: big five personality traits, learning style, individual differences,

speaking ability

64
 NTELTConferences

EFL Learners’ Misconceptions or Erroneous Beliefs about Language

Learning: An ESP Context
Zahra Akbari
Ph.D, Isfahan University of Medical Sciences, Isfahan, Iran
Correspondence: [email protected]
The mastery of speaking as the most formidable skill is primordial to
language learning process. It is believed that the lack of exposure to sounds
and structures of the target language and the dearth of language practice
result in speaking deficiencies. ELT researchers always seek for effective
methods to accelerate the act of speaking for their students by dint of
integrating modern and mutant techniques. The current study delves into a
less explored area of shadowing research and is mooted to introduce a
modern technique called ‘Planned Shadowing’ i.e. intensive listening
followed by simultaneous speaking to accelerate the act of speaking
specifically in terms of accuracy and complexity in a planned way. To do
so, forty six intermediate EFL learners were asked to imitate particular
recorded inputs which were all intertwined in a planned way with the topics
that students were supposed to tackle during each unit using their
transcriptions both in source and target language. Unobtrusive expressions,
vocabularies and grammatical points were all focused prior to taking the
task of shadowing up. After a ten-session treatment, statistics was
denotative of implausible impact of planned shadowing on EFL learners’
accuracy and complexity of the speech. The current work lent general
support to the claim that the impact of shadowing when accompanied by
planning outweighs the mere use of shadowing explicitly in terms of
accuracy and complexity and its constancy leads into learner autonomy.

Keywords: planned shadowing, speaking accuracy, speaking complexity, learner

autonomy

65
 New Trends in English Language Teaching and Testing

The Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’

Speaking Ability
Neda Kazemi*
ELT Graduate Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Kobra Tavassoli
ELT Graduate Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Correspondence: [email protected]
There has been a growing interest in the implementation of different types
of assessment in L2 settings in the past two decades. Consequently, this
study tried to explore the effectiveness of two types of assessment, dynamic
and diagnostic, on improving EFL learners’ speaking ability. To this end,
from among 133 EFL learners who were selected through availability
sampling, 82 whose scores were between one standard deviation above and
below the mean on IELTS (2016) were selected. The participants were then
randomly divided into three groups of dynamic, diagnostic, and control. The
speaking section of the IELTS test was considered as the pretest of the
groups, too. In the dynamic group, the students received three tests in the
form of test-mediation-retest; in the diagnostic group, the participants
received the same three tests in the form of test-feedback; and those in the
control group followed the usual class assigned for IELTS speaking
courses. For the posttest, the speaking section of IELTS (2016) was
administered among all groups. The pretest and posttest were recorded and
scored based on IELTS speaking rubrics by two raters. To answer the
questions, a repeated-measures two-way ANOVA was run to check pretest
and posttest scores of the groups. The results showed an improvement in the
learners’ performance in the three groups from pretest to posttest. More
specifically, the diagnostic and dynamic groups showed a significant
improvement, however, the difference between their performance on the
posttest was not significant. Conclusions and implications of the study are
further explained.

Keywords: diagnostic assessment, dynamic assessment, speaking ability

66
 NTELTConferences

Urging for Correction: An Opportunity for Learners to Reflect on their

L2 Written Errors and Seek a Solution
Sorayya Saeeddanesh
Islamic Azad University (Ardabil Branch)
Correspondence: [email protected]
Previous studies (e.g., Bitchener, 2008; Sachs & Polio, 2007) have shown
that corrective feedback on an assignment helps learners reduce their errors
on that assignment during the revision process, but the way such feedback
should be provided and the degree of its explicitness in different settings
has remained the center of much debate. The following study set out to
investigate the effectiveness of urging for correction versus reformulation
and explicit correction of second language learners' writing as two means of
improving learners' grammatical accuracy on a two stage composition-
revision task. Assigned to three groups (urging for correction, reformulation
and explicit-correction), 51 learners produced three pieces of writings
(writing a draft, receiving the researcher feedback and then writing a revised
version of their assignment) after watching a cartoon for 10 minutes. To
examine the effects of urging for correction participants in this group had
their errors underlined, while the two other groups were provided with the
correct form of their errors. On the basis of the data obtained for the groups,
a split-plot repeated measures ANOVA was run to find out the differences
among the accuracy of the three groups. The study found that the
recommended pattern of feedback did not produce significantly different
results from the other two patterns in terms of the accuracy of learners' L2
written production, though learners in this group outperformed the two
other groups.

Keywords: corrective feedback, urging for correction, reformulation, explicit

correction, accuracy

67
 New Trends in English Language Teaching and Testing

The Effect of Cognitive Tasks on Reading Comprehension of Iranian

Secondary School Students
Negin Aalaei
Ph.D Candidate, Islamic Azad University, Sarab Branch, Iran
Correspondence: [email protected]
The present study aims to determine whether teaching reading to secondary
school learners through Task-Based Language Teaching can be influential
and useful in reading improvement learners. Special types of cognitive
tasks, like reasoning gap activity and opinion gap activity, for example will
be the focal points of the study. Most of the previous studies have
calculated correlation coefficients between foreign language cognitive tasks
as a whole and performance measures, but they have not examined the
impact of cognitive tasks and performance measures on developing reading
comprehension of learners. Since it is a multifaceted phenomenon,
investigating the effect cognitive tasks on reading improvement of
secondary school EFL students maybe more important than investigating
how cognitive tasks overall are related to performance measures. Against
this backdrop, the present study will focus on cognitive tasks as an affective
trait of L2 learners and it will investigate the impact of cognitive tasks on
reading improvement of Iranian secondary school students. Thus, in this
study, attempts will be made to find out the impact of cognitive tasks of
Iranian Secondary School Students of English in English classrooms with a
focus on cognitive tasks. This study is a description of the causal and
comparative population study of secondary school students in the city of
Pars Abad, the branch of Ardabil, Iran that is studying in the school year
96-97. The sample consists of 120 students (60 boys and 60 girls), who
were selected by random cluster sampling.

Keywords: cognitive tasks, reading comprehension, EFL learners, secondary school

students

68
 NTELTConferences

Theurgic Power of Planned-Shadowing on Iranian EFL Learners’

Speaking: Accuracy and Complexity
Vahid Vazifeh
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Saeideh Ahangari*
PhD, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Correspondence: [email protected]
The mastery of speaking as the most formidable skill is primordial to
language learning process. It is believed that the lack of exposure to sounds
and structures of the target language and the dearth of language practice
result in speaking deficiencies. ELT researchers always seek for effective
methods to accelerate the act of speaking for their students by dint of
integrating modern and mutant techniques. The current study delves into a
less explored area of shadowing research and is mooted to introduce a
modern technique called ‘Planned Shadowing’ i.e. intensive listening
followed by simultaneous speaking to accelerate the act of speaking
specifically in terms of accuracy and complexity in a planned way. To do
so, forty six intermediate EFL learners were asked to imitate particular
recorded inputs which were all intertwined in a planned way with the topics
that students were supposed to tackle during each unit using their
transcriptions both in source and target language. Unobtrusive expressions,
vocabularies and grammatical points were all focused prior to taking the
task of shadowing up. After a ten-session treatment, statistics was
denotative of implausible impact of planned shadowing on EFL learners’
accuracy and complexity of the speech. The current work lent general
support to the claim that the impact of shadowing when accompanied by
planning outweighs the mere use of shadowing explicitly in terms of
accuracy and complexity and its constancy leads into learner autonomy.

Keywords: planned shadowing, speaking accuracy, speaking complexity, learner

autonomy

69
 New Trends in English Language Teaching and Testing

Cultural Hybridity and its Implication and Status in Intercultural

Competence
Elaheh Rahimi
Kerman University
Correspondence: [email protected]
Cultural hybridity constitutes the effort to maintain a sense of balance
among, values, practices, and customs of two or more different cultures. In
cultural hybridization, one makes a new identity that shows a dual sense of
being, which resides both within and beyond the margins of nationality,
race, ethnicity, class, and linguistic diversity. This paper aims to describe
the evolution of the concept of hybridity, and how hybridity can enrich and
inform intercultural competence studies. The second aim of this paper is to
study the status of hybridity in intercultural communication studies as a
whole. To support these ides, the researcher argues that teaching, training,
and research should focus on the amorphous contact zones within which
people live and the multiple cultures that they might interact with on a daily
basis, using more culture-general principles. The status of hybridity in
intercultural communication showed that critical cultural approaches mainly
focus on text and context and inadequately on intercultural interpersonal
relations. In addition, neither individualistic or collectivist levels alone is
sufficient to explain the complexity of the cultural globalization of certain
groups.

Keywords: cultural hybridization, intercultural competence, cultural identity,

critical approach, individualistic or collectivist culture

70
 NTELTConferences

Does Volunteering Matter: A Case of the Effect of Professional

Development Initiative on Teachers’ Self-Efficacy and their Perceived
Proficiency
Samane Saddat Hosseini Zade
Department of Foreign Languages, Kharazmi University, Tehran, Iran
Correspondence: [email protected]
This article reports an experimental study on the effect of volunteering on
the effectiveness of professional development initiative. The participants
included 90 English teachers. Two different training groups were studied at
the start of their trainings and three months later. The only difference
between these two groups was in the kind of participation: volunteers vs.
non-volunteers. A control group of English teachers received no training
and were studied in the same way. Evidence is reported of changes in
teachers’ self-reported self-efficacy and their perceived English proficiency
based on two measures: teachers’ self-reported proficiency (Chacon, 2005)
was used to measure teachers’ perceived English proficiency, Ohio State
Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001) was used to
measure teachers’ self-efficacy. Evidence indicates a range of positive
changes in trained teachers from the volunteers training group, and
contrasting lack of change, or negative changes, in participants in both the
non-volunteers training group and untrained group.

Keywords: professional development, volunteering, self-efficacy, English

proficiency

71
 New Trends in English Language Teaching and Testing

Planned Focus-on-Form in the EFL Context through Authentic Texts

Rich in Comparative and Superlative Adjectives
Manoochehr Jafarigohar
Tehran Payame Noor University
Mahboobeh Morshedian*
Tehran Payame Noor University
Correspondence: [email protected]
In the English as a Foreign Language (EFL) context, students are mostly
oriented to focus-on-forms instruction, and communicative interaction is
limited particularly in lower levels. Thus, EFL teachers should try to adjust
focus-on-form instruction to such settings. With that in mind, this study
examined the planned focus-on-form through the use of authentic texts rich
in comparative and superlative adjectives in the EFL context. Three intact
elementary classes were assigned to planned focus-on-form, incidental
focus-on-form, and comparison groups. A timed grammaticality judgment
test which contained the target forms was devised as pre-test, and
immediate and delayed post-tests, but with different order of items. After
the pretest, the planned focus-on-form group was instructed through
dictogloss activities on authentic texts rich in target forms, the incidental
focus-on-form group received instruction through opinion-gap tasks
involving target forms, and the comparison group through focus-on-forms.
Through the repeated measures analyses of variance and post hoc Scheffe’s
tests, the analyses of both immediate and delayed posttests showed that the
planned focus-on-form group outperformed the two other groups. The
findings confirm the idea that authentic texts rich in target forms can be an
effective means of implementing a kind of planned focus-on-form
instruction suiting the EFL setting.

Keywords: authentic texts, comparative adjectives, incidental focus-on-form,

planned focus-on-form, superlative adjectives

72
 NTELTConferences

A Triangulated Study on Occupational English Language Needs of

Iranian Bank Clerks
Mina Delchei
Department of English Language, Faculty of Humanities, Rasht Branch, Islamic
Azad University, Guilan, Iran
Davood Taghipour Bazargani*
Assistant Professor of Applied Linguistics, Department of English Language,
Faculty of Humanities, Rasht Branch, Islamic Azad University, Guilan, Iran
Correspondence: [email protected]
Nowadays, English for Specific Purposes (ESP) is a major area of interest
around the world. The researchers believe that ESP is an enterprise
involving education, training and practice; it draws upon three major realms
of knowledge: language, pedagogy and the students’ specialized areas of
interest. This study aimed to investigate the present and target occupational
English needs of Iranian bank clerks, and also find any possible mismatch
between Iranian bank clerks and English for Academic Purposes (EOP)
teachers’ perceptions of the present and target occupational English needs
of bank clerks. For this purpose, two groups were studied. The first group
included 40 bank clerks and the other group included 20 EOP teachers. The
data were collected through two semi-structured interviews and two
questionnaires and were analyzed using the SPSS software. The results
obtained through descriptive and inferential statistics including the Mann-
Whitney U Test revealed a significant difference between bank clerks and
EOP teachers’ perceptions with respect to the present and target
occupational English needs of bank clerks. Therefore, it is proposed that
stakeholders take these perceptual mismatches into consideration, as these
mismatches may influence the effectiveness of EOP classes and courses to a
great extent.

Keywords: ESP, EOP, needs analysis, present situation needs, target situation needs

73
 New Trends in English Language Teaching and Testing

The Essential Skills Required for ESP Instructors Teaching ESP

Courses to Undergraduate Students of Iranian Universities
Mahshid Panahi
University of Tabriz
Correspondence: [email protected]
Regarding different definitions provided for ESP since years, ESP is mostly
considered as an approach toward language learning that focuses on
learners’ needs to learn a foreign language. The concept of determining
instructors for ESP courses has long been a controversial issue among ESP
instructor selecting groups. For this reason researches have been done to
investigate “Who is more qualified to teach English for Specific Purposes?”
Recently, studies have centered their focus on training ESP instructors for
universities. This study is closely related to this idea. The study suggested
that in determining ESP course instructor regardless of focusing on
language teachers or content-matter teachers, there is a need to define
essential skills required for ESP instructors. The scope of the study was ESP
instructors teaching ESP courses in Iran, Tabriz. The instrument for this
study was an online questionnaire distributed among ESP teachers. Through
this the researcher examined the necessity of four defined skills. The
findings revealed that all four defined skills are necessary for ESP
instructors. So, an ESP instructor has to be 1) Familiar with Subject Field 2)
Proficient in English Language 3) Capable of Designing Curriculum 4)
Familiar with Principles of Adult Education.

Keywords: ESP, ESP instructor, language teacher, content-matter teacher

74
 NTELTConferences

The Effect of Peer Assessment on Learning Definite and Indefinite

Articles by Iranian Basic EFL Learners
Rahman Sahragard
Elham Asghari Astaneh*
Correspondence: [email protected]
Peer assessment is gaining importance as an alternative assessment method
to self-assessment and portfolio assessment. The purpose of this paper was
to investigate the effect of peer assessment on learning definite and
indefinite articles by Iranian basic EFL learners. To this purpose, 40 male
and female participants with the age range of 19 to 27 were selected based
on the convenience sampling method from kowsar English language
institute. The participants were assigned to one control (N= 20) and one
experimental (N= 20) groups based on their odd and even numbers. A 30-
item test of definite and indefinite article was given to the participants of the
both groups. The test was given once as the pre-test and once as the post-
test to the participants. In the experimental group, the classmates were put
in groups of 4, and they were asked to read, revise, and give their
suggestions on the correct use of the articles used in sentences or speaking.
The experimental group students worked in pairs, corrected each other, and
received feedback from the teacher whenever there was a need. After giving
the posttest, it was revealed that the experimental group performed
significantly better on the posttest of the articles than the control group did,
t (38) = 11.30, P< .05. Iranian EFL teachers are encouraged to practice the
peer-assessment techniques in their foreign language classrooms.

Keywords: peer-assessment, EFL, articles

75
 New Trends in English Language Teaching and Testing

The Effect of Dynamic Assessment on EFL Learners’ Performance on

Selective and Productive Reading Comprehension Tasks
Fatemeh Nikmard
Correspondence: [email protected]
An important skill assessing which is very important is reading. As dynamic
assessment is gaining more attention nowadays, this study tried to
investigate the effect of dynamic assessment on EFL learners’ performance
on selective and productive reading tasks. First, 60 EFL learners were
chosen based their performance on an elementary Nelson test and they were
randomly divided into control and dynamic groups. In both groups, the
reading section of KET (2015) was used as the pretest and (KET, 2014) as
the posttest both with 28 selective and 27 productive items. Dynamic
assessment group’s participants received the interventionist mediation of
dynamic assessment with a set of four Practice KET tests, each one twice,
once before and once after the mediation. The control group proceeded with
the routine of the class. Eventually, two repeated-measures two-way
ANOVAs were run to answer the research questions. The primary finding
was that dynamic assessment improved EFL learners’ performance on both
types of tasks significantly. Conclusions and pedagogical implications and
applications are further discussed.

Keywords: assessment, dynamic assessment, productive tasks, reading

comprehension, selective tasks

76
 NTELTConferences

Exploring the Relationship between EFL Learners’ Self-Efficacy Belief

and their Language Proficiency: The Case of Reading Comprehension
in Focus
Hamed Barjesteh
Department of English Language and Literature, Islamic Azad University, Ayatollah
Amoli Branch
Mehdi Manouchehrzadeh*
Department of English Language and Literature, Islamic Azad University, Ayatollah
Amoli Branch
Correspondence: [email protected]
This study intended to explore the role of EFL learner's self-efficacy
regarding reading comprehension in their reading test performance
associated with learning English among universities. Based on a purposive
sampling method, a total of 60 freshmen undergraduate learners of English
consented to participate in this study. A self-efficacy questionnaire was
utilized to collect to information regarding participants’ beliefs in their own
reading capabilities and to explore the effects of high and low self-efficacy
on reading proficiency. Accordingly, students’ knowledge of reading
proficiency was examined based on their performance to the reading
comprehension test adopted from a paper-based Longman TOEFL. A paired
sample t-test and Pearson correlation was conducted to answer the research
questions. The result of Pearson correlation revealed that there was a direct
and significant relationship between the learners' self-efficacy beliefs about
learning and their language proficiency. The result of Paired sample t-test
suggested that students with high self –efficacy are more proficient in their
language learning as compared with the students with low self-efficacy.
EFL teachers and students as well materials developers’ can take the
advantage of the findings. Theoretical and pedagogical implications for
foreign language learning and teaching are also discussed.

Keywords: Foreign language learning, self-efficacy, reading proficiency, learners’

beliefs

77
 New Trends in English Language Teaching and Testing

Reframing Teacher’s Talk Obstruction Techniques

Jaber Kamali
IELTA Association
Correspondence: [email protected]
As Krashen (1985) puts it teacher talk is how teachers provide learners with
"comprehensible input" which he sees as the essential ingredient for second
language acquisition. Moreover, Walsh (2011) rightly argued that a
qualitative approach to classroom talk is more fruitful and that teacher talk
is context-specific. To put these theories into practice, this study tried to
investigate teacher talk in a qualitative way; it tried to explore it in Iranian
context as well. To this end, five teachers from a language institute in Iran
were selected and two sessions of their classes were transcribed in terms of
obstruction strategies of teacher talk namely latching, echoing, and
interrupting (Walsh, 2002). By analyzing the data collected and observing
the techniques which reduced learning space, a new framework of
obstruction strategies of teacher talk was proposed which has 8 components
more than the one proposed by Walsh (2002) viz hesitated instruction,
teacher’s long turns, ditching students’ questions, denying the mistakes,
raising voice, unmodified language, falsifying, and L1 overuse. The result
of this study can help teachers to improve their teacher talking quality
(TTQ) which has been overshadowed by overemphasis on teacher talking
time (TTT).

Keywords: classroom discourse, teacher talk, obstruction teacher talk

78
 NTELTConferences

Investigating the Effects of Blended Learning Approach on Vocabulary

Enhancement from EFL Learners’ Perspectives
Khadijeh Ghuchi Davood
Razi University
Correspondence: [email protected]
This study is concerned with investigating the effects of blended learning
strategy on enhancing vocabulary on Iranian students through using
Memerise Application. It also attempted to explore the students’
perceptions and attitudes towards blended learning approach engagement in
computers and smartphones application in learning vocabulary. In order to
achieve the goal, we selected 40 EFL learners who had intermediate
proficiency in English vocabulary knowledge in DIALANG proficiency
test. They were randomly divided into two groups; 20 students in the
control group and 20 in the experimental group. Then, the control group
learned vocabulary items through the traditional method and the
experimental group used the blended learning approach. Quantitative and
qualitative data collection tools including a pretest and post-test and a semi-
structured interview were utilized. Results of the study revealed that there
was a statistically significant difference between the achievement of the two
groups. In terms of attitudes, the results of this study showed that the
students in the experimental group held positive attitudes towards the
blended learning approach because it influenced their learning positively.
The findings are beneficial for language programs and language teachers
when designing a blended course. Due to the limitations of the study, some
further suggestions have been made for future contributions.

Keywords: CALL, MALL, blended learning, memrise app, traditional method,

vocabulary learning, Iranian EFL learners

79
 New Trends in English Language Teaching and Testing

Exploring the Relationship between Logical-Mathematical Intelligence

and Grammar Learning Ability of Iranian EFL Intermediate Students
Hamed Barjesteh
Department of English Language and Literature, Islamic Azad University Ayatollah
Amoli Branch
Afsaneh Alijani*
Department of English Language and Literature, Islamic Azad University Ayatollah
Amoli Branch
Mohammad Reza Azami
Department of English Language and Literature, Islamic Azad University Ayatollah
Amoli Branch
Correspondence: [email protected]
The present study attempted to explore the relationship between
logical/mathematical intelligence and grammatical learning ability of
Iranian intermediate EFL learners. To this end, 30 students (15 males and
15 females) were randomly selected through an Oxford Placement Test.
Afterward a teacher-made grammar test was administered among EFL
learners. All the participants were given directions concerning the content
of the test, and the way they were expected to answer each item. Next, the
target participants were asked to fill out a logical-mathematical intelligence
(LMI) questionnaire. The results suggested a significant relationship
between the performance of high and low groups of students in their ability
of learning grammar and LMI. Moreover, there was not a significant
difference between the performances of male and female groups in grammar
ability. More precisely, the results revealed that students with higher LMI
learned grammar better that those with lower LMI. In addition, the findings
indicated that this relationship was not significant for the gender as the
second variable of the study. The finding may suggest advantages to
language teachers, EFL learners, policy makers and curriculum designers
engaged in locally ELT material design.

Keywords: intelligence, multiple intelligence theory, logical/mathematical

intelligence, grammar, gender

80
 NTELTConferences

The Effect of Portfolio Assessment on EFL Learners’ Reading

Comprehension
Nava Nourdad
Correspondence: [email protected]
Standardized tests are no more sufficient tools for learner assessment,
because a single score does not tell us accurately about individual's overall
progress. Therefore, in EFL education portfolio is used as a new procedure
that combines both formal and informal techniques for monitoring student
language development. It includes multiple measures and interprets them as
an integrated unit. In this line, the present study aimed at investigating the
effect of portfolio assessment on reading comprehension ability of EFL
learners. To this end a quasi-experimental study with pre-test, treatment,
and post-test procedures was designed. Accordingly 20 Iranian EFL
learners selected through convenient sampling and homogenized by PET
test made the participants of the study. After the reading comprehension
pre-test portfolio development procedures were practiced in the class for 10
successive sessions. Then a parallel post-test was conducted. The results of
paired-sampled t-test revealed a significant increase in reading
comprehension scores of the learners as a result of portfolio development.
The finding can be attributed to unique features of portfolio assessment as a
common alternative assessment. Considering the pedagogical implications
of this finding language teachers and learners are recommended to take the
advantage of portfolio assessment for teaching, learning, and assessment of
reading comprehension ability.

Keywords: autonomy, alternative assessment, portfolio, EFL learning, reading

comprehension

81
 New Trends in English Language Teaching and Testing

Effect of Decision Making Task on Improving Iranian EFL Learners’

Reading Comprehension
Samira Farahani*
Ph.D. Student., Shahreza Branch, Islamic Azad University, Shahreza, Ira
Mohammad Reza Talebinejad
Associate Professor, Islamic Azad University, Shahreza branch
Correspondence: [email protected]
The purpose of this study is to investigate the effect of decision making task
on improving Iranian EFL learners’ reading comprehension. To accomplish
the purpose of the study, two intact groups were randomly selected as the
control group (N=15) and experimental group (N=15) of the study. Reading
comprehension test was administered as the pretest of the study. After that,
the experimental group received special treatment by task-based instruction
including decision making while control group received traditional reading
comprehension instructions. Treatment lasted 12 sessions or about two
months. A parallel test of reading comprehension was administered as the
posttest of the study. The results of the pretest and posttest in data analysis
through statistical procedure such as Independent Pair T-test confirmed the
superiority of the experimental group to the control group, resulting in the
rejection of the null hypotheses.

Keywords: reading comprehension, task-based instruction, decision making task,

parallel test

82
 NTELTConferences

The Impact of Task Based Writing Instruction on Reading Skills for

IELTS Candidates
Parinaz Poursaeid*
Payame Noor University, Rasht
Shahin Sheikh
Payame Noor University, Rasht
Correspondence: [email protected]
That reading skill is of paramount importance to language learning is
abundantly clear but whether writing skill affects reading skill or not
hitherto has largely remained obscure. In addition to this, as far as writing
task is concerned, task based learning, a highly creative approach to ELT
system, comes to fore. This accurately reflects the considerable
significance of current studies directed toward the effects of planned
writing tasks instruction on the reading comprehension ability of IELTS
candidates. To do so, a pretest-posttest quasi-experimental design was
adapted. 40 learners were chosen from 50 advanced EFL students based on
their performance on a placement test. All were females aged between 17-
20. The experimental group received five sessions including two hours of
supplementary writing task-based instruction while the control group did
not receive any treatment. The results indicated that experimental group
outperformed control group which are discussed in the light of the
literature.

Keywords: IELTS, task-based writing, reading skills, communicative language

teaching

83
 New Trends in English Language Teaching and Testing

Investigating the Effect of Cake Model and Sandwich Model of

Dynamic Assessment in EFL Environments on Perception of Reading
Mehran Davaribina
Department of English Language, Ardabil branch, Islamic Azad University, Ardabil,
Iran
Narges Zarinkamar*
Department of English Language, Ardabil branch, Islamic Azad University, Ardabil,
Iran
Correspondence: [email protected]
The present study attempted to investigate the effect of cake model and
sandwich model of dynamic assessment in EFL (English as a Foreign
Language) environments focusing on reading comprehension. The main
purpose of this study was to find out how is Iranian EFL learners’ reading
comprehension affected by cake model as an interactionist or sandwich
model as an interventionist method of dynamic assessment. To this end the
subjects participated in the study included 60 female and male students of
three different classes passing general English course at Soure Art and
Architecture University. One of the classes as a control group received no
mediation and the other two classes received sandwich and cake model of
assessments’ related mediations respectively. The process of the sandwich
model followed pretest, mediation, and posttest; while the cake model
followed pretest, mediation, test 1, mediation, test 2, mediation, and
posttest. The both experimental group had the process in four sessions in a
row. The given mediation was shaped by the elicited answers to the
interview questions. The research outcome showed that the experimental
group under cake model of dynamic assessment did absolutely better in the
posttest compared to the experimental group under sandwich model.

Keywords: dynamic assessment (DA), interventionist DA, interactionist DA,

sandwich model, cake model

84
 NTELTConferences

Enhancing Iranian Pilots’ Aviation English Proficiency and Motivation

through the Application of Content and Language Integrated Learning
(CLIL)
Parvin Karimi*
Faculty of English Language Department, Islamic Azad University, Khorasgan
Branch
Ahmad Reza Lotfi
Faculty of English Language Department, Islamic Azad University, Khorasgan
Branch
Reza Biria
Faculty of English Language Department, Islamic Azad University, Khorasgan
Branch
Correspondence: [email protected]
Content and Language Integrated Learning (CLIL) is a dual-focused
educational approach whereby an additional language is utilized for the
simultaneous learning and teaching of both content and language.
Accordingly, the present study sought to investigate the pedagogical
effectiveness of CLIL in enhancing Iranian aviation students' motivation in
dealing with the highly specialized features of aviation English. For this
purpose, from the population of pilots studying at Mahan air in Tehran, two
intact classes of 20 each, were selected based on a purposive sampling
method and were subsequently assigned to two groups randomly:
experimental and control. The participants were all male whose age ranged
between 20 and 30. While the experimental group received their instruction
through CLIL, the control group were taught by a traditional approach. The
analysis of the data revealed that the experimental group did much better
than those in the non-treatment group on posttest. Alternatively, the
findings on a questionnaire reflected that the experimental group had a
positive attitude about the pedagogical utility of their method of instruction
and enjoyed a higher level of motivation compared with those in the control
group. Notably, the findings of the study may have important implications
for material developers, course designers, and language teachers who work
in the area of Teaching English for Occupational Purposes (TEOP).

Keywords: aviation English, CLIL, perception, motivation, TEOP

85
 New Trends in English Language Teaching and Testing

Learner-negotaited Recasts and EFL Writing Accuracy and

Complexity: Revisiting Corrective Feedback
Massoud Yaghoubi-Notash
Department of English Language & Literature, Faculty of Persian Literature &
Foreign Languages, University of Tabriz
Correspondence: [email protected]
Corrective feedback (CF) has been a very stimulating area of research in
SLA over the years with supporting and refuting findings. Lyster and Ranta
(1997) offered six categories of feedback, namely explicit correction,
recasts, clarification requests, metalinguistic feedback, elicitation prompts,
and repetitions. The problem with such a categorization is that it assumes a
uniformity with which all the learners in the context (i.e., the classroom
situation) perceive of the problem or at least are involved in processing the
language. The current study, for the first time, examined the effect of
learner negotiated recasts on the grammatical accuracy and complexity of
upper-intermediate EFL learners. For the purpose of the study, 4 spoken
English classes were focused on. The teacher in the first class was directed
to provide recasts, while the teacher in the second class was instructed to
provide meta-linguistic feedback. The third class received explicit
correction; however, the teacher in the fourth one presented recasts to be
negotiated by learners, that is learner negotiated recast (LNR). Kruskal
Wallis H Test and post hoc analyses indicated that the LNR group
demonstrated a significantly higher accuracy (at p < 0.05) in their writing,
but not a higher complexity. Recast group did significantly better than all
the other groups regarding complexity. Implications of the study are
discussed.

Keywords: corrective feedback, recasts, writing accuracy, writing complexity

86
 NTELTConferences

Perspectives towards Intercultural Communicative Competence among

International English Major Students
Ali A. Pourakbari*
Faculty of English Language Department, Islamic Azad University, Isfahan
(Khorasgan) Branch, Isfahan, Iran
Hossein Heidari Tabrizi
Faculty of English Language Department, Islamic Azad University, Isfahan
(Khorasgan) Branch, Isfahan, Iran
Azizeh Chalak
Faculty of English Language Department, Islamic Azad University, Isfahan
(Khorasgan) Branch, Isfahan, Iran
Correspondence: [email protected]
The present study aims to explore the perspectives and perceived nature of
thinking and understanding towards intercultural communicative
competence (ICC) among International English major students.
Accordingly, this study employs the paradigm of mixed-method research, in
which it comprises a qualitative phase followed by a quantitative phase.
Participants of the first phase of the study are 30 undergraduate English
major students in their third year at Khorasgan University in Isfahan, Iran;
and participants of the second phase of the study are 30 international ESL
students in their first year at Gonzaga University, in Washington, U.S.A.
The analysis of narratives in the first phase of the study indicated that
participants have diverse viewpoints towards intercultural encounters. The
findings of the statistical analysis of the second phase of the study showed
that the most important individual difference variables directly influencing
students’ intercultural communicative competence are their communication
apprehension and their perceived communicative competence.

Keywords: attitudes, encounters, intercultural communicative competence, Iranian

EFL students, perceived competence

87
 New Trends in English Language Teaching and Testing

The Effect of Teacher Feedback on Improving Reading Ability of Low-

Skilled EFL Learners
Behnam Shah Hosseini
Shahid Madani University
Correspondence: [email protected]
The role of teacher feedback on Iranian EFL students' reading has recently
been in the center of SLA research. Accordingly, this study investigated the
effect of teacher feedback on Iranian EFL students' reading. After ensuring
the homogeneity using Preliminary English Test (PET). The sample of the
study consisted of an experimental group and a control group; each group
consisted of two elementary sections. A reading test was developed and its
validity and reliability were established. To collect data about the students’
progress, after extracting the data from the questionnaires, the data was
analyzed by SPSS software. The findings of the study revealed that student
teacher feedback had positive effect on their performance in reading in
English. In light of the findings, it is recommended that teachers' feedback
will be used in the class, and that instructors become aware of the positive
effect of teacher feedback on learners performance in reading.

Keywords: teacher feedback, reading comprehension, reading skill

88
 NTELTConferences

The Effect of Diagnostic Assessment on EFL Learners’ Performance on

Selective and Productive Listening Comprehension Tasks
Ghazaleh Zandi*
ELT Graduate Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Kobra Tavassoli
ELT Graduate Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Correspondence: [email protected]
Listening comprehension, the ability to identify and understand what others
say, is a challenging skill for EFL teachers and learners. Consequently, it is
necessary to do research on various aspects of this skill to overcome the
challenge. Therefore, this study tried to investigate the effect of diagnostic
assessment, as a new type of assessment, on EFL learners’ performance on
two types of listening comprehension tasks: selective and productive. To
do so, a Nelson proficiency test was administered among 90 EFL students,
out of which, 60 homogenous students whose scores were in the acceptable
range were selected and divided randomly into two groups: control and
diagnostic assessment . As the pretest of the study, a KET listening test
(2015) in two sections of selective and productive tasks was used to check
the learners’ initial performance. Next, the learners received different types
of instruction in the groups. In the diagnostic group, learners took four KET
practice tests in the form of test-feedback whereas in the control group the
usual routine of listening classes was followed. At the end of the study,
another KET listening test (2014) again in two sections of selective and
productive tasks was administered to the participants as the posttest to
investigate the differences between the two groups from pretest to posttest.
Finally, two repeated-measures two-way ANOVAs were run and the results
showed that diagnostic assessment resulted in significant improvements in
the learners’ performance on both selective and productive listening tasks.
Conclusions and implications of the study are further explained.

Keywords: diagnostic assessment, listening comprehension. productive tasks,

selective tasks

89
 New Trends in English Language Teaching and Testing

The Effect of Interaction through Social Networking on Iranian EFL

Learners’ Anxiety and WTC
Sheida Adibi
Department of English, Shahr-e-Qods Branch, Islamic Azad University, Shahr-e-
Qods, Iran
Hamid reza Shahidy*
Department of English, Garmsar Branch, Islamic Azad University, Garmsar, Iran
Correspondence: [email protected]
The aim of this study was to investigate the effect of interaction through
social networking on Iranian EFL learners’ anxiety and WTC. Interaction
plays significant roles in the language classroom since it can strengthen the
social relationship (Naimat, 2011), develop communication skill and build
up confidence (Thapa and Lin, 2013). Unfortunately, English classes in
Iranian schools are mostly teacher-centered, rather than student-centered.
Speaking skill in Iranian schools is based on the teacher who is mostly
considered to be the sole authority in the classroom and therefore the
students find no chance to practice their speaking and have difficulty in
expressing their ideas in English. Moreover, the negative feelings of not
being able to speak well, may worsen the students’ performance, as well as,
their confidence. After holding a proficiency test (OPT), the researcher
selected 60 students who were comprised of 28 male and 32 female
students. The participants were adults with the age limit of 19-21. The data
from the study was analyzed using the 21th version of the SPSS software.
The analyses were carried out at a significance level of p= .05. Results
indicated that interaction through social networking improved WTC but
decreased anxiety.

Keywords: interaction, social networking, anxiety, and willingness to communicate

(WTC)

90
 NTELTConferences

Development and Construct Validation of a Test to Tap Advertising

Literacy: An Experimental Approach
Mohammad Salehi
Assistant Professor, Languages and Linguistics Center, Sharif University of
Technology, Tehran, Iran
Afsaneh Farhang*
M.A. Student of TEFL, Languages and Linguistics Center, Sharif University of
Technology, Tehran, Iran
Correspondence: [email protected]
Although a plethora of studies has employed various approaches to
investigate construct validity, few studies adopted the experimental
approach to validation. The current study is aimed at exploring the validity
of a researcher developed test to tap one’s “advertising literacy”. It was
conducted in line with the experimental approach to construct validation,
proposed by Bachman (1990), comprising three sequential phases including
experimentation, test administration, and validation, respectively. In this
study, the researchers pursued the experimentation phase, primarily
focusing on the instruction of authentic advertisements followed by the
administration of a post-test, namely, advertising literacy test. Moreover, to
verify the effect of the experimentation, an independent samples t-test was
run; the results indicated a significant difference between the experimental
and control groups on the post-test performance. The closing phase was
devoted to the process of gathering adequate pieces of evidence for
verification or falsification of the desired construct validity of the post-test.
To meet this end, a resort was made to the divergence of scores on the test
of advertising literacy and a midterm examination of the learners’ general
English proficiency. The results revealed a significantly low correlation
between the two sets of scores. Therefore, it could be argued that the newly
developed test of advertising literacy, possessed a desirable degree of
construct validity.

Keywords: validation, construct validity, advertising literacy, advertisement,

testing

91
 New Trends in English Language Teaching and Testing

Tolerance of Ambiguity as a Predictor of Recast Efficacy in Summary

Writing: The Case for Grammatical Accuracy
Massoud Yaghoubi-Notash
University of Tabriz
Correspondence: [email protected]
Feedback (CF) appears to be a widely researched area that has informed
methodological concerns in many ways. Seen in the light of modern views,
CF cannot lose sight of learner-specific variables that have otherwise
remained largely untouched. The present study addressed tolerance of
ambiguity as a predictor of recast efficacy regarding written accuracy of 72
upper-intermediate female learners’ summaries. At the start of their
semester, all students (belonging to 4 different classes) were asked to
complete the refined version of Budner’s Tolerance of Ambiguity Scale
(Herman et al., 2010). Around eight written summary writing tasks were
assigned that exclusively received recasts during the semester. For their
end-of-the-semester assessment, the final summary writing task was
required. The collected summaries were subsequently analyzed for
accuracy. Overall grammatical accuracy as indicated by ratio of error-free
sentences across high and low ambiguity tolerance learners did not turn out
to be significant. Nevertheless, regarding tense use and spelling, the learners
with high tolerance of ambiguity produced a significantly lower number of
erroneous forms. Implications of the study are discussed.

Keywords: corrective feedback, grammatical accuracy, recast, written summary

92
 NTELTConferences

The Role of Professor-Student Rapport in Enhancing Student

Motivation
Maryam Roshanbin
Postgraduate Student from Iran University of Science and Technology
Shahin Vaezi
Assistant Professor of TEFL, Iran University of Science and Technology,
Department of Foreign Languages
Akram Nayernia*
Assistant Professor of Applied Linguistics, Iran University of Science and
Technology, Department of Foreign Languages
Correspondence: [email protected]
The role of motivation in learning a language is compelling, even more so
in a foreign language context. Academic achievement and later professional
promotion into academic areas pass through mastery of English as an
academic language. Studies have established the positive impact of
motivation in learning a foreign language (Lambert, 1963). In this respect,
the purpose of this study was to investigate the relationship between
professor-student rapport and second language motivation to envision how
motivation, attitude, and instrumentality-promotion might contribute to and
predict L2 motivation. In order to explore this connection, data was
collected by means of two questionnaires: Professor-Student Rapport Scale
(Wilson et al., 2010) and the Iranian version of Students’ Motivational State
Questionnaire (SMSQ) (Papi et al, 2008).The research was conducted on
217 male and female EAP students of various engineering sub-disciplines.
Based on the results, rapport significantly correlated with all motivation
orientations in the expected direction. Specifically, a significant correlation
was observed between the mentioned constructs and rapport. Also, the
results of regression analysis indicated that rapport is the predictor (30%
common variance) of motivation on SMSQ. The findings suggest that
creating a friendly atmosphere in EAP classes and a well-established
professor-student rapport leads to higher student motivation, which has a
direct impact on their performance.

Keywords: professor-student rapport, L2 motivation, EAP

93
 New Trends in English Language Teaching and Testing

Development and Validation of a Classroom Quality Control

Observation Instrument
Maryam Khaksar
Safir English Language Academy
Correspondence: [email protected]
Given the cruciality of observations in summative and formative evaluation,
the present study reports the development and validation of a quality control
instrument at Safir Language Academy. In order to develop the instrument,
a comprehensive review of the literature was carried out. The finalized
instrument comprised five main teaching-related factors namely, preparing
for the lesson, preparing for the class, management, technicality and general
English proficiency. Each category contained several items. The instrument
was then administered in the 24 branches of Safir language academy in
Tehran compiling a total of 576 observations. Exploratory and confirmatory
factor analysis were conducted following the model proposed by Mulaik
and Millsap (2000). The results indicated that the factors explained a good
percentage of the variance with large factor loading. The results of the study
help ensure comprehensive assessments of teachers’ performance in classes.

Keywords: classroom quality control observation, classroom quality control

observation instrument, validity

94
 NTELTConferences

The Relationship between Teachers’ Self-Efficacy and Dynamism in

EFL Classes
Parichehr Afzali*
Safir English Language Academy
Mohsen Noroozieh
Safir English Language Academy
Correspondence: [email protected]
Teacher efficacy is believed to be strongly related to some important issues
in teachers’ behavior such as teachers’ persistence, enthusiasm,
commitment & instructional behavior (Tschannen-Moran & Hoy, 2001).
One area in teachers’ behavior and competence with regard to teachers’
sense of self-efficacy which has not been explored enough is their ability to
create appropriate rapport in their classes. Thus, the researcher of this article
decided to investigate the issue and find out if there is a significant
difference between rapport created in teachers’ classes with high sense of
efficacy and those with low sense of efficacy. To this end, 60 EFL teachers
from Safir Language Academy in Tehran were randomly selected and
Akbari and Tavassoli (2014) self- efficacy instrument was administrated.
Then, they were divided into two groups of high self- efficacy and low self-
efficacy groups based on the analysis of the data collected. The classes of
these teachers were observed and the quality of rapport was appraised. For
the sake of validity triangulation of the data was used (Dörnyei, 2007). The
results of this research revealed that teachers with high sense of self-
efficacy significantly established better rapport in their classes than those
with low sense of self-efficacy. One implication of this study is that class
atmosphere might be highly affected by teachers’ sense of self efficacy.
There were some limitation & intervening factors which have been fully
discussed in the article.

Keywords: teacher efficacy, teacher beliefs, rapport

95
 New Trends in English Language Teaching and Testing

The Role of the Policy Change in Observation on the Behavior of EFL

Teachers: A Case Study
Gelareh Nasiri*
Safir English Language Academy
Mohsen Noroozieh
Safir English Language Academy
Correspondence: [email protected]
Classroom observation has long been recognized as an effective way to help
teachers improve their quality of education. Therefore, policymakers of
language schools try to establish certain rules to keep their standard of
education high. Safir language academy with 26 branches in Tehran had
established certain rules for observation of teachers in its branches. To
achieve this aim one term, the education policymakers decided to
completely change the previously established routines and observe the
results. The purpose of the current study is to share the findings which were
collected from the supervisors, teachers and students. The research was
conducted qualitatively and the data was collected through semi- structured
interviews. The results reveal how policy change in observation can affect
teachers’ sense of accountability passion and performance. The implications
of this study can help policymakers gain in-depth knowledge and shed light
on their views of teachers’ beliefs.

Keywords: observation, education policies, teachers’ belief

96
 NTELTConferences

The Relationship between Cognitive Styles and Performance on

Achievement Test of Iranian EFL Learners
Mohsen Noroozieh*
Safir English Language Academy
Fatemeh Beygom Taheri
Safir English Language Academy
Correspondence: [email protected]
Individual differences and complex interaction of learners’ characteristics
play an important role on performance on any test. Thus having insight and
knowledge of those differences can contribute significantly to reduce
sources of error and test bias and also help a lot to the reliability and
validity of test scores (Fray and Zimmerman, 1984).The researcher of the
study decided to investigate any probable relationship which might exist
between EFL learners’ cognitive styles and their achievement test scores.
To this end, 97 EFL learners from Payam-e-Noor University of Qom were
selected and validated Eysenck Impulsivity questionnaire and validated
summative achievement test were estimated. The results of the study
revealed that there is a meaningful relationship between learner’s cognitive
styles and their performance on achievement test. One of the implications of
this study is for test developers to try to control the potential sources of test
bias which can endanger the reliability/validity of test scores.

Keywords: cognitive styles, achievement test, test bias, reliability, validity

97
 New Trends in English Language Teaching and Testing

Pragmatically-oriented Input in Business English Textbooks: The Case

of Speech Act Realization
Hassan Solouki
M.A. in TEFL, Allameh Tabataba’i University
Correspondence: [email protected]
As textbooks are the main source for learners’ pragmatic development in an
EFL context, they should be evaluated to see if they contain adequate input
for learners to successfully acquire pragmatic competence. To this end, the
frequency of four ubiquitous speech acts (apology, complaint, refusal,
request) across four widely used business English textbooks (Business
Basics, Business Result, Business Venture, Powerbase) as well as the
strategies for the realization of each speech act were analyzed. The
pragmatic analysis of the four business textbooks showed that requests and
complaints were respectively the most and the least frequent speech acts
distributed in Business Basics (124; 3), Business Result (1068; 32),
Business Venture (135; 8), and Powerbase (230; 24). Across the proficiency
levels of each textbook series, the highest frequency of speech acts, with the
exception of Business Basics which constituted only one volume, was found
in Business Result’s Advanced; Business Venture’s Version 1; and
Powerbase’s Beginner levels. The analysis also revealed the patterns of
realization strategies for each speech act. Due to the insufficient and/or
unbalanced distribution of speech acts and the underrepresentation of some
speech act strategies across the textbooks and within the levels, it is
recommended that materials developers reconsider the adequacy of
pragmatic input and draw on supplementary materials to compensate for
such speech act realization inadequacy.

Keywords: textbook evaluation, business English textbooks, speech acts, frequency

98
 NTELTConferences

On the Effects of Concept Mapping (CM) and Brainstorming on the

Iranian EFL Students’ Writing Anxiety of Argumentative Essay
Writing
Abbas Ali Zarei
Associate Professor in TEFL, Faculty Member at Imam Khomeini International
University in Qazvin, Iran
Behnam Feizollahi*
M.A. Holder of TEFL, International University of Imam Khomeini-Qazvin
Correspondence: [email protected]
Persuasive/argumentative essays show how much a writer can implement
his/her power to convince the reader in favor of his desired intention.
However, many will face different types of difficulties during the task and
do not know how to overcome them. Therefore, this study sought to
investigate the effect of concept mapping and brainstorming in writing
anxiety of Iranian EFL learners’ argumentative essays. In doing so, ninety
male and female students ranging from 17 to 35 in Iran National Language
Institution (INLI) in Tehran were selected to participate in this study. The
participants were chosen through cluster sampling based on convenience
from among 110 students. The standardized and reliable achievement tests
of the book Passage 1 were used to homogenize the participants. An essay
writing test and second language writing anxiety inventory (SLWAI) were
used both as a pre- and post-test. The students were randomly assigned to
three equal groups to experience different treatments in a 15-session
semester. For data analysis a single one-way ANCOVA procedure was
used. The results showed that both experimental groups did better than the
control group. In writing anxiety the concept mapping group obtained the
highest mean followed by brainstorming and then control group. The
findings of the study had useful implications for teachers, students, material
designers, and language assessors.

Keywords: concept mapping, brainstorming, writing anxiety

99
 New Trends in English Language Teaching and Testing

A Triangulated Study on the Impact of Digitally-Based Exams on

Iranian EFL Teachers’ Development and Job Satisfaction
Hassan Sayyad Chamani
Safir English Language Academy
Correspondence: [email protected]
Innovative testing techniques are of great importance in modern classrooms
(Bangs, 2011; Breland, Lee, & Murake, 2005). The institute under study
created an innovative achievement test compatible with its blended learning
program, otherwise known as digitally-based exams (Kianoosh & Soltani,
2018a; Kianoosh & Soltani, 2018b). It was seen that the main benefit of
these exams was its environmentally-friendly nature, which led to a
decrease in paper waste. The teachers’ perceptions on this type of exam also
showed that teachers who used digitally-based exams generally had a more
positive outlook. The current study sought to understand whether digitally-
based exams had a significant effect on teachers’ self-development and job
satisfaction. 15 teachers who used the digitally-based exams were randomly
selected to participate in semi-constructed interviews which lasted about ten
minutes and were asked three questions to analyze their ideas on their self-
development. The interviews were recorded, transcribed, key words were
extracted, and the results were examined. Kassabgy, Boraie, and Schmidt’s
(2001) job satisfaction questionnaire, used to estimate the teachers’ levels of
job satisfaction, was distributed among 60 teachers employed to participate
in this study, 30 who used the digitally-based exams and 30 who used the
traditional exams. Then, the questionnaire results of the two groups of
teachers were compared to see whether the use of digitally-based exams had
a significant impact on job satisfaction or not. This study was carried out as
the first phase of a study aiming to design an assessment-method
satisfaction scale.

Keywords: digitally-based exams, paper-and-pencil exams, teacher development,

job satisfaction

100
 NTELTConferences

The Impact of Digitally-Based Exams on Teacher Performance and

Student Exam Results
Shahram Kianoosh*
Safir Language Academy
Almira Soltani
Safir Language Academy
Correspondence: [email protected]
Digitally-based achievement tests were designed by the institute under
study to create an innovative exam that suits today’s modern needs. These
exams were shown to be environmentally-friendly (Kianoosh & Soltani,
2018a) and teachers’ perceptions were mostly positive (Kianoosh & Soltani,
2018b). However, being one of the most important parts of a course,
assessment has inevitable effects on teachers and their lesson plans. Hence,
the current study aimed to examine two main aspects: 1) the teaching
quality and performance of teachers who used digitally-based exams in their
classes, as well as 2) the impact of this exam on their students’ exam
results. A total of 60 teachers were used in this study. They were between
the ages of 25 and 35, with at least two years of experience and had a
relevant academic background. 30 of them used digitally-based exams
while the other half used paper-and-pencil exams. The observations of
teachers who used digitally-based exams were compared with those who
used paper-and-pencil exams to see if there were any significant differences
between their classes and if the exam type had an impact on their students’
exam results. This study analyzed the participants’ teaching quality which
included the various aspects of class preparation (needs analysis, staging,
free practice, etc.), technicality (modeling, personalization, variety, etc.),
and management (rapport, interaction, error treatment, etc.). Furthermore,
the language learners’ final scores were compared in the digitally-based and
paper-and-pencil groups to see if digitally-based exams had a significant
impact on the students’ achievement or not.

Keywords: digitally-based exams, teacher performance, student exam results,

assessment, achievement tests

101
 New Trends in English Language Teaching and Testing

Differential Effectiveness of Corrective Feedback Techniques on the

Development of Advanced Iranian EFL Learners’ Grammar Ability
Parya Parsarad
Safir Language Academy
Correspondence: [email protected]
This study attempted to answer some questions concerning finding the most
effective ways to present feedback to advance level EFL learners’
grammatical errors in writing by comparing the impact of self-correction
based written corrective feedback techniques and teacher-correction based
ones on the development of learners’ grammar ability. To this end, a group
of 62 female learners from a private English Institute and 41 both female
and male learners from South Tehran Branch of Islamic Azad University
were randomly assigned into two experimental groups: the first one
received feedback on their writings through self-correction based written
corrective feedback techniques but the second group was given teacher-
correction based written corrective feedback through some techniques for
their grammar errors. The learners given self-correction based written
corrective feedback were supposed to self-correct their errors in the class
after receiving their writing papers and in the case of not understanding the
correct forms, with the help of their instructor, teacher or the researcher.
The results indicated that self-correction based written corrective feedback
and teacher-correction based written corrective feedback did not
significantly affect the advanced EFL learners’ grammar ability
development differently. However, the learners themselves perceived the
self-correction based written corrective feedback techniques more effective
and helpful in improving grammar ability.

Keywords: corrective feedback (CF), self-correction based written corrective

feedback techniques, teacher-correction based written corrective feedback
techniques

102
 NTELTConferences

An Analysis of Corrective Feedback Techniques Used by Novice

Iranian EFL Teachers
Parya Parsarad*
Safir Language Academy
Almira Soltani
Safir Language Academy
Correspondence: [email protected]
This study sought to find out whether the corrective feedback techniques
taught in the teacher training course (TTC) of Safir Language Academy
work well in its existing classes. The techniques were mainly based on the
theories or ideas of scholars such as Scrivener (2011) and Harmer (2007)
which were related to foreign language teaching. Moreover, as a great
number of students react negatively toward classroom error correction
which may lead to demotivation so they no longer participate in class
activities, students’ perceptions regarding the efficacy of corrective
feedback techniques were examined and the changes that could be made to
the TTC course pack on error treatment considering students’ perceptions
were identified. To this aim, five novice female teachers and five novice
male teachers from different branches of Safir were each observed for three
sessions and the perceptions of the students in the observed classes were
analyzed through a questionnaire and semi-constructed interviews. The
results indicated that some of the techniques taught in the TTC course
cannot be implemented by novice teachers and some others must be
emphasized as they mostly teach students in lower levels. The basic level
students’ understanding and attitudes towards error correction and its
techniques differ from upper or advanced level ones. Furthermore, the
findings of the research can contribute to enhance the quality and
practicality of the TTC course pack on error treatment.

Keywords: Corrective feedback, error correction, novice teachers, Students’

perceptions

103
 New Trends in English Language Teaching and Testing

Code-switching: Awareness of its Efficiency in Bilingual Classes

Bahar Rajabi*
PhD Candidate in TEFL, English Department, Islamic Azad University, Isfahan
Branch
Azizeh Chalak
Assistant Professor, English Department, Islamic Azad University, Isfahan Branch
Correspondence: [email protected]
Teachers use code-switch while teaching English in the classrooms and
reasons for this language alternation may be that English is taught as a
main/compulsory subject in Iranian institutes or university classrooms.
Despite its significance, the reasons for teachers’ code-switching in EFL
classroom have not been investigated thoroughly in Iranian context. The
main objectives of this study were to compare and identify the significance
of each function of code-switching by observing teachers in order to know
why they code-switch and what specific pedagogical functions code-
switching serves in the classrooms. The participants of the study were forty
female and male teachers. A checklist having eleven functions borrowed
from (Gulzar, 2010) was applied to investigate why teachers apply code-
switching functions in their classes. In order to collect required data,
teachers’ code-switching were observed to check applied functions. The
results demonstrated that there was a significant difference between
genders' applying those functions and also different settings, including
universities and institutes. Therefore, those functions played really
significant roles in improving classroom fluency. The EFL instructors
believed that code‐switching was an influential teaching strategy and they
perceived it useful regarding various functions that it has served in Iranian
EFL classrooms. The implication of those findings is that code‐switching
practices are useful in English language teaching since English teachers
benefit from its use.

Keywords: classroom fluency, code-switching, institutes’ teachers, universities’

professors

104
 NTELTConferences

Evaluating Usability of Readwritethink Website for Iranian EFL

Learners’ Reading Ability Enhancement
Mojtaba Eghlidi*
Islamic Azad University, Shahreza Branch, Shahreza, Iran
Saeed Taki
Islamic Azad University, Shahreza Branch, Shahreza, Iran
Correspondence: [email protected]
Reading is the most important skill for foreign language learners, because
they have little exposure to the target language outside the classroom, and
most of the information in English comes through reading. Nowadays, EFL
classes are moving to use the web-based materials to enhance learners’
language proficiency. The aim of the present study is to evaluate usability
of ‘Readwritethink’ website in an Iranian EFL context to enhance learners’
reading ability. In this study 37 intermediate learners participated: 19 in
experimental, and 18 in control group. The experimental group treated for
20 sessions through accessing and using such website materials and tasks. A
post-test was administered to both groups. The results showed a significant
difference between that means of the experimental and control groups’
scores, and, also, they confirmed that experimental group had a better
reading ability. In addition, the researcher modified Davies’ (2012)
checklist for evaluating educational websites. The results revealed that the
experimental group evaluated the website as a good tool for reading ability
enhancement.

Keywords: EFL learner, evaluation, Internet, reading, website

105
 New Trends in English Language Teaching and Testing

The Effect of Podcasting on Speaking Achievement of Iranian

Introvert/Extrovert Learners
Samaneh Gholampour*
Islamic Azad University, Science and Research Branch
Donya Mhrabi
Islamic Azad University, Science and Research Branch
Correspondence: [email protected]
The ultimate goal of learning a language is the ability to communicate in the
target language. Furthermore, learners who are extrovert or introvert differ
in the ways they express themselves in the class. Moreover, podcasting as a
new tool in computer-mediated communication may be a great help for
learners with differing levels of extroversion and introversion. Thus, the
present study focused on the effect of podcasting on speaking achievement
of Iranian introvert/extrovert learners. To this end, 120 learners were
selected and homogenized using a KET and NEO Five Factory Inventory.
Then, they were divided into extrovert and introvert groups. A pretest of
speaking was administered before treatment sessions. Then, the participants
were asked to record podcasts each about 5 minutes long in pairs at the end
of normal class time, and upload them to the weblog accordingly. The texts
were in form of news interviews or news reports. After 10 sessions of
treatment, the posttest of speaking was administered and it was revealed
that learners in introvert group outperformed their counterparts in extrovert
group. The result of this study is of high significance for teachers and
materials developers.

Keywords: podcasting, speaking achievement, introvert/extrovert learners

106
 NTELTConferences

The Effect of Movie Sessions on Intermediate Students’ Willingness to

Communicate through Speaking
Aida Sedghinasab*
Safir Language Academy
Amir Akbar Nozari
Safir Language Academy
Correspondence: [email protected]
There has been an extensive research carried out on the role of AVAs in
enhancement of second language learners' engagement in the topic of the
day to be covered in an educational session. This had led to the top-notch
design and fruitful creation of I-TALK(movie session), which consists of
movies and songs (jukeboxes, footages and movies) in addition to pre and
post activities in order to boost English learners’ motivation to put their
knowledge into practice in Safir Language Academy. However, the
measurement with which to estimate the successful performance of learners
typically discovered in their oral utterances based on the Willingness To
Communicate (WTC) criterion yet to be the center of attention in many of
pedagogical curriculum in ELT domain. Consequently, any built-in
accessories adjacent to the course book could possibly add up to the
learners' involvement in the lesson procedure by default, which would result
in improved communication skills more specifically, speaking skill.
Nonetheless, the WTC of learners has not been by any means measured thus
analyzed. To conduct a thorough study, two classes of intermediate
students, both male and female, each comprising of 7 learners were chosen.
Furthermore, a set of questionnaire was handed out before and after the I-
TALK sessions in order to compare the results.The items of the study
contained the psycholinguistic criteria to cover the learner’s self-impression
on their oral achievement which is followed by the contrastive analysis
given to the results of pre and post I-Talk sessions. The findings
demonstrated the positive considerable change in the learner’s self-
impression on their capabilities of communication skills which ultimately
denoted the boost in the WTC factor.

Keywords: movie sessions, intermediate students, speaking

107
 New Trends in English Language Teaching and Testing

Learner Autonomy and Different Types of Intelligence

Sara Keshtkar
Student of English Literature, Department of English Language Literature, Kosar
University, Bojnourd, Iran
Correspondence: [email protected]
The term "intelligence" is set of talents that focus understanding the speed
of processing and reasoning involved. In this paper, we examine the
category of intelligence based on Gardner’s theory. Fundamentally, it tries
to elucidate the applications and implications of this theory in relation to
learner autonomy. Before investigating the relationship between learner
autonomy and different types of intelligence, a comprehensive
understanding of the term, multiple intelligences, seems to be essential.
Therefore, through a detailed literature review, this paper is an attempt to
outline the concept of intelligence as well as the role of intelligence in
learner autonomy.

Keywords: learner autonomy, multiple intelligences, Gardener’s theory

108
 NTELTConferences

Expanding Language Awareness through Literature

Iman Emam Dadi
Correspondence: [email protected]
The significance of employing genuine and reliable materials and activities
in language classrooms is to aid language learners attain communicative
competence. It comprises grammatical, sociolinguistic and strategic
competence that would equip them to practice language for communicative
end in the actual world. The materials and activities being applied in
language classrooms concentrate on referential function and do not provide
opportunities for imaginative engagement. Consequently, students are not
able to percept the capacity and creative exercise of the language in various
situations in which they should interpret, evaluate and give proper response
and reaction. Literature and language can interact with each other for the
benefit of language learners. Literature materials provide students the
opportunities of experiencing and applying the language more creatively to
comment, justify and mirror themselves. The paper aims at the importance
of using literature in language education that will facilitate language
learning process and expand students’ awareness of the language they are
learning.

Keywords: literature, reliable materials, communicative competence, language

education, language awareness

109
 New Trends in English Language Teaching and Testing

Evaluation of the Iranian Eleventh Grade High School English

Textbook (Vision II) from EFL Teachers’ Perspective
Farzaneh Salehpour
Department of English Language Teaching, Mobarake Branch, Payame Noor
University, Mobarake, Iran
High School English Teacher, Ministry of Education, Masjed Soleiman, Khuzestan,
Iran
Correspondence: [email protected]
This study aimed at evaluating the English textbook taught at Iranian high
schools for the eleventh grade. To do the research, 30 female and male high
school teachers who taught the eleventh grade high school English text
book in Masjed Solayman, Khuzestan were selected to participate in this
study. The participants were selected from different high schools such as
Pardis and Sina high schools in Masjed Solayman. Having selected the
teachers, they were asked to complete a textbook evaluation questionnaire.
Having filled out the questionnaire by the teachers, raw data were collected
and they were analyzed by running SPSS software in order to analyze the
teachers’ responses to each of the items of the questionnaire. Obtained
results revealed that the content and the shape of the textbook were
appropriate for the eleventh grade high school students. In addition, the
objectives of the textbook did correspond to the objectives of the English
teaching program in the eleventh grade high school. On the other hand, the
teaching aids of the textbook did not correspond to the objectives of the
English teaching program in the eleventh grade high school.

Keywords: language teaching materials, evaluation, textbook evaluation, materials

evaluation

110
 NTELTConferences

Dysfluency and Stuttering in Foreign Language Acquisition: The Case

of an Iranian Learner
Ali Aaj
Safir Language Academy
Correspondence: [email protected]
This paper reports on a case study providing an analysis of the English-as-a-
foreign-language (EFL) learning behaviors of a 17-year-old Iranian boy,
Hosein (pseudonym), who suffers from some motor disabilities, dysfluency
and stuttering. Observations, interviews, and field notes are three means of
gathering the data. Analyzing the data revealed that unfamiliar topics and
lack of enough linguistic knowledge, especially regarding vocabulary,
increased Hosein’s stuttering. Despite his speaking deficiencies, however,
Hosein comprehends the language well. That is, although he is slower than
normal learners in producing the language, both in spoken and written
forms, he grasps the structure easily and enjoys a good deal of
comprehension. Hosein suffers from less stuttering when talking in his
mother tongue. He also insists on knowing the exact meaning of a new
word translated to his mother tongue which is a sign showing that he feels
incompetent using L2 and this incompetency exacerbates his dysfluency
and stuttering.

Keywords: foreign language acquisition, stuttering, dysfluency

111
 New Trends in English Language Teaching and Testing

I Am in Power Simply Because I Am a Professor

Foozie Aaj
Safir Language Academy
Correspondence: [email protected]
Teachers' talk is not an innocent channel to convey knowledge; however, it
is one of the main tools to exercise power. This case study is an effort to
reveal the patterns of power and resistance in the classroom. Furthermore, at
the micro level, the prosocial and antisocial forms of power in the
classroom have been investigated through analyzing some specific
linguistic features. Two classes in Sharif University of Technology, Tehran,
Iran have been chosen and the professors' talk in the classroom has been
recorded. To gain further information, 8 students who were present in these
two classes were asked to share their experiences. The results show that the
more power on the part of the professors leads to more resistance on the
part of the students. It was also revealed that using pronoun 'I' is
accompanied with antisocial forms of power.

Keywords: teachers' talk, prosocial power, antisocial power, resistance

112
 NTELTConferences

Observing Classroom Interaction through SCORE: Surveying

Teacher-Pupil Male vs. Female in Iranian EFL Context
Golsa Faghihi
PhD Candidate at Karaj Azad University
Correspondence: [email protected]
A critical issue in an educational setting is the degree of the learners being
involved in the learning process and the interaction they have during the
pedagogy. This study aims at providing viewpoints about talking patterns
and different degrees of interaction in an EFL environment. To meet the
objectives of the study, twenty classes were observed for about 2 to 3
sessions each. Students were both male and female intermediate to upper-
intermediate EFL students at 2 English Institutes in Alborz province. The
age of the students ranged between 18 and 42. The teachers had 4 to 20
years of experience. The class’ oral behavior was carefully observed and
recorded. To produce higher validity, the classes were observed almost 3
times. The results of the study revealed that the male and female students
showed different classroom interactions. However, the students’ degree of
involvement in classroom discussions was linked to different factors such as
type of activity, teacher enthusiasm, gender and student behavior.
Remarkably, the outcomes can be valuable to teacher development contexts
and may be useful for using the different strategies to boost the interaction
in EFL classes. Constant supervision and systematic monitoring can be
highly beneficial for homogenizing classroom interaction.

Keywords: classroom interactions, learner involvement, SCORE, gender,

general/individual questions

113
 New Trends in English Language Teaching and Testing

Investigating the Effect of the Amount of Familiarity with Web on

Iranian EFL Students’ Source-Based Writing
Mustafa Shahrokhi
Safir Language Academy
Correspondence: [email protected]
The World Wide Web becomes very popular recently and plays an
influential role in English learning. By burgeoning role of source-based
writing as partial fulfillment of TEFL courses and vast use of the Internet,
lack of empirical studies to explore these areas is obvious. This study aimed
to explore the effect of the amount of familiarity with the Web (Internet
literacy) on students’ source-based writing while using the Internet sources.
Moreover, correlation between source-based writing and independent
writing tasks was calculated. Thirty five university students majoring
English literature from Kurdistan University were required to compose a
source-based writing using three hypertext resources. It was revealed that
those who had had higher Internet literacy wrote better sourced-based
writings. Also, the results revealed that students’ performances on source-
based writing and independent writing were not related.

Keywords: source-based writing, internet literacy, writing, discourse synthesis

114
 NTELTConferences

The Impact of Incidental and Deliberate Learning Strategies on

Learning and Retention of Concrete and Abstract Words in an EFL
Context
Parisa Miri
Correspondence: [email protected]
The cornerstone of L2 is its vocabulary and that lexical competence is
currently acknowledged by many vocabulary specialists to be a core
component of communicative competence. Despite the fact that vocabulary
captures the lion’s share in language learning, the inclusion of the most
appropriate words into the reading text, drawing upon the best facilitative
vocabulary teaching techniques, and mastery and retention of this abundant
number of words appear to be a huge undertaking for curriculum
developers, teachers and learners respectively. Thus, this quasi-
experimental study seeks to indicate how incidental (as a meaning-focused
by-product) and deliberate (as a form-focused by-process) vocabulary
learning strategies affect the learning and retention of concrete and abstract
words. To this end, 30 EFL learners from an Iranian English institute in
Gachsaran were randomly assigned to two treatment groups, one exposed to
deliberate learning strategy and the other one experiencing incidental
learning. In incidental type, a well-educated teacher was demanded to teach
the vocabulary incidentally, without the specific intent to focus on the
vocabulary, following a few techniques such as inferencing, frequency and
a low-key translation while in deliberate type, a different teacher drew on
dictionary, keyword method, and memorization to carry out the deliberate
instruction. In addition, 80 words, decided on by the researcher of the study
to be taught during an eight-week instruction, were derived from Summit2,
2nd edition. These words, then, falling into two categories of concrete and
abstract were embedded in 8 reading texts, which were devised by the
researcher of the study.

Keywords: incidental learning, deliberate learning, retention words, EFL context

115
 New Trends in English Language Teaching and Testing

Exploring the Effects of First Language Metalinguistic Comments on

the Accuracy and Durability of Iranian Learners’ Recognition of Third
Person /s/
Soheil Rahimi
Ph.D. Candidate, Dept. of English Language and Literature, Faculty of Humanities,
Arak University
Mousa Ahmadian*
Dept. of English Language and Literature, Faculty of Humanities, Arak University
Majid Amerian
Dept. of English Language and Literature, Faculty of Humanities, Arak University
Hamid Reza Dowlatabadi
Arak University, Arak, Iran
Correspondence: [email protected]
This study introduced first language metalinguistic comments as an explicit
focus on forms option and probed to investigate its effects on the accuracy
and durability of Iranian EFL learners’ recognition of third person /s/ as
measured by their performance on a grammaticality judgment test. To this
purpose, two intact university classes including 63 participants, were
randomly selected and assigned to experimental and comparison groups.
Both groups were homogenized in terms of language and grammar
proficiency. Based on their scores on the proficiency test, participants in
groups were classified as lower-intermediates. Both groups received 6 hours
of grammar instruction. The experimental group was instructed through first
language metalinguistic comments and the comparison group through
second language metalinguistic comments. The data analysis showed both
groups improved their mean scores of accuracy on the immediate posttest.
However, the results of the delayed posttest showed the superiority of the
experimental group. It can be concluded that in situations where English is
used as a foreign language, first language metalinguistic comments may
have more durable effects than second language metalinguistic comments.
The findings imply that the use of first language comments may help
learners to become more cognitively conscious and linguistically aware of
instructed grammar features.

Keywords: form-focused instruction, focus on form, focus on forms, focus on

meaning, metalinguistic comment

116
 NTELTConferences

Oral Placement Tests in English Language Institutes in Iran Agree

with Interview Principles?
Nastaran Sadeghi
PhD Candidate of TEFL, Islamic Azad University oF Iran, Karaj Branch
Correspondence: [email protected]
This study aims to discover whether the oral placement tests in English
language institutes in Iran conform to interview principles. To achieve this
goal, thirty four placement interviews from different English language
institutes in Iran are investigated and compared with the interviews
principles stated by Patton. Patton believes that in all interviews on any
given topic, it is possible to ask any of six main types of question about:
Experiences and behaviors, Opinions and values, Feelings, Knowledge,
sensory information and Background or demographic information. While
investigating, the researcher found that although all of them are placement
tests but they are not testing the knowledge directly. Evaluation is done
through real – like interviews in which all six categories are included and
simultaneously the English knowledge is tested as well. Consequently, the
oral placement tests in English language institutes in Iran are not
considerably different with the interview principles and they follow the
same rules as all interviews follow.

Keywords: English language institutes, interviews, Iran, oral tests, patton,

placement tests

117
 New Trends in English Language Teaching and Testing

EFL Learners’ Perceptions about the Use of Humor in the Classroom

Negin Amirikar
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Mahnaz Saeidi*
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Correspondence: [email protected]
Humor, as a kind of creative language, is employed in the classroom for
various reasons and can be enjoyed by both students and teachers. Despite
the rich literature on the theoretical issues of humor, empirical studies are
limited. The present study was an attempt to investigate the intermediate
English language learners’ perception about the relationship between humor
and learning, teachers’ use of humor, role of humor in language learning
and the use of L1/L2 humor in the classroom. To this end, 60 learners who
were homogeneous in their language proficiency were selected to fill the
Humor Belief Inventory for Students. This five-Likert scale questionnaire
was adapted from Hoang and Petraki (2014) to collect data. The results of t-
test analysis for the research question indicated respondents’ significantly
higher appreciation of the ‘role of humor in language learning. This study
will provide insights to the use of humor in language classes.

Keywords: humor, language learning, students’ perception

118
 NTELTConferences

The Relationship between Teachers’ Perceptions of Professional

Identity and Teacher Burnout, a Case Study of Teachers in Mashhad
Azadeh Ghorbanzadeh
PhD Candidate, Department of English Language Teaching, Aliabad Katoul
Branch, Islamic Azad University, Aliabad Katoul, Iran
Correspondence:[email protected]
The purpose of the current study was to reply the following questions
whether there is any significant correlation between teacher’s identity and
teacher burnout. In order to do so, the research was conducted on 65
English high school female teachers in Mashhad. For the purpose of data
collection, Professional Identity Questionnaire (Liou, 2008) and Maslach
Burnout Inventory (1981) were used with the reliability of 0.89 and 0.92,
respectively. After choosing the target participants, both of the
questionnaires were given to them and the data of the study was gathered.
The study benefited from a correlational design. After analyzing the data,
the findings revealed that there was a significance correlation between
teacher’s identity and teacher burnout (r= 0.45, p-value= 0.00).

Keywords: language teachers, teacher identity, teacher burnout

119
 New Trends in English Language Teaching and Testing

Exploring How Language Assessment Literacy Changes EFL Teachers’

Orientation towards Reading Task Design
Mehrafrooz Ghassemnejad
ELT Graduate Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Kobra Tavassoli*
ELT Graduate Department, Karaj Branch, Islamic Azad University, Karaj, Iran
Correspondence: [email protected]
The present study was an attempt to explore how language assessment
literacy (LAL) modified EFL teachers’ orientation towards reading task
design. Accordingly, a qualitative research design using content analysis of
the data was employed. Thirteen EFL teachers with the age range of 18-35
having various years of teaching experience were purposefully selected to
participate in a language assessment course. The teachers participated in
two pre- and post-course interviews and answered 16 questions adapted
from Deckert (2012) on task, task design, and task evaluation. Data analysis
included qualitative content analysis of the interviews following Creswell’s
(2009) hierarchical model. The data were coded, classified, and analyzed
through the N-vivo program. The results of this qualitative study showed
that there was a significant change in the teachers’ orientation towards
reading tasks, task design, and task evaluation before and after the course.
In other words, based on the teachers’ answers to the interview questions, it
was found that their orientation towards designing reading tasks had
changed drastically and they realized how to link classroom pedagogical
tasks to assessment tasks to enrich language learning, teaching, and testing.
Findings of the study and their implications for EFL teachers, learners,
teacher trainers, and testers are discussed.

Keywords: language assessment literacy, task, task design, task evaluation, teacher
education

120
 NTELTConferences

The Effectiveness of Audiobooks on Iranian EFL Learners’

Pronunciation
Roghayeh Eslami*
Turan Ahour
Correspondence: [email protected]
This study mainly explored the effectiveness of audio books on
pronunciation skills of EFL learners at intermediate level. It was conducted
with the participation of 40 female students at intermediate level in
Derakhshan foreign languages institute in Tabriz. The participants were
students of two different classes that were homogenized by using speaking
and listening parts of the PET test. Four audio books were chosen for the
study and the participants in experimental group listened to them during the
treatment period in order to investigate their potential role in learners’
pronunciation improvement. The printed versions of these audio books were
used in control group to read during this time while all the processes
remained the same for both groups. Before and after the audio book
listening session, the students were administered a pre test and post test with
the intent to find out the effectiveness of audio books on their
pronunciation. Analysis of the data obtained from scores of the students
before and after the treatment revealed that audio book listening was
effective on pronunciation skills of EFL students at intermediate level.
Finally, the study emphasized the importance of audio books, suggesting
that teachers can incorporate them as an alternative approach to traditional
pronunciation teaching practices.

Keywords: audio books, pronunciation

121
 New Trends in English Language Teaching and Testing

The Relationship between Bilingualism and Persona in Turkish-Farsi

Bilinguals
Mahdieh Mamizadeh Pakchin*
Azerbaijan Shahid Madani University of Tabriz
Nasrin Feyzipour
Azerbaijan Shahid Madani University of Tabriz
Correspondence: [email protected]
Language is a complicated phenomenon which is controlled by ethical,
political and social stipulations and purposes. Hence, some countries
impose a language out of other spoken languages in the country as the
official one. As a result of this trenchant decision, there are some people in
many countries who have to learn the official language and so become
bilinguals. The aim of this study was to determine whether bilingualism
affects the personality or not. Thirty female participants aged between 15
and 18 were interviewed by prepared questionnaires including 30 questions
in terms of participants’ behaviors and reactions in the classes located in
Turkish spoken cities. Half of the participants were Turkish-Farsi bilinguals
while the other half were Farsi monolinguals. The responses of participants
were compared and inspected for the differences. The studied responses of
two groups were totally different which suggests that there is a direct
relationship between bilingualism and personality.

Keywords: bilingualism, monolingualism, personality, Turkish, Farsi

122
 NTELTConferences

Beliefs about Language Learning: A Comparison of EFL Learners with

Synopsis versus Ectasis Cognitive Styles
Shabnam Kurosh Khanshan*
PhD Candidate of TEFL, English Language Department, Bonab Branch, Islamic
Azad University, Bonab, Iran
Mohammad Hossein Yousefi
Assistant Professor of TEFL, English Language Department, Bonab Branch, Islamic
Azad University, Bonab, Iran
Correspondence: [email protected]
It is presumed that the cognitive styles as a category of individual difference
variables can potentially shape the learners’ preconceived beliefs which
would in turn directly impact or even identify a learner's learning goals, and
qualify the learner's success or failure. The current study aimed at
investigating the Iranian English as a foreign language (EFL) learners with
different cognitive styles and their beliefs about the target language
learning. It is presumed that different cognitive styles of synopsis as holistic
learning and ectasis as analytic learning could potentially determine the
learners’ beliefs and in turn influence their language learning outcomes. For
this purpose, a total of 50 upper-intermediate EFL learners were asked to
fill out the Beliefs about Language Learning Inventory (BALLI) and the
Ehrman- Leaver Cognitive Styles Questionnaire (E&L). Furthermore, their
final course language learning scores were obtained to evaluate the possible
effects on learning. The obtained data have been subject to independent
samples t-tests, the results of which indicated significant differences
between synopsis and ectasis learners regarding their beliefs as well as their
language learning. In both cases, the synopsis learners could achieve higher
scores compared with their ectasis peers. This finding signifies the role of
holistic learning and the relevant implications are provided for the
practitioners.

Keywords: language learning beliefs, cognitive style, synopsis, ectasis, language

learning achievement

123
 New Trends in English Language Teaching and Testing

On the Relationship between Teachers’ Burnout and Teachers’

Pedagogical Skills
Dawood Naderi
B.A Student of English Language and Literature, Faculty of Letters and Humanities,
Ferdowsi University of Mashhad
Correspondence: [email protected]
Lots of studies have examined the influence of teachers’ effectiveness on
teachers’ burnout. But, effective teaching is mostly cited to involve four
main factors which need to be studied separately. The four main factors
include: pedagogical knowledge, subject-matter knowledge, socio-affective
skills and personality characteristics. No study, to the best of my
knowledge, have shed light on the possible influence of teachers’
pedagogical knowledge on teachers’ dissatisfaction and demotivation. To
bridge this gap, the present study investigated the relationship between
teachers’ pedagogical knowledge with feeling of burnout, as a huge
professional development obstacle, among ELT teachers in Iran. As many
as 143 EFL teachers in different private language teaching institutes
participated in the study. Data were collected using Maslach Burnout
Inventory (Maslach, Jackson, & Leiter, 1996) and Teachers Pedagogical
Skills Survey which the researcher developed and validated throughout the
study. Correlation analysis indicated that teachers’ pedagogical skill was
significantly and inversely related to their feeling of burnout (r=53, p<0.05).
The findings offer some implications for teachers’ preparation or
professional development programs.

Keywords: pedagogical skills, burnout, EFL, effectiveness, Maslach

124
 NTELTConferences

EFL Iranian Student’s Behaviour in a Virtual Situation

Farshad Azimifar
Correspondence: [email protected]
There are several differences between how people behave when they are
communicating in real situations compared to virtual ones. Based on
previous research, one can conclude that people show fewer inhibitions,
display less social anxiety, and reduce their public self-awareness when
communicating online (Siegler et al., 1986; Matheson & Zanna, 1988;
Sproull & Kiesler, 1991; Bradley & Lomicka, 2000). Moreover, there is a
growing trend among people leading them to be more eager to disclose
personal info and more straightforward and outgoing in offering their
individual points of view. Accordingly, it sounds that a virtually presented
learning situation may establish a more worry-free and nonchalant milieu
than a classroom situation. The scanty degree of prohibition and social
stress, particularly, would be commodious in learning a second language,
since this would lead in producing advanced language. The current study is
an upshot of a pilot study that probes patterns of communicative behaviour
among freshman and sophomore students of English at Yasouj University
and the University of Shiraz. Students answered a language task comprising
written communications that were trailed and analyzed. The results of the
study are commented upon previous studies on psychological facets of the
way students behave in online environments.

Keywords: EFL iranian student’s behaviour, virtual situation

125
 New Trends in English Language Teaching and Testing

Involving Students in the Process of Teaching

Nastaran Eizi*
Al-e-Taha University, Iran
Faegheh Talaei
Azad University, Iran
Correspondence: [email protected]
Students impact on each other’s learning is a topic of significance in
mainstream education and various methods have been developed to measure
this construct. The present study aims to develop learners’ skills. Based on
this paper Teacher-Centered (TC) classes are less engaging than Student-
Centered (SC) classes and therefore the sense of achievement in students
considerably changes, due to the level of Students' involvement in each one.
To this end, 24 intermediate students (aged between 15-40) are required as
well. They were divided in two different groups: one is TC and the other
one is SC. Results show a significant advantage: when learners are in
charge of the class _in a controlled way to prevent any possible faults_ they
will learn twice as much as the time instructor takes the responsibility of
teaching thoroughly. The findings of this paper could lead to a better
perception of students’ impact in terms of students’ age, interest and
learning style twice as well as the time teacher impacts by considering the
result of this study.

Keywords: T-centered, S-centered, achievement

126
 NTELTConferences

Boosting Writing through Computer-based and Paper-based Concept

Mapping: An Iranian EFL Learners’ Case
Leila Behzadi*
Ph.D, Candidate, Tabriz Azad University
Saeideh Ahangari
Ph.D, Tabriz Azad University
Correspondence: [email protected]
Concept maps are learning tools which represent the relationship among
different ideas. Since students have difficulty in generating and relating
ideas in L2 writing, concept mapping can be an effective tool to assist them
in boosting their writing. Also, the advent of technology in classrooms has
facilitated teaching and learning. The present research compares the effect
of computer-based and paper-based concept mapping on improving Iranian
EFL learners’ writing. To this end, 30 upper-intermediate level students
took a pretest of writing. Next, they were divided into 2 groups and attended
a course in which one group received computer-based concept mapping
instruction and another group received paper-based concept mapping
instruction. After administration of the posttest, the results revealed that the
students who received computer-based instruction outperformed the
students who received paper-based concept mapping instruction. The results
of the study can be beneficial in online classes and computer-based strategy
training.

Keywords: computer-based concept mapping, paper-based concept mapping,

strategy training

127
 New Trends in English Language Teaching and Testing

Malaysian ESL Students’ Perception of Cohesive Devices in Essay

Writing
Hadi Kashiha*
Department of English, Alzahra University, Tehran, Iran
Zahra Aziznasiri
Department of English, Alzahra University, Tehran, Iran
Correspondence: [email protected]
This study investigated the use of cohesive devices and highlighted the
problems that ESL students face in writing essays. An action research
approach using a quantitative data collection and a qualitative analysis of
markers was used to carry out this research. The subjects of this study were
diploma students who had enrolled in English for Academic Purposes
(EAP) course. 100 scripts of essays written in the essay writing section of
the final examination were analyzed using Halliday and Hasan’s (1976)
framework of cohesion. Findings indicated that reference had the highest
frequency, whereas substitutions were the least used cohesive device. The
analysis also revealed that a number of cohesive devices were incorrectly
used by non-native learners, with conjunctions being the most common.
The choice of cohesive devices was found to be influenced by the language
proficiency of the students because most of the students seemed to be
unsure about the significance of using cohesive devices in their essays. The
overall results highlighted that the students did use a sufficient number of
cohesive devices in their written texts but were not aware of the
communicative functions conveyed by these resources. As such, they
require an explicit instruction and a direct exposure to the functions of
cohesive markers and get familiarized with how to apply them for creating a
more cohesive essay.

Keywords: academic writing, cohesion, English for academic purposes, essay

writing, ESL

128
 NTELTConferences

The Impact of Inferential Comprehension Tasks on Pre-intermediate

EFL Learners Vocabulary Learning: The Factor of Gender
Sara Shabani*
Department of English, Sari Branch, Islamic Azad University, Sari, Iran
Masoud Asadi
Department of English, Sari Branch, Islamic Azad University, Sari, Iran
Correspondence: [email protected]
The current research aimed at exploring the effects of inferential
comprehension tasks on Iranian pre-intermediate EFL male versus female
learners’ vocabulary learning. 50 out of 70 EFL learners were selected
through an Oxford Placement Test (OPT) from four classes at a private
institute in Sari, Mazandaran, Iran. The participants were classified into two
groups: The male experimental group (N=25) and the female experimental
group (N=25). The instruments of the study were pre-, post-tests. Both
groups were given the inferential comprehension tasks. The data collected
from two groups were analyzed thorough One-way ANOVA and a paired t-
test. The results showed that there was a significant difference between the
performances of both groups after the treatments. It can be resulted that
inferential comprehension tasks were effective on Iranian pre-intermediate
EFL male and female learners’ vocabulary learning. This study provided a
few pedagogical implications for language teachers and curriculum
designers to consider the role of tasks in the process of language teaching
and learning.

Keywords: task-based language teaching, inferential comprehension task,

vocabulary learning, gender

129
 New Trends in English Language Teaching and Testing

The Impacts of Cooperative Jigsaw Tasks on Pre-intermediate EFL

Learners’ Reading Comprehension Performance: The Factor of
Gender
Sedigheh Amini*
Department of English, Sari Branch, Islamic Azad University, Sari, Iran
Shaban Barimani Varandi
Department of English, Sari Branch, Islamic Azad University, Sari, Iran
Correspondence: [email protected]
The current research aimed at exploring the impacts of the cooperative
jigsaw tasks on pre-intermediate male and female EFL learners' reading
comprehension performance. After administrating Oxford Placement Test
(OPT), sixty out of eighty pre-intermediate EFL learners were selected
through at a private institute in Sari, Mazandaran Province, and they were
divided into three homogenous groups (two experimental groups and a
control one). The first experimental group consisted of male learners (N =
20); the second experimental group consisted of female learners (N = 20)
and they received cooperative jigsaw tasks. The third group was the control
group who received the teacher-fronted method. The data collected from the
three groups were analyzed through One-way ANOVA and two paired-
sample t-tests. The results showed that there was a significant difference
between the performance of first experimental, second experimental and
control groups in reading comprehension performance after the treatments
and the male group outperformed the other two. In addition, it can be
resulted that the jigsaw tasks were more effective than conventional
methods in reading comprehension ability. This study provided few
pedagogical implications for language teachers and curriculum designers to
consider the role of tasks and learners’ differences in the process of English
language teaching and learning. A jigsaw task enhances cooperative
relationships among students. This further gives students the chance to work
on negotiating meaning.

Keywords: task based language teaching, reading comprehension, jigsaw tasks,

EFL learners

130
 NTELTConferences

EFL Learners’ Reading Comprehension and Vocabulary Learning by

Using the Formative Assessment Technique of the One Question-One
Comment as a Questioning-Reporting Strategy
Heidar Ahmadi*
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Biook Behnam
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Zohreh Seifoori
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
Correspondence: [email protected]
EFL learners’ difficulty in understanding reading comprehension passages
and using vocabulary effectively might be attributed to the purely product-
oriented teaching and assessment techniques used in public schools. This
study aimed to investigate the impact of the formative assessment (FA)
technique of one question-one comment as a questioning-reporting strategy
on EFL students' reading comprehension skill and vocabulary learning. The
research sample comprised 48 male intermediate EFL high school students
who were recruited from a population of 60 grade four students based on
their performance on a Cambridge Preliminary English Test (PET). The two
intact classes, each with 24 participants, were randomly assigned as
Experimental group (EG) for whom we employed one question-one
comment, , and a control group with no process-oriented assessment. After
the eight-week treatment, the one-way ANOVA analysis of the two sets of
scores obtained from the pre-tests and the post-tests were compared and
analyzed. The results revealed that EG outperformed the control group
supporting the facilitative role of process-oriented assessment in reading
comprehension and vocabulary learning. The findings of this study may be
beneficial to both practitioners and theoreticians. In particular, the result of
this study, might contribute to the ongoing research in the application of
different FA questioning-reporting techniques in SLA.

Keywords: questioning- reporting strategy, formative assessment, one question-

one comment, reading comprehension

131
 New Trends in English Language Teaching and Testing

A Corpus-based Study of Academic Vocabulary in Physiotherapy

Research Articles
Mehri Jamalzadeh*
English Department, Isfahan Branch, Islamic Azad University, Isfahan, Iran
Azize Chalak
English Department, Isfahan Branch, Islamic Azad University, Isfahan, Iran
Correspondence: [email protected]
Recent critical views on general academic vocabulary usefulness have led to
the need for developing discipline specific academic wordlists. This study
developed a list of academic words used frequently in physiotherapy
research articles (RAs) and compared it with the high frequent words in
Coxhead’s (2000) Academic Word List (AWL) and West’s (1953) General
Service List (GSL). By analyzing a 1.7 million-word corpus, 1450 high
frequent academic word families were identified and constituted the
Physiotherapy Academic Word List (PAWL The results indicate that the
AWL, is not entirely useful for physiotherapy learners because of the
narrow coverage of some word families and the shortage of frequently used
physiology academic words. The established PAWL may serve as a guide
for instructors in curriculum preparation, and for physiotherapy English
learners in setting their vocabulary learning goals.

Keywords: AWL, GSL, word frequency, physiotherapy

132
 NTELTConferences

Ecology: The Overlooked Concept in Language Testing

Jila Naeini
Department of English, Aliabad Katoul Branch, Islamic Azad University, Aliabad
Katoul, Iran
Correspondence: [email protected]
The current study is an attempt to interrelate the fundamental concepts of
second/foreign language learning and testing by means of ecological
perspectives. Kramsch the pioneer of the bringing the significance of the
concept of ecology to the FLL classes suggested language teachers to
become teachers of meaning rather than the teachers of linguistic codes. The
ecological tenets she highlighted were of vital considerations of meaning as
meaning is relational, multi-dimensional, mediated, subjective,
unpredictable, double voiced, emergent, fractal, historically contingent and
reflexive. In a logical interpretation, TEFL practitioners are given the idea
that if meaning is so much critical in language learning, and so it is in
testing. In other words, if we are to consider meaning with all its
dimensions in our classes, we are also to take this concept seriously in
assessing our students’ performance. The concept of ecology, then, can be
beneficially added to the Messick’s Progressive Matrix’s of construct
validity.

Keywords: ecology, assessment, learning context, assessing context

133
 New Trends in English Language Teaching and Testing

A Comparison of Personality Type and Intercultural Competence of

Foreign Language Learners
Shiva Azadipour
Faculty Member of Islamic Azad University, Ardestan Branch, Ardestan, Iran
Correspondence: [email protected]
This study attempts to find out what kinds of personality types enable
learners to be more competent in intercultural context. The subjects of the
study were 236 students from Ardestan and Khorasgan Universities. Two
questionnaires were used to collect the data. The first one was a researcher's
made questionnaire to assess learners' intercultural competence; based on
Bennett's Intercultural communicative Model of ICC, consisting four
behavioral dimensions, tolerance for ambiguity, flexibility, respect for
otherness and interaction. The second questionnaire was MBTI to identify
learner's personality type. The analysis of the results revealed that greater
general competence in cultural adjustment is associated with greater
extroversion personality. Students with thinking and judging personalities
were more tolerant for ambiguities of foreign cultures than those with
feeling and perceiving personality types. The data of respect for otherness
were very similar to tolerance for ambiguity, and students with sensing
personality preference were more competent in interacting with foreign
cultures than intuitive ones. The findings indicated the personality types
play opportunity or threat roles for FL learners in intercultural
understanding.

Keywords: intercultural competence, personality, culture, individual differences

134
 NTELTConferences

The Effect of Different Components of Involvement Load of Tasks on

Vocabulary Learning
Mahnaz Sanjabi*
Science and research university
Reza Pazhoohandoost
Science and research university
Correspondence: [email protected]
This study attempted to investigate the comparative effects of the three
components, namely need, search and evaluation, proposed by involvement
load hypothesis on the learning and retention of English words. Because
further to the suggestions presented in the literature not all of these three
components have the same effect. For this purpose, 109 male and female
pre-intermediate Iranian participated in this study. The Oxford Placement
Test was administered to determine the learners’ language proficiency level.
Then, they were divided into three experimental groups, each provided with
a different task which differed in terms of one involvement load component;
however, all tasks had the same index of involvement load 4 (i.e., the
amount of need, search and evaluation it imposes). The researcher assessed
need, search and evaluation through reading comprehension, reading plus
fill-in target words and sentence writing respectively. Initial and retention of
10 unknown target words were tested immediately after completing the
tasks and two weeks later. The result of the study revealed that although all
participants gained more knowledge about the target vocabulary after the
treatment, it was found out that the participants outperformed in the
evaluation group. In addition, the result also showed that participants in the
need and search groups did not significantly differ in terms of their
retention scores.

Keywords: involvement load hypothesis, need, search, evaluation, vocabulary

learning

135
 New Trends in English Language Teaching and Testing

A Comparative CDA of George Orwell's Animal Farm and its Persian

Translation by Saleh Hosseini Based on Van Leeuwen's Model: With
Pedagogical Implications
Moussa Ahmadian*
Associate Professor, Dept. of English Language and Literature, Faculty of
Humanities, Arak University
Mina Hosseini
MA in TEFL, Dept. of English Language and Literature, Faculty of Humanities,
Arak University
Correspondence: [email protected]
This paper, through the lens of Theo van Leeuwen’s Critical Discourse
Analysis model, tries to analyze the representation of social actors in
Animal Farm and one of its Persian translations and compare them with
each other. To find out whether is there any differences between the original
text and the Persian translation, they were studied and analyzed separately
based on Van Leeuwen's (2008) social actors' model. The results indicated
that although the original text and the Persian translation used the same
discursive strategies, they were different in frequencies. These differences
in discursive strategies indicate differences in the translator's and Orwell's
perspectives, preferences, lexical choices, and background knowledge. The
present Critical Discourse Analysis-based paper attempts to probe into the
manipulation of ideologies in translations. Thus, the results of statistical
comparison based on cumulative frequency revealed that there is a
significant difference between Animal Farm and Saleh Hosseini's
translation. The findings of this study might have some pedagogical
implications, in translation courses, reading courses, especially reading
literature regarding the improvement of language development skills, and
finally it may be insightful in the field of CDA and translation studies.

Keywords: critical discourse analysis, discursive strategies, ideology, social actor,

translation

136
 NTELTConferences

A Study on Iranian EFL Teachers' Perception of Sociocultural Content

in Global and Local ELT Textbooks
Tayebe Tajmirriahi*
Ph.D. Candidate, English Department, Isfahan Branch, Islamic Azad University,
Isfahan, Iran
Azizeh Chalak
Assistant Professor, English Department, Isfahan Branch, Islamic Azad University,
Isfahan, Iran
Correspondence: [email protected]
Owing to the Importance of sociocultural issues and considering the
prominent role of textbooks, this study investigated Iranian EFL teachers'
perception of sociocultural constituents in ELT textbooks, and possible
differences among teachers' perceptions regarding their global, or local ELT
textbooks. It also investigated the issues which, in teachers' opinion, affect
their perception of cultural content in ELT textbooks. To this purpose, 52
randomly selected teachers, using a snowball sampling method, answered a
10 item designed questionnaire regarding the realization of sociocultural
contents in the global and local ELT textbooks. The statistical analysis
revealed a significant gap between the global and local ELT textbooks in
highlighting the target culture and representing real-life situations
concerning teachers' perception of sociocultural subjects. The local textbook
significantly outweighed the global one regarding the representation of
source culture while the global series depicted a highly better manifestation
of real-life situations. Moreover, three emergent themes were derived from
the interviewed teachers, namely; EFL teachers' insufficient cultural
information, their unconvincing support for English as an international
language, and teachers' inclination towards the target culture. The findings
of this study could serve the material developers and syllabus writers in
finding more appropriate local and global textbooks to cover sociocultural
contents.

Keywords: global ELT textbooks, Local ELT textbooks, sociocultural content, Source
culture, target culture

137
 New Trends in English Language Teaching and Testing

Comparing Experienced and Novice EFL Teachers’ Perceptions

towards Teaching Culture to Teenagers in Educational Contexts in
Isfahan
Elnaz Zariholhosseini*
Ph. D. Candidate, English Department, Isfahan Branch, Islamic Azad University,
Isfahan, Iran
Azizeh Chalak
Assistant Professor, English Department, Isfahan Branch, Islamic Azad University,
Isfahan, Iran
Correspondence: [email protected]
It is believed that there is a strong link between language and culture and
they are intertwined. In this respect, teachers are supposed to teach both
foreign language and the foreign culture. The purpose of this study was to
compare experienced and novice EFL teachers` attitudes and thoughts about
cultural aspects of language teaching, their perceptions towards teaching
culture to teenagers in educational contexts, and the cultural topics they
were eager to teach in foreign language classrooms. Closed questionnaires
and semi-structured interview were applied to collect the data. The
questionnaires were distributed among 60 English teachers of Gooyesh
Language Institute in Isfahan, Iran. In addition, 20 EFL teachers (10
experienced and 10 novice teachers) were asked to answer the questions in
the interview. Therefore, frequency, percentage, and Mann-Whitney U test
were used to compare and analyze the data. The findings suggested that
there were significant differences between the experienced and novice
teachers` attitudes towards teaching culture to teenagers in only ten cases
and the differences in the rest of the cases were not statically significant.
Moreover, there were no significant differences between the experienced
and novice teachers` favorite cultural topics, but the experienced teachers
preferred to deal with some cultural topics more in comparison to the
novice teachers. The findings of this study could help the practitioners in
the field to find out in which areas novice teachers need to improve their
knowledge and perceptions about different topics and cultural information.

Keywords: culture, educational contexts, experienced teachers, novice teachers,

perceptions

138
 NTELTConferences

Textbook Evaluation: Comparing Prospect and Vision Series from

Iranian EFL Teachers’ Perspectives
Mavadat Saidi*
Assistant Professor, Shahid Rajaee Teacher Training University, Tehran
Vahid Golshani
Shahid Rajaee Teacher Training University, Tehran
Hassan Foroutan
Shahid Rajaee Teacher Training University, Tehran
Hamed Javadi
Shahid Rajaee Teacher Training University, Tehran
Omid Salimi
Shahid Rajaee Teacher Training University, Tehran
Correspondence: [email protected]
The current study aimed to evaluate English textbooks used in Iranian
junior high schools (Prospect series) and high schools (Vision series) from
the teachers‘ perspectives. To this end, an ELT Coursebook Evaluation
Checklist consisting of 56 items covering such areas as Subjects and
Contents, Sub-skills and Skills, Layout and Physical Make-up, and Practical
Considerations was administered to 110 EFL teachers. The analysis of the
results revealed that the majority of the teachers at junior high schools were
satisfied with the items of the evaluation checklist in Propspect series.
However, the results were different among high school teachers who were
teaching Vision series. While the teachers‘ attitdues varied in terms of the
subjects and contents covered in these books, they mostly agreed that the
books were not efficient enough to present receptive and productive skills.
Nevertheless, they were more satified with the grammar and vocabulary
sections of the Vision books. Consdiering the physical appearance of the
Vision series, their attitdues were in contrast with those of Prospect
teachers. They also held seemingly negative attitudes towards Vision books
regarding the practical considerations. The findings might point to the
necessity of improving the quality of the English textbooks in general and
the Vision series in particular.

Keywords: Iranian teachers’ attitudes, Prospect series, textbook evaluation, Vision

series

139
 New Trends in English Language Teaching and Testing

Analysis of Speech Acts and (Im)Politeness Strategies among

Characters with Different Power Relations in Chekhov’s Short Stories
Solmaz Ahmadzadeh
Islamic Azad University of Tabriz, Faculty of Literature & Foreign Languages
Correspondence: [email protected]
Regarding the importance of discourse analysis in examining how the use of
language influences and is influenced by relationships between participants,
the present study aimed to examine how the participants’ use of language is
influenced by their power relations and social status. Using a mixed-method
design and based on the speech acts theory proposed by Searle (1976), the
research analyzed the speech acts of interlocutors in four sample short
stories written by the well-known Russian writer Anton Pavlovich
Chekhov. Attempt was also made to investigate the employment of
politeness strategies proposed by Brown and Levinson (1987) and their
equivalent but opposite impoliteness strategies proposed by Culpeper
(1996) between the interlocutors with different power relations when using
different speech acts.
Based on the interlocutors’ frequency of use, the results revealed that power
negatively correlated with politeness in the speech acts. Speakers with
lower power and status used politeness strategies in contrast with speakers
of higher power who employed impoliteness strategies more.
The relevance of pragmatics has become increasingly clear to applied
linguists (Levinson, 1983) and the findings of this study will probably lead
to some understandings of pragmatic rules governing the languages.

Keywords: discourse analysis, speech acts, politeness

140
 NTELTConferences

The Effect of Teaching Code Switching, Synonym, and Paraphrase

Strategies on Iranian Intermediate EFL Learners’ Speaking
Performance
Farideh Yousefi*
Department of English lanuage,qazvin Branch,Islamic Azad University, Qazvin,Iran
Mohammadtaghi Hassani
Assetment professor imam hossein university
Correspondence: [email protected]
The main concern of the present study was to investigate the effects of code
switching, synonym, and paraphrase strategies on promoting Iranian
intermediate EFL learner’s speaking performance. To do so, a quasi-
experimental design was employed. The homogenized participants of this
study were 60 Iranian EFL learners who were divided into three
experimental groups. Each group was randomly assigned to one of the
treatment conditions including group A: code switching strategy, group B:
synonym strategy, and group C: paraphrase strategy. In the first session of
treatment, speaking test as pretest was administered to all groups. The
treatment lasted thirteen sessions. At the end of the treatment, speaking
posttest was administered. The results indicated that code switching,
synonym, and paraphrase strategies have significant effects on improving
Iranian EFL learners' speaking performance and code switching group
performed the other two groups in relation to their speaking performance
level and attitude. It can be concluded that the use of different strategies do
promote Iranian intermediate EFL learners speaking skill.

Keywords: code switching, paraphrasing, speaking performance, synonym

141
 New Trends in English Language Teaching and Testing

The Effect of Body Gestures in Developing Young Learners`

Vocabulary
Mohammad Zohrabi
University of Tabriz
Aysan Bolandnazar*
University of Tabriz
Correspondence: [email protected]
In the past few years, the study of gestures has shown that gesturing is
beneficial for general learning processes, and more specifically, for
language learning. Learning a second language requires an integrated
synthesis of many different elements. Vocabulary, grammar, and idioms are
a few of the common components that a person must learn in order to
successfully communicate in another language. Vocabulary, as one of the
knowledge areas in language, plays a great role for learners in acquiring a
language. The present study aimed to examine what we know about the
impact of gestures and pantomime on vocabulary learning by young
learners. The participants consisted of 60 Iranian young learners in the
fourth and fifth grades, 26 boys and 34 girls, with the age range of 8-12 who
were participating in vocabulary classes. These EFL learners were studying
at private English language institutes in Tabriz. Subjects’ instruction was
manipulated experimentally. The learners were given different new
vocabulary items. Some learners were taught new vocabulary by
explanation, some by pantomime and some with no gestures at all and just
by repetition. The results of the experiment showed that learners who were
taught vocabulary items through gestures and pantomime were more
successful after instruction than learners who were taught without gestures.

Keywords: body gestures, vocabulary, young learners

142
 NTELTConferences

Working Memory: A Game Changer

Banafsheh Saleminezhad
Correspondence: [email protected]
Second language acquisition is a multidimensional procedure in which
many variables must be taken into account. Among them, working memory
(WM) has the strongest association with second language learning. Any
inefficiency in function of working memory results in loss of attention and
focus. Working memory capacity is the ability to control distractions, which
is the qualification that would help language learners optimize their learning
efficiency. Although WM capacity has long been assumed to have a strict
limit, in recent decades, cognitive science researchers have figured out that
it can be expanded by targeted training. By applying these types of trainings
simultaneously with language teaching, the process of language acquisition
would become more convenient. Students need to take a working memory
measurement test before the start of their language courses to evaluate their
working memory capacity, and during the course, by being applied to WM
training techniques, students would achieve a higher level of concentration.
A neglected fact in education is that many difficulties encountered by
Language learners is due to the WM inefficiency. By taking this factor into
account and getting language learners familiar with the techniques, there
would be sensible developments in second language acquisition.

Keywords: working memory, second language acquisition, cognitive science

143
 New Trends in English Language Teaching and Testing

Pedagogical Innovation in Higher Education

Fatemeh Ahmady Rad
MA English Language and Literature, Islamic Azad University, Jieroft Branch I.R.
Iran
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English
Language and Literature, Islamic Azad University, Jieroft Branch
Correspondence: [email protected]
The valorisation of university teaching is of key concern to this institution’s
academic and political actors and is a foundation of pedagogical innovation.
In this qualitative research we explored how thirty-two professors,
recipients of the I.A.U of Jieroft and Kahnouj excellence in teaching award,
define their conception of pedagogical innovation. An analysis of the data
allowed us to identify seven distinct notions of the concept of pedagogical
innovation, to construct an updated definition and to propose a pedagogical
innovation conception cycle.

Keywords: pedagogical innovation, higher education, innovation concept,

valorising teaching, educational innovation

144
 NTELTConferences

Toulmin’s Model of Argument through Process

Shiva Khirkhah
MA student of English Language and Literature, Islamic Azad University, Jieroft
Branch I.R. Iran
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English
Language and Literature, Islamic Azad University, Jieroft Branch
Correspondence: [email protected]
Saxenian (1988), Brown (2001), Harmer (2002) and Richard (2002) clearly
state that the ability to write effectively is not innate, but it must be learned
and practiced. It means that the ability to write is acquired through a
learning process as a result of certain characteristics that a written product
should have. Due to the characteristics that a piece of writing should have,
many students faced problems when they were to produce written products
especially in writing argumentative paragraphs. It is found out that it needed
hard effort to understand the students’ argumentative paragraphs.
Argumentative writing has different characteristics from other kinds of
writings since the former is intended to change the readers’ mind or to
convince the readers to agree with the point of view or the opinion of the
writer. As a result, it attempts to be highly persuasive and logical (Smalley:
2001). Therefore, this paper is intended to present the use of Process
Approach in introducing Toulmin’s model of argument (1969). Even
though there are six elements that Toulmin proposes as a good argument,
they are: claim, data, warrant, backing, rebuttal and qualifier, this paper is
only focused on the introduction of the first four elements which are
introduced during the implementation of Process Approach namely:
Brainstorming, Planning, Writing, Editing and Revising. Through Process
Approach, students not only have a chance to self-discover their own
learning process represented through their products but they are also seen as
the creator of language. Thus, students are confident to produce the
language through written products since the approach is able to reduce the
students’ anxiety.

Keywords: argumentative paragraphs, Toulmin’s model of arguments, process

approach

145
 New Trends in English Language Teaching and Testing

Learners’ Sensory Learning Style and Autonomy

Shiva Khirkhah
MA Student of English Language and Literature, Islamic Azad University, Jieroft
Branch I.R. Iran
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English language
and literature, Islamic Azad University, Jieroft Branch
Correspondence: [email protected]
Autonomy in learning and teaching plays a pivotal role for language
acquisition and by knowing learners VAK strategy (visual, auditory,
kinesthetic), teachers can perform better. Also, such teachers who are aware
of learners’ preferences in learning styles are successful in their teaching.
Therefore, this study aimed at investigating the relationship between EFL
learners’ autonomy and their sensory learning style. To meet the above
purpose, a number of 50 male and 50 female students participated in the
present study. After homogenizing them with TOEFL and Nelson tests and
taking the VAK and Learner Autonomy Questionnaire (LAQ), the
correlation of learners’ autonomy and sensory learning was calculated
according to Spearman correlation coefficient. The result showed that the
language autonomy in two universities is not equal whereas both
universities are equal in sensory learning skills. That is, the language
autonomy of Hormozgan University students is more than Islamic Azad
University, Bandar Abbas Branch. And Islamic Azad University, Bandar
Abbas Branch students’ sensory learning styles affect their language
autonomy.

Keywords: language teaching, learner autonomy, language learning strategy,

teacher autonomy

146
 NTELTConferences

Iranian Lecturers' Perceptions of EFL Students' Autonomy

Maryam Omrany
MA student of English language and literature
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English language
Islamic Azad University Jieroft Branch
Correspondence: [email protected]
This paper investigated the relationship between professors’ perception
about BA students' autonomy and learners’ actual level of autonomy. This
research also attempted to shed light on the factors that contribute to
learners’ autonomy. Fifty undergraduate students and twenty-two professors
of English major from Islamic Azad University of Bandar Abbas, Iran
served as the participants of the current study. Two questionnaires, one for
students, and one for teachers were chosen as the instruments of the current
study. After collecting data through instruments, the statistical analysis was
done. The results of the study demonstrated that there is a positive
relationship between teachers’ perception about learners’ autonomy and
learners’ actual level of autonomy. Furthermore, those factors which foster
learners’ autonomy were identified. The present study has also some
theoretical and pedagogical implications for both language learners and
language teachers.

Keywords: autonomy, teachers’ perception, language learning, language teaching

147
 New Trends in English Language Teaching and Testing

Teaching and Learning American Slang Based on Kolb’s Learning

Approaches
Parvaneh Raiesi Sisitaby
MA student of English language and Translation
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English language
Islamic Azad University Jieroft Branch
Correspondence: [email protected]
This study concentrate on finding any possible relationship between Kolb’s
approaches and teaching and learning slang among students. 63 ELT BA
students majoring English Translation (ET) were selected The 63
participants took the Kolb’s (2006) Learning Style Inventory questionnaire,
and the Slang Test. The test and the questionnaire answered by the
participants were scored. Using the descriptive statistics, correlation,
regression and t-test, the data were analyzed. The results of the study
showed that the Abstract Conceptualization (AC), followed by the Active
Experimentation (AE) are the most dominant teaching and learning styles
among the students. In terms of the descriptive statistics, both genders were
found to have similar performances on both slang test and the Kolb’s (2006)
Learning Style Inventory questionnaire with partial differences. The results
of the correlation demonstrated the positive, significant and high correlation
between the Kolb’s (2005) teaching and learning style and slang teaching
and learning. The study proved the highest correlation between the
experiential teaching and learning style (Concrete Experience (CE) and the
slang teaching and learning. meanwhile, the study showed non-significant
correlation either between gender and slang learning.

Keywords: Kolb’s Learning approaches, slang learning, active experimentation

(AE), concrete experience (CE), abstract conceptualization (AC)

148
 NTELTConferences

Kolb’s Learning Approaches and Learning American Slang

Maryam Omrany
MA Student of English Language and Literature
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English
Language Islamic Azad University Jieroft Branch
Correspondence: [email protected]
The main aim of this study was to explore any possible relationship
between learning styles and learning slang among Iranian ELT students
with a gender-based focus. To this end, 63 ELT BA students majoring
English Translation (ET) were selected as the participants of the study out
of 70 through the proficiency test, i.e. Edwards’ (2007) Solutions Placement
Test: Elementary to Intermediate. The 63 participants took the Kolb’s
(2006) Learning Style Inventory questionnaire, and the Slang Test. The test
and the questionnaire answered by the participants were scored. The data
were extracted and put into the SPSS22. Using the descriptive statistics,
correlation, regression and t-test, the data were analyzed. The results of the
study indicated that the Abstract Conceptualization (AC), followed by the
Active Experimentation (AE) are the most dominant learning styles among
the participants. In terms of the descriptive statistics, both genders were
found to have similar performances on both slang test and the Kolb’s (2006)
Learning Style Inventory questionnaire with partial differences. The results
of the correlation demonstrated the positive, significant and high correlation
between the Kolb’s (2005) learning style and slang learning. Likewise, the
study proved the highest correlation between the experiential learning style
(Concrete Experience (CE) and the slang learning. meanwhile, the study
showed non-significant correlation either between gender and slang
learning or between gender and learning styles.

Keywords: learning styles, slang learning, abstract conceptualization (AC), active

experimentation (AE), concrete experience (CE)

149
 New Trends in English Language Teaching and Testing

Students’ Speaking Accuracy and American Drama

Parvaneh Raiesi Sisitaby
MA student of English Language and Translation
Kian Pishkar*
Assistant Professor of English Language Teaching, Department of English language
Islamic Azad University Jieroft Branch
Correspondence: [email protected]
Using of the modern American dramas (The Death of Salesman by Arthur
Miller) in ELT classes can lead to students’ active participation in speaking
and this can improve their accuracy of speaking. This study was designed in
the form of pre-experimental research and data of this research have been
gathered from 25 students of English language and literature of Payam Noor
University of Jieroft Branch, I.R.Iran. There are some aspects of speaking
accuracy for this research. They are vocabulary and expression, structures,
speaking smoothly, developing interactions and intonation. This article tries
to draw attention to the case of drama in the speaking accuracy context as
an inventive process and a challenge for creative thought. Drama as a
teaching technique that increase not only students' linguistic and emotional
progress but also a as a challenge for innovative thought and a means that
contributes to what Fontana (1997) called "education for being”. Drama and
language games can be used as a natural introduction to dramatic activities
proper and as preparation for role-play, improvisation, and other drama
experiences. One-act and shorter plays would also present a rich source of
vocabulary and expressions, and on account of their length and tendency to
concentrate on one theme, setting, or idea, they could quite easily be used
with less advanced students. The aim of the study is to find out the effect of
using of the American Modern Drama (The Death of Salesman by Arthur
Miller) on the students’ speaking accuracy and to know the methods used
by those students while using of the modern American drama. The data
were the speaking transcripts which were analyzed to see the progress after
four-time treatment was given. The result shows that the speaking accuracy
of the students promoted in some areas as shown by the perfection on their
vocabulary and comprehensibility.

Keywords: TEFL, speaking, accuracy, modern american drama

150
 NTELTConferences

Integrating Syntax and Semantics in Collocation Acquisition

Kian Pishkar
Assistant Professor of English Language Teaching, Department of English language
Islamic Azad University Jieroft Branch
Correspondence: [email protected]
How language, be it first (L1) or second (L2), is acquired has been the
concern of much research and investigation, and perhaps no other
phenomenon has witnessed such interest (Shormani, 2014b). One such area
within language acquisition is collocability and how it presents a difficult
aspect to L2 acquirers. This is so due to the fact that collocability involves
formulaic language the mastering of which has been considered specific to
native speakers of the language being learned. Thus, in this article, I
propose a minimalist approach based on integrating syntax and semantics.
The former concerns combining (collocating) two lexical items by means of
Select and Merge operations, and the latter concerns what goes with what in
a collocation based on feature specifications encoded on each lexis (i.e.
word). My proposal stems from substantial evidence proving the
availability of syntax and semantics in collocability. Thus, each collocation
produced by Select and Merge has to “pass” the semantic constraints
manifested in the Collocating Feature Specification Rule (=CFSR).
However, if this produced collocation fails to “pass” CFSR, it has to
undergo acquisition once more in which parameters are reset and
retriggered through acquisition reorientation. The proposal places much
emphasis on mental properties of Universal Grammar (UG), and the same is
true concerning L2 acquisition settings in relation to providing L2 acquirers
with an “equal” linguistic input native speakers have had.

Keywords: syntax, semantics, collocation acquisition, ELT

151
 New Trends in English Language Teaching and Testing

Blended Learning vs. Traditional Classroom Setting to Improve

English Idioms: A Comparative Study
Rasool Mirshekaran
MA student at Chabahar Maritime University
Correspondence: [email protected]
This study aimed to compare the effect of blended learning and traditional
classroom setting on improving Iranian EFL leaners’ English idioms. To
fulfil this objective, 50 Iranian participants were selected. The intermediate
selected participants were then randomly divided into two equal groups;
experimental group and control group. After that, both groups were
pretested through a researcher-made English idiom test. Afterwards, the
researcher put the respondents of the experimental group in a blended
learning. The learners in the Blended Learning group received traditional
teaching methods of English idioms plus learning through using computer
and internet. On the other hand, the control group was taught in the
traditional classroom. The traditional classroom setting was deprived of the
computer and internet and the students. After the instruction, a modified
version of pre-test was administered to the both groups as posttest and
finally the data were analyzed by using paired and independent samples t-
tests. The obtained results indicated that there was a significant difference
between the post-tests of spacing and massed groups. The findings indicated
that the experimental group significantly outperformed the control group
(p<.05) on the post-test.

Keywords: blended learning, traditional classroom learning, computer-mediated

environment, Internet, English idioms

152
 NTELTConferences

An Investigation into the Role of Semantic Neighborhood Density on

Long-term Vocabulary Retention of Iranian EFL Learners
Foruq Rezvani. R*
Saman Jamshidi
Correspondence: [email protected]
Along a plethora of research in EFL, vocabulary instruction is proved to be
inevitably an essential part of mastering a second language. Thence, this
study was an attempt to investigate the impact of semantic neighborhood
density on long-term vocabulary retention of Iranian EFL learners. For this
purpose, randomized subjects, pretest-posttest control group design was
utilized comprising two groups of participants, one experimental group and
one control group, each containing fifty Iranian learners. Conducting this
research accordingly, three main phases were implemented including pre-
test, treatment, and immediate plus delayed posttests. First, Oxford
Vocabulary Level Test was administered to ensure that all participants
involved were in upper-intermediate level. Thereafter, homogeneous
participants were randomly assigned to experimental and control groups,
then, a pre-test was administered. Second, during the six-week treatment,
both experimental and control groups received vocabulary instruction, with
vocabularies arranged as having semantic neighborhood density in
experimental group and in haphazard order in control group. Third, after the
treatment, immediate and delayed posttests were taken after one day and
three weeks respectively. Subsequently, an analysis of Covariance
(ANCOVA) was run to analyze the posttests results. According to the result
of ANCOVA, revealing EG outperforming the control group in delayed
posttest, it was concluded that semantic neighborhood density had
significantly positive effect on EFL learners’ long-term vocabulary
retention.

Keywords: semantic neighborhood density, vocabulary retention, vocabulary

instruction, efl learners, Iran

153
 New Trends in English Language Teaching and Testing

How Influential is Formative Assessment on Summative Evaluation of

the EFL Grammar Courses and Students Attitudes: The Role of
Gender and Question Difficulty
Setareh Doroud
MA student of Allameh Tabatabaei
Correspondence: [email protected]
Despite the known centrality of formative assessment, feedback, and
dynamic assessment in educational settings, the gap is still felt in
determining the role of formative assessment, feedback, question difficulty,
and gender in summative assessment and attitude changing. In this regard,
this research adopted the experimental research method on 90 Iranian
intermediate students (40 males and 50 females) dividing them into 3
groups whose homogeneity is ensured. Students received feedback after
every formative assessment. The related formative tests ranged from 4 to 6
questions adapted from Basic Grammar in Use (Murphy & Smalzer, 2011)
followed by a summative exam divided into easy, normal, and difficult
questions, as well as Students ‘Attitudes Towards Formative Assessment
Questionnaire (Fakeye, 2016). The first group took 11 formative
assessments, the second one 6, and the third group 2 tests. ANOVA and
descriptive statistics were run to analyze the attitude of students and for
comparing the three groups in terms of any possible difference in taking the
tests. The results of this study reported students’ improvement on
summative assessment, attitude changing, gender role, and hard grammar
questions from a summative grammar exam which were, supposedly, more
affected by increasing the number of formative assessment. Such a study is
essential to provide teachers and test designers with implications for
implementing assessment, providing the suitable number of formative
assessments during a semester, and providing feedback in the language
classrooms.

Keywords: attitude, dynamic assessment, feedback, formative assessment,

summative assessment, question difficulty

154
 NTELTConferences

The Application of Vygotskian Perspective in Multilevel English

Classes in Iran Universities
Mostafa Goodarzi
M.A in Chabahar Maritime University
Correspondence: [email protected]
The present study is aimed to find out an applicable solution to multilevel
English classes especially in Iran universities. The term multilevel
classrooms refers to student centered classrooms in which students learn
across two or more grades and are taught by the same teacher. Since such
classes face teacher with a significant challenge for making the atmosphere
of class interesting and useful for all students, selecting and applying
appropriate strategy based on a reliable school of thought will be helpful.
Therefore, Lev Vygotsky’s ‘Zone of Proximal Development’ (ZPD) theory
and Sociocultural theory (SCT) as background and making use of
Vygotsky’s ideas such as peer tutoring and scaffolding is considered as the
main solution to this problem. Details of how these theories are bound up
with scaffolding and how they can be applied as a solution in multilevel
English classes are explained. Some suggestions for further studies are also
proposed in this area. First, this study focuses on English classes in Iran
universities, some suggestions are proposed for more global contexts. On
the other hand, since this study relies on theoretical aspects, empirical
studies can be done around application of Vygotsky`s ideas in multilevel
English classes in future.

Keywords: multilevel, scaffolding, sociocultural theory, zone of proximal

development

155
 New Trends in English Language Teaching and Testing

Alternative Assessment: The Impact of Self-assessment vs. Peer-

assessment on Iranian Intermediate EFL Learners’ Paragraph Writing
Ability
Marzieh Ghazizadeh
M.A., Department of English Language, Rasht Branch, Islamic Azad University,
Rasht, Iran
Davood Taghipour Bazargani*
Assistant Professor of Applied Linguistics, Department of English Language,
Faculty of Humanities, Rasht Branch, Islamic Azad University, Guilan, Iran,
Correspondence: [email protected]
Alternative assessments, compared to traditional formal tests, are more
authentic methods of testing which are holistically performed by the active
participation of the students, their peers and their teachers (Tangdhanakanond,
2006). The present study was designed to investigate the effectiveness of two
types of alternative assessment, namely self- and peer-assessment in improving
paragraph writing ability of Iranian Intermediate EFL learners. In so doing, 45
female learners who were studying at Pardis institute in Rasht, and in the 18-22
age range, were selected among 90 participants based on their performance on
OPT. The participants were randomly assigned to two experimental groups and
one control group each consisting of 15 participants. A pre-test was
administered to the three groups. Then, both experimental groups received 10-
session treatments that were the use of self-assessment in the experimental
group (A) and the use of peer-assessment in the experimental group (B). A post-
test was then administered to all the three groups. A statistically significant
difference was found between self, peer and traditional assessment. The results
also revealed that the experimental group (B) that utilized peer-assessment
achieved significantly higher proficiency in paragraph writing than the other
two groups. Additionally, the experimental group (A) that received the use of
self-assessment outperformed the control group. Based on the findings of this
study, language teachers can utilize both kinds of alternative assessment
investigated in this study (i.e. self-assessment and peer-assessment) to improve
their learners’ paragraph writing ability.

Keywords: assessment, alternative assessment, peer-assessment, self-assessment,

paragraph writing ability

156
 NTELTConferences

The Impact of Flooding Input in Teacher Talk on the Advanced EFL

Learners’ Knowledge of Cleft Sentences
Mahdiyeh Tayyebi
M.A., Department of English Language, Rasht Branch, Islamic Azad University,
Rasht, Iran
Davood Taghipour Bazargani*
Assistant Professor of Applied Linguistics, Department of English Language,
Faculty of Humanities, Rasht Branch, Islamic Azad University, Guilan, Iran
Correspondence: [email protected]
This study was designed to investigate the effectiveness of input flooding
through teacher talk on the Iranian advanced EFL learners' knowledge of
pseudo-cleft structure. To achieve the objective, 60 male participants in the
15-18 age range who were studying for about 25 semesters at Shokouh
institute in Rasht were selected from among 85 learners based on their
performance on QPT. There were two groups in this study, and each group
consisted of 30 students. A pretest, involving a topic with a particular
situation was administered. Then, the experimental group received a 10-
session treatment that was the use of input flooding of pseudo-cleft structure
through teacher talk. Meanwhile, the control group received a 10-session
placebo that was applying the traditional method without utilizing excessive
use of pseudo-cleft structure. A posttest was then administered to both
groups. The results of this study revealed that the experimental group that
utilized input flooding of pseudo-cleft structure through teacher talk
achieved higher proficiency to use regarding structure in topic-based
writing than the control group. Based on the findings of this study, language
teachers can utilize input flooding of these structures to improve their
learners’ knowledge of pseudo-cleft structure in writing. The findings
showed that input flooding of mentioned structure through teacher talk
made an appropriate context to have incidental learning for learners that led
higher proficiency in their writing. Thus, teachers can exploit it to
contribute to learners' learning.

Keywords: cleft sentence, input, input enhancement, input flooding, pseudo-cleft

sentence

157
 New Trends in English Language Teaching and Testing

A Critical Review of Agency in ELT: Philosophical, Psychological and

Social Turns
Seyyed Mohammad Reza Adel*
Assistant Professor, Hakim Sabzevari University
Maryam Sabouri
M.A. Graduate Student, English Department, Hakim Sabzevari University
Correspondence: [email protected]
Agency is the belief that human beings have the ability to influence their
lives and environment while they are also shaped by social and individual
factors (Bourdieu, 1977; Giddens, 1984). The purpose of this study is a
critical review of agency in ELT along with the philosophical,
psychological and social turns of the concept. First, the definition of agency
from different perspectives and different disciplines is given. As one of the
most common tendencies in discussions of agency is the treatment of it as a
synonym for free will, the philosophical treatment of agency is then
explained. In addition, since agency is not only a central concept in modern
educational theory and practice, but also is a key notion and issue in
contemporary social theory, particularly in sociology, economics and
political science, the idea of agency in social theory and the ambiguous and
misleading concept of social structure which is crucial in social analysis
will be elaborated. Furthermore, the notions of meditated agency and
agency as intersubjective or individualistic with a focus on Arendt (1958)
and Levine (2005) works are presented. To account for some pedagogical
implication and application of the concept of agency and ELT, dialogism
and agency, the relationship between structure and teacher agency in the
classroom, agency and positioning, agency and identity, the role of agency
in learning, student agency, and teacher agency are the remaining issues to
be discussed.

Keywords: agency, free will, meditated agency, ELT

158
 NTELTConferences

A Shift toward an Intercultural Stance in EFL Material

Mahmoud Shaker
University of Applied Science and Technology, Shiraz Khabar Media School
Elham Manzari
Shiraz University, Shiraz, Iran
Mehrnoosh Eslami*
University of Applied Science and Technology, Shiraz Khabar Media School
Correspondence: [email protected]
While learning the language skills and components of a given language,
students are needed to learn the intercultural communicative competence
and this can be achieved through textbooks. To this aim, the present study
is an attempt to analyse different EFL textbooks taught in Iran based upon
the models conceptualized by both Paige et al. (1999) and Lee (2004) to
investigate (a) how culture is used and presented in these textbooks; and (b)
the way they develop an intercultural competence in Iranian learners. The
findings of the research revealed that most of the textbooks neglect both the
teaching of the culture-general aspect of culture learning and the small “c”
target-culture learning. There was a strong sense of a hierarchical
representation of the Anglophone world in which the US culture served as
the supreme source. These findings show a need for the presence of more
cultural issues in the textbooks and it highlights that more attention should
be paid to develop the students’ intercultural competence through the
presence activities directed to other cultures and communities.

Keywords: culture-general aspect of culture learning, culture-specific aspect of

culture learning, big “C” target-culture learning, small “c” target culture learning

159
 New Trends in English Language Teaching and Testing

Playing through Podcasts a Harbinger of Gaining a Remarkable

Command of English for Intermediate Learners
Amirreza Nemat Tabrizi
Associate Professor, Department of TEFL and English Literature, Payame Noor
University
Fatemeh Zununi Vahed*
PhD Student, Lecturer, Payame Noor University
Correspondence: [email protected]
Gaining a desired command of English for various purposes learners
pursue, makes them use different text books and materials at times
overwhelming and costly; however, podcasts which are audio file easily
available to cover actually any topic area to familiarize language learners
with a variety of language elements seem to have prolific results beside
being much affordable. In this study, 60 homogeneous intermediate English
learners took a thirty-session course and were divided into two groups
where one group took advantage of podcasts in the language learning
process presented as games while the other took a regular process of using
language textbook. The topics, length of instruction, teacher’s help and
other language elements presented were the same while our experimental
group just had podcasts to work on new words, grammatical points,
pronunciation, composing writings and manipulating language in general.
At the end of the course, both groups sat a comprehensive tests and the
results showed significance difference in terms of the results obtained (p=
0.003) suggesting that podcasts alone might help language learners become
more competent in listening, speaking and writing skills with improved
pronunciation and collocational knowledge, the flow of language happens
naturally and learners feel confident about their learning.

Keywords: podcasts, language skills, collocations, listening

160
 NTELTConferences

Investigating the Effect of EFL Teachers’ Self-leadership on their

Processional Development and Change
Reza Khany*
Associate Professor in Applied linguistics, Ilam University, Ilam, Iran
Mahdie Fakhar Shahreza
Ph.D. Student in TEFL, Ilam University, Ilam, Iran
Correspondence: [email protected]
This study aimed at investigating the network of associations among EFL
teachers’ self-leadership (SL), professional development (PD), and
professional change (PC). To this end, 246 Iranian EFL teachers filled out
three standardized questionnaires on SL, PD, and PC. Structural Equation
Modeling (SEM) was applied to analyze the collected data and test the path
model of the study. The SEM results indicated that teachers’ SL had a
significant relationship with PD and PC with acceptable fit indices.
Furthermore, the findings of the study revealed that self-leadership, was
highly sensitive to some contextual factors resulting in intra/inter individual
differences. It was, also, showed that professional change can be affected by
some of the subcategories of the professional development. The findings
have various implications for language teachers, language planners, and
practitioners.

Keywords: teachers’ self-leadership, professional development, professional

change, SEM

161
 New Trends in English Language Teaching and Testing

The Effect of Reading Authentic News Materials through Mobile

Applications on Proportionate Presentation of Facts and Opinions in
EFL Essay Writing
Morteza Sobhdoost
Correspondence: [email protected]
The present study investigated the effect of using mobile media on Iranian
EFL learners’ writing ability. This study tried to determine the extent to
which using mobile phones as an aid to be used in writing classes is likely
to influence writing ability of Intermediate Iranian EFL learners. In fact,
this study was aimed to investigate the effect of using mobile media on
ability of learners to use facts and opinions in expressing themselves. In this
study the focus was on instructing learners; that is, the experimental group
to use their mobile applications to collect information and widen their
horizons regarding the topics of their essays. In the control group, no
treatment has been done and learners received a regular routine of the
semester as they always did. The results indicated that the means of the two
groups were significantly different. The participants in the experimental
group used a significantly higher number of facts and opinions in their post-
test writings. As well, they outperformed their counterparts regarding the
content of their essays. It means using mobile media has helped the
participants in the experimental group to use facts and express their
opinions more effectively.

Keywords: writing, mobile media, facts & opinions

162
 NTELTConferences

The Comparative Effect of Dynamic Assessment and Portfolio

Assessment on EFL Learners’ Achievement of Speech Acts
Mohammad Saeed Ahmadi
Islamic Azad University at Central Tehran, Faculty of Foreign Languages
Nacim Shangarffam*
Islamic Azad University at Central Tehran, Faculty of Foreign Languages
Correspondence: [email protected]
In pragmatic competence the meaning of language use is considered
essential which is disguised in linguistic and social medium of language
use. One of the manifestations of pragmatic competence is seen in the
concept of Speech Acts. The current study aimed at investigating the
comparative effects of Portfolio Assessment and Dynamic Assessment as
sub-strategies of alternative assessment on the learning of Speech Acts
among Iranian EFL learners. Participants of the study included 60 EFL
male and female at intermediate level of language proficiency. The
methodology of the study included collecting data on speech act knowledge
before and after 12 sessions of the treatment in two experimental groups. In
one group portfolio assessment and in another group dynamic assessment
was introduced. Speech act knowledge was measured by administering the
Multiple choice Discourse Completion Tests (MDCT) comprised of 20
situations for the use of request and apology speech acts. After collecting
data in the form of interval scores on speech act knowledge before and after
treatment, data were analyzed using statistical test of ANCOVA. Based on
the results of data analysis, it was found that Dynamic Assessment is more
effective than Portfolio Assessment in terms of its effects on learning
Speech Acts.

Keywords: dynamic assessment, portfolio assessment, speech act, apology, request

163
 New Trends in English Language Teaching and Testing

Actions and Perceptions in Terms of Feedback: Considering the Issues

of Teachers, Learners, and Time
Fahime Ashja Nazarloo
Correspondence: [email protected]
This research reports a case study which illustrates the relationship among
the teachers’ practices and perceptions with reference to learners’
perceptions. Investigation about error correction and using different kinds
of corrective feedback in the foreign language classroom have received
considerable attention during the past decades. This study also investigates
the intermediate learners’ grammatical errors which considers the teachers’
practices with the teachers’ and learners’ perceptions. One of the other
important purpose of this study was observation. By using observation, the
study investigated how the teachers deal with the learners’ grammatical
errors. A questionnaire been used to investigate about teachers’ and
learners’ perceptions in using different CF types and different time of
grammatical error correction. Overall, the results of the questionnaire
suggested that both teachers and learners preferred focused CF like explicit
correction to unfocused CF like recast. Meanwhile, teachers preferred to
ignore the learners’ grammatical errors at the classroom. Furthermore,
according to learners’ and teachers’ ideas, correction after finishing
speaking outperformed other correction times. On the contrary to this fact,
the results of the observation indicated that teachers corrected the learners
immediately before finishing their speech.

Keywords: corrective feedback, immediate correction, perceptions and practices

164
 NTELTConferences

The Effect of Using Translation from L1 to L2 in Teaching Grammar

on Learning and Improvement of EFL Beginner Learners’ Accuracy
Nahid Tabatabaee
English Translation, Azad University of Qom
Correspondence: [email protected]
The present study was conducted to examine the effect of using translation
and mother tongue from L1 to L2 as a teaching technique in teaching
grammar on the learning and improvement of EFL beginner learners’
accuracy. To fulfill the purpose of the study 20 beginner learners were
chosen, 10 learners in one group as an exprimental group and 10 learners in
another group as a comparison group. These groups didn’t have familiarity
with 3 aimed structure of this study, i.e simple present, present progressive,
simple past. Based on the pretest, exprimental and comparison groups were
formed. The exprimental group underwent the treatment, i.e translating
Persian sentences into English using the newly learned structures. The
comparison group received the placebo-grammar exercises in the course
book. Both groups were postested and result of the post-test demonstrated
that the exprimental group outperformed the comparison group in terms of
accuracy. It’s concluded that this technique can be used by teachers to
reinfoice new strucures.

Keywords: accuracy, structure, translation, beginner learners, improvement

165
 New Trends in English Language Teaching and Testing

Pattern Conversational Analysis on Acceptance of Dying: A

Conversational Analysis of Palliative Care of Doctors with Terminal
Patients
Seyed Ehsan Jamali
Iran university of science and technology, foreign language department
Correspondence: [email protected]
Breaking the news to terminal patients has always been quite a challenge to
all of the doctors who are required to inform the patient. The moment that a
patient learns that he/she is terminal and there is little hope for survival, is a
very delicate circumstance which requires a lot of feelings of compassion
and understanding. Right choice of words could make a significant
difference in patient's acceptance of death and the attitude he/she will have
toward the rest of the treatment. There have been many studies on discourse
of "Acceptance of death", however the focus of these studies has mainly
been on the patients. In This particular study, I analyze doctors pattern of
speech in the mentioned situation. This study is an effort to come up with a
practical pattern for delivering the unfortunate news to terminal patients
which helps them to digest the process and hopefully lessen the despair and
ease the process of acceptance. The data was gathered by recording real
conversations among doctors and terminal patients when the terminal nature
of disease was being explained. Furthermore, doctors and some of the
patients were interviewed. Speech hesitations, silences, backchannels, and
overlaps were analyzed.

Keywords: conversational analysis, palliative care, acceptance of death, pattern

166
 NTELTConferences

Private Function of Gesture in ZPD Creation in Foreign Language

Teaching
Azra Tajhizi*
PhD Candidate in Department oF English Language & Literature, Maragheh
Branch, Islamic Azad University, Maragheh, Iran
Susan Abedinzadeh
PhD Candidate in Department oF English Language & Literature, Maragheh
Branch, Islamic Azad University, Maragheh, Iran
Correspondence: [email protected]
The view was taken in this study was Vygotsky’s concept of the ZPD follows that of
Newman and Holtzman (1993), who argued that learning and teaching transforms as
a consequence of interacting in the ZPD. The aim of this study was to investigate the
researchers' attitudes about benefits of teachers and students' gesture using in
integration with speech in creating zones of proximal development (ZPD) for
foreign language learning and teaching. Several classes in the Rezvan and Novin
English language learning institutes were observed in conversational interaction
between an Iranian intermediate level students, and ESL/EFL teachers. The study
was conducted using mixed research design that combines both quantitative and
qualitative approaches in order to obtain richer and more reliable estimates on the
basis of the data. Methodologies of this type are often sequential, which means that
the quantitative and qualitative analyses are affected at different times. In this study,
the first step was of a quantitative type, based on the analysis of a semi-structure
close-ended questionnaire, while the second step was of a qualitative type, based on
an analysis of open-ended online teachers' attitude interview questionnaire in
LinkedIn. Analysis of the questionnaires revealed that teachers seldom have the
opportunity to view their own way of teaching and suggests that teachers need to be
aware of effective role of gestures as facilitators within critical reflective activities.
The obtained results indicate the positive attitudes about using gesture both in
promoting language learning and in facilitating positive interaction between the
multilingual and multicultural participants in, helping to create a sense of shared
social, cultural, symbolic, physical, and mediated mental space. Teachers need to be
made aware of the pedagogical uses of gesture as a mediational tool for teaching and
be sensitized to attending to student gestures. It raises learners' awareness in order to
improve their use of natural language, increase confidence and fluency and help to
avoid inter-cultural misunderstandings.

Keywords: ZPD creation, Private function of gesture

167
 New Trends in English Language Teaching and Testing

Personality Traits and their Relation with Assertiveness: A Case of

Iranian EFL Postgraduate Students
Nasrin Yaghoobinejad*
Touran Ahour
Correspondence: [email protected]
It is important to determine students' personality charecteristics and
assertiveness and make them aware of these differences to improve learning
process and outcomes. This study, aimed to find out which personality trait
has a significant contribution to the EFL students’ assertiveness, which
represents one’s ability of self-expression and defending it. The participants
of this descriptive study were 66 male and female postgraduate students in
ELT within the age ragne of 22-35 from the Islamic Azad University-Tabriz
Branch, Tabriz, Iran. In order to find their personality characteristics and
assertiveness, the Big-Five Personality Inventory (BFPI) and College Self-
expression Scale (CSES) were employed, respectively. The results of
Multiple Linear Regression revealed that out of the five personality traits,
only Extroversion made a unique significat contribution to the participants’
assertiveness. In contrast, Agreeableness, Openness, Conscientiousness, and
Neuroticism did not significantly predict their assertiveness. The
implications would be for teachers, students, syllabus designers, and
materials writers.

Keywords: assertiveness, personality, postgraduate students, traits

168
 NTELTConferences

The Distribution and Management of Knowledge in L2 Classroom Talk

Shayan Heidari
Shahid Chamran University of Ahvaz
Correspondence: [email protected]
Classrooms are institutional sites where knowledge is constructed and
negotiated in the talk between students and teachers. The differences
between knowledge states of the teacher and students are especially
transparent in second language (L2) classrooms. Recently, there has been a
growing interest in studying how this knowledge is handled in L2 classroom
conversation (e.g., Jakonen & Morton, 2013; Sert & Walsh, 2013).
Employing naturalistic approaches to interaction such as Conversation
Analysis (CA), these studies seek to discover the interactional practices that
students and teachers use to maintain intersubjectivity in talk while
attending to each other’s knowledge states. The present study draws on CA
approach and Epistemics framework (Heritage, 2012) to show how
knowledge is distributed, managed, and defended in classroom talk. The
data for this study come from video recordings of eight sessions of
classroom interaction in two beginner EFL classes in a language learning
institute in Iran. The analyses through CA suggest that the teacher and
students use a variety of interactional resources such as repair, correction,
and clarification request to overcome the difficulties in conversation and
imbalances in knowledge states. The study contributes to the understanding
of L2 classroom conversation and also to the recent notion of L2
interactional competence (Hall, Hellermann, & Doehler, 2011).

Keywords: L2 knowledge, conversation analysis, classroom talk

169
 New Trends in English Language Teaching and Testing

Ubiquitous Learning: Mobile Assisted Vocabulary Development

Application (MAVDA) and English Vocabulary Recall and Retention
of Iranian Eighth Graders
Mojgan Rashtchi*
Islamic Azad University - Tehran North Branch
Fatemeh Ghanbari
Islamic Azad University - Tehran North Branch
Correspondence: [email protected]
Developing vocabulary has long been one of the greatest aims of language
teachers and policy makers as it is the flesh of the language. The researcher
in this study first developed a vocabulary software, MAVDA, to
computerize vocabulary learning for the EFL learners in the 8th graders in
Iran according to their English textbook. Next, this study investigated the
effect of using MAVDA for the development of vocabulary. Two groups of
8th graders were selected in intact groups. The results showed that the
groups were homogeneous in the first step and after the treatment in the
recall posttest the experimental group, working with MAVDA,
outperformed the control group with the traditional treatment. The same
results were found when the test was administered for the second time after
two weeks to check the retention. Even a deeper gap was found in the
second posttest confirming the better performance and maintenance of the
results for the experimental group having worked with MAVDA. Newness
of the method and the tool or the greater involvement of the students
possibly made the greater effect.

Keywords: EFL learners, vocabulary development, MAVDA, recall, retention

170
 NTELTConferences

The Effectiveness of Using Short Story on English Language Teaching

Haydar Jabr Koban
Al-Ma'moon University College, Dept. of Translation
Correspondence: [email protected]
Language learning requires acquiring the four basic skills of listening,
speaking, reading comprehension, and writing. Some sources provide
materials that can meet some of these abilities, but short story as a unique
literary genre, has proved a useful source that fulfills these four LSRW
skills. Short story has a compact structure and can be used in language
teaching very effectively because of its readability in a limited class time.
Short stories offer authentic reading materials which give the language
learners an opportunity to interact with the text emotionally and involve
themselves personally. The element of human interest in short stories
motivates the learners to respond the universal themes and other human
experiences in their own way. In this respect, the learners are not only
exposed to the real use of language, but also they become critical thinkers.
Short stories are available for the learners of all age groups and for all levels
of proficiency. English language teachers should select the stories carefully,
keeping in view the linguistic and conceptual level of the learners. As such,
the present paper debates the reasons behind using short stories as an
effective tool for teaching English as a foreign language to students of
English.

Keywords: language learning, short story, LSRW skills

171
 New Trends in English Language Teaching and Testing

Social Network and its Effect on the Upper-Intermediate Learners’

Pragmatic Competence
Fahime Ashja Nazarloo
Correspondence: [email protected]
Pragmatic competence has become one of the most interesting issues in the
last few decades that attracted the researchers’ attention. In other words,
evaluating the foreign language learners’ pragmatic competence beside
linguistic competence is of great significance. Furthermore, because the
teachers and learners do not have enough time to practice at the class and
they can not be in real context, social network facilitates the learners’ and
teachers’ interaction with each other out of class. So, the purpose of this
research is to investigate the effect of social network on the improvement of
the learners’ pragmatic competence. To this end, 60 female upper-
intermediate learners participated in this study. The participants were
divided in three groups randomly, one of experimental groups group
participated in WhatsApp conversation group, and the second experimental
group spoke with native speakers on the internet, but the control groups’
conversation was limited to classroom. After finishing the treatment
sessions, all the learners took part in the post-test and delayed post-test.
Ancova test was used to discover the effect of interaction in WhatsApp on
the improvement of the learners’ pragmatic competence in their
conversation. The findings proposed that the pragmatic competence of
experimental groups has improved in comparison to control group as a
result of taking part in conversations with native speakers and in WhatsApp
group.

Keywords: social network, communicative competence, pragmatic competence

172
 NTELTConferences

The Acquisition of French (L3) Orthography by Persian (L1) Speakers

Learners of English (L2)
Ali Akbar Jabbari
Associate Professor of Applied Linguistics, English Department, Yazd University
Fahimeh Sadat Torabi*
M.A. in TEFL, English Department, Yazd University
Correspondence: [email protected]
Learning the third language is one of the issues that has attracted much
attention in recent years. In this research the influence of Persian language
as a mother tongue and English as a second language on the correct
orthography of French as a third language is studied. This study investigates
three hypotheses of transfer, L1 Transfer Hypothesis, L2 Status Factor, and
Cumulative Enhancement Model. We examined the role of voice and text in
correct orthography of the third language. This study accounts for the
acquisition of coda consonant clusters of French by Persian EFL learners.
Twenty-two participants of two levels of pre and upper-intermediate of
English proficiency and beginner level French proficiency were selected. In
this study, first we measured the level of learners' English knowledge by the
Oxford Quick Placement Test and then we studied the effectiveness of the
first and second languages on the third language learning by the Production
test, and the Grammatically Judgment Test. It was found that the
participants had difficulties in performing final consonant clusters in
French; however, the lower level learners in English proficiency had more
difficulties so they transferred both structures from L1 and L2 into L3.

Keywords: L3 orthography, cumulative enhancement model, L2 status factor

hypothesis, L1 status factor hypothesis, syllable structure

173
 New Trends in English Language Teaching and Testing

The Effect of Reading Strategies Awareness on Reading

Comprehension Ability of Iranian EFL Learners at Intermediate
Levels
Mehdi Sadeghi Ghahdarijani
MA in English Language Teaching, Kashan University
Mohammad Amin Mozaheb*
Assistant Professor in TEFL and Head of the Department of Foreign Languages,
Imam Sadiq University
Mohammad Hossein Behnoud
BA Student in English
Correspondence: [email protected]
This paper attempted to measure the impact of reading strategies on Iranian
EFL learners’ reading comprehension abilities. This paper reports findings
from the study that assessed 52 intermediate students studying English at
Kish Institute considering the use of reading strategies. They were all
female students with average age of 20-35. Investigating the existed
relationship between the learners' reading strategy use and their reading
comprehension achievements, the researchers used a correlation design as
the overall design of this study. Moreover, three instruments such as Oxford
Placement Test (OPT), the Survey of Reading Strategies (SORS) (Mokhtari
& Sheory, 2002) and Reading Comprehension Test (RCT) were used in the
study. The reading strategies were also classified into three categories
including global, problem solving and supporting. The participants proved
to be high users of the overall strategies. The results showed problem
solving strategy was the most used strategy and global strategy was the least
used one by the students. The difference in the strategy use is statistically
significant except for supporting strategy. Overall, the reading strategy use
moderately correlated with the reading comprehension achievement of the
students. Thus, the study identified the students’ reading strategy
preferences and suggests remedial measures for classroom teaching and
may have implications for teachers and materials developers in the field of
English language teaching and learning.

Keywords: EFL, reading comprehension, reading strategy use, metacognitive,

strategy awareness

174
 NTELTConferences

The Effect of Task Complexity on EFL Learners’ Listening

Comprehension
Mehdi Sadeghi Ghahdarijani
MA in English Language Teaching, Kashan University
Mohammad Amin Mozaheb*
Assistant Professor in TEFL and Head of the Department of Foreign Languages,
Imam Sadiq University
Mohammad Hossein Behnoud
BA Student in English
Correspondence: [email protected]
This study investigates the impact of performance conditions on students’
performance and their perception of task difficulty in a test of listening
performance, in light of the cognitive complexity framework proposed by
Skehan (1996, 1998) cited in Mc Namara et al. (2002) and Robinson (2001)
in an Iranian university where English is a foreign language. To this end
two intact EFL classes including 54 Iranian EFL learners at an English
department (F=39, M=15) were selected. Candidates performed a series of
listening tasks (planning time, perspective and prior knowledge) whose
conditions under which they were performed, were manipulated, and the
impact of these on task performance was analyzed. The participants’
listening performance were analyzed using descriptive statistics and t-test.
Test-takers recorded their perceptions of the relative difficulty of each task
and their attitudes to them. The results showed systematic variation
associated with the various performance conditions for all task dimensions.
Test-takers outperformed under simple condition for all dimensions. As far
as the utility of test-taker feedback is concerned, test-takers` perception of
task difficulty did not generally correspond to the hypothesized difficulty of
the different task conditions except for the ‘planning time’. Results offered
support for Skehan’s framework in the context of aural proficiency
assessment, and also raised doubts about post hoc estimates of task
difficulty by test-takers through their perception of task difficulty.

Keywords: task complexity, task difficulty, task condition, perception of task

difficulty

175
 New Trends in English Language Teaching and Testing

Scaffolding and Dynamic Assessment as a Strategy to Aid Translator

Trainees
Rahman Sahragard
Shiraz University
Mohamad Hadi Eal*
Shiraz University
Correspondence: [email protected]
The focus of this paper is on the implementation of scaffolding and
Dynamic Assessment (DA) in a translation classroom setting. Scaffolding is
a strategy which originates from Lev Vygotsky’s Socio-cultural theory. DA
is an approach to assessment and instruction derived from Vygotsky’s
theory of the Zone of Proximal Development. He proposed the concept of
the zone of proximal development, illustrating the distance between what
individuals can achieve by themselves and what they can achieve with
assistance from others. Scaffolding is a temporary support that individuals
receive from more knowledgeable others before they get autonomous. In a
classroom, the source of scaffolding can be the teacher as well as other
classmates. This paper investigates the implications of scaffolding from the
teacher and from classmates while students do translation tasks, as well as
DA as a source of identifying potential problems of students in the process
of translation in the classroom setting. The study compares the level of
development of the students over eleven sessions of instruction as well as
their reflections towards the applied teaching strategy as it is a new one. It
also includes how students interact in the classroom compared to the
classical translation teaching methods. This paper posits that manipulating
the sociocultural context of the Translation classroom can help learners
improve their translation skills, be trained in strategic orientation to
translating, and, more importantly, become capable translators in the
society.

Keywords: dynamic assessment, scaffolding, peer learning, zone of proximal

development

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Challenges of Foreign Language Curriculum at Higher Education

System of Iran
Mohsen Chenari*
Ph.D Student in the Area of Higher Education Curriculum, Shahid Beheshti
University
Mahboubeh Arefi
Faculty Member of Education Department, Shahid Beheshti University
Kourosh Fathi Vajargah
Faculty Member of Education Department, Shahid Beheshti University
Correspondence: [email protected]
Activities related to foreign language teaching are often viewed from a
limited perspective. Appealing to study teaching methods through the
history foreign language teaching can be mentioned as a reason for that
phenomenon. Methods are often regarded as the most important factor in
determining the success of a language teaching program, and progress in
language teaching is sometimes associated with the adoption and selection
of the most recent teaching methods. A point of view that is usually seen on
the way of language learning is how these methods interact with other
factors in the learning process? Who are the learners and teachers? What are
their expectations from the language program? What are the goals and
objectives of the program and how are they expressed? And what
organizational structures exist to support and monitor a good language
curriculum? What resources will be used? What is the role of textbooks and
other educational materials? What criteria will be used to determine the
success of the program? Therefore, the choice of the language teaching
method without recognizing the context of the implementation of that
language program and the interactions between different elements involved
in the curriculum cannot be done correctly. The present article aims to
introduce the main elements of the foreign language curriculum especially
at higher education level. In addition to that, it tries to introduce challenges
facing this area of study in the higher education system of Iran.

Keywords: challenges, foreign language teaching, curriculum, educational system,

higher education

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 New Trends in English Language Teaching and Testing

Consistency of Measurement or Fluctuation of Performances?

Evidence for and against IELTS Retake policy
Seyyed Mohammad Alavi
University of Tehran
Shiva Kaivanpanah
University of Tehran
Ali PanahiMasjedlou*
University of Tehran
Correspondence: [email protected]
Within the literature, there is a dearth of research into the variation in
IELTS listening testscores in particular and fluctuation in IELTS in general.
Associated with retake policy of IELTS, the fluctuations potentially affect
the consequential validity and the value implications related to IELTS.
Conducted in two phases, the present study addresses the fact that whether
the performances on IELTS Listening in particular and on IELTS in general
fluctuate or not. At phase one,57 IELTS mock test takers were administered
four IELTS listening testsadopted from Cambridge University test books;
each test contained 40 items and four sections, i.e.,gap filling, diagram
labelling, multiple choice and short answer. First, the reliability indices of
the tests were computed with use of Cronbach's Alpha and with reference to
the item-total correlation of the four tests, no statistically significant
difference was observed among the reliability indices of the four tests.At
phase one, the Z-scores as well as the raw scores were compared; also, the
plot charts for each of the 57 test takers on four tests were designed. Then,
SPSS software was run and the performances of each test taker on four tests
were compared in terms of consistency/inconsistency of measure. At phase
two, the real performances of four real test takers of IELTS - tutored by one
of the researchers- were analyzed with use of visual graphs in four retake
conditions. The results of the analysis revealed a variation on the
performancesof the test takers on listening of IELTS. The implications open
some arguments for IELTS validity and invalidity with reference to IELTS
retake policy. On the one hand, it takes account of the commercial motives
behind IELTS and on the other hand, it argues the fact that whether the
individual skill score should be accepted or the overall band score.

Keywords: IELTS listening, validity, consequential validity, retake policy

178
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The Impact of Rater Characteristics on Rater Severity/Leniency in

Writing Performance Assessment
Akram Nayernia*
Iran University of Science and Technology
Mitra Borumand
Iran University of Science and Technology
Correspondence: [email protected]
Language performance assessment is a notoriously difficult task where test-
takers’ score might be influenced by such extraneous factors as rater
characteristics. In order to ensure validity issues, it is crucially important to
identify these factors and control for their effects. In this respect, this study
investigated whether rater characteristics such as age, gender, language
proficiency level, discipline, degree, and teaching experience have an
impact on the severity/leniency of the raters in the IELTS writing
performance assessments. The contribution of each characteristic to
severity/leniency was also investigated. To this aim, 30 raters participated
in this study. They were first given a demographic questionnaire and then
20 IELTS task-2 writing samples to rate both holistically and analytically
based on four major criteria including task achievement, coherence and
cohesion, lexical resource, and grammatical range and accuracy on a six-
point Likert scale. The non-parametric chi-square test for independence was
used to explore whether the characteristics of raters and their
severity/leniency in the IELTS writing performance assessment were
related. In addition, the standard multiple regression was utilized to
determine which characteristics more predicted raters’ severity/leniency and
how much was the contribution of each. Finally, Wilcoxon signed rank test
was calculated to see if there was significant difference between the holistic
and analytic scores awarded by raters. The results revealed that although
there was no significant relationship between the raters’ characteristics and
their severity/leniency, a significant difference was observed between the
holistic and analytic scores. The results of this study can be an argument for
the validity of IELTs writing tasks.

Keywords: rater characteristics, severity, leniency, holistic scoring, analytic scoring

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 New Trends in English Language Teaching and Testing

The Impact of Read-Aloud Method on Reading Comprehension and

Motivation: The Case of Iranian EFL Learners
Ali Mohammad Fazilatfar
Yazd Universtiy
Hossein Kargar Behbahani*
Yazd Universtiy
Correspondence: [email protected]
The ability to read in a second language is an essential skill for academic
students and it represents the primary way for independent language
learning (Carrel & Grabe, 2002). This study investigated the impact of
Read-Aloud Method designed by Shinozuka, Mizusawa, and Shibata (2014)
on Iranian EFL learners' reading comprehension and motivation. The
method consists of four main activities: chunked reading, read-aloud
practice, cloze test, and concurrent read-aloud and summarization. We had
119 participants among whom 84 played the role of experimental group and
the remaining participants were assigned in the control group. The
experimental group received an intensive two-month instruction. All the
participants were pretested and posttested. The study also investigated how
subjects' motivation changed after the treatment. The results of the
statistical analyses showed that the participants' score as well as their
motivation in the experimental group on the posttest significantly improved.
The role of gender was also examined and it was found that females
outperformed males, but the difference was not statistically significant. The
pedagogical implication of this study is that not only can this newly
developed method improve EFL learners' reading ability, but also it can
motivate learners toward learning English and reading more English texts.

Keywords: chunked reading, read-aloud practice, cloze test, concurrent read-aloud

and summarization

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Language Related Episodes in Task-based Interaction: The Case of

Cognitive Complexity
Sahar Farrahi Avval*
A PhD Candidate of TEFL at Islamic Azad University, Bonab Branch
Mohammad Hossein Yousefi
An Assistant Professor of TEFL at Islamic Azad University of Bonab Branch,
Bonab, Iran
Correspondence: [email protected]
The present study is largely motivated by the concerns with the findings of
the distribution of LREs in three different levels of cognitive complexity
(simple, mid, complex). It was hypothesized that Task Complexity leads to
more opportunities for FOF, accordingly higher number of LREs. Secondly,
finding the characteristics (lexicon, morphology, grammar) and sources of
LREs (learner-initiated vs. teacher-initiated). The present study aimed to
shed illuminating light on the factors contributes to the incidence of LREs
and their acquisional potentials. For the purpose of data collection, a
decision-making task at three levels of cognitive complexity was employed.
Task Complexity is operationalized as "reasoning demands" dimension.
Following The Cognition Hypothesis, Robinson (2000) hypothesized that
there would be more interaction and negotiation on the more complex task,
as well as learners would look for more and more help in the input as task
demands increased in complexity. The participants were 25 male and 33
female undergraduate students enrolled in oral reproduction of stories at the
University of Payame Noor, Urmia, Iran. They voluntary participated in the
study out of 23 students who took the same course. They ranged between
18 to 23 years old (mean= 21). They had Turkish and Kurdish as their first
language and learned Persian as their L2. Except for two successive
semesters at university, they rarely have taken communicative classes in
English language. It was found that cognitive complexity leads to more
language-related episodes. It was also found that language-related episodes
associated with grammatical rules rated highest in frequency compared to
lexical errors as being the lowest in rate. The study has a number of
pedagogical implications for SLA researchers and syllabus designers and
language teachers.

Keywords: language related episodes, task-based interaction, cognitive complexity

181
 New Trends in English Language Teaching and Testing

Task-based Language Teaching: Are all Criticisms Resolved?

Leila Ahmadpour*
Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran
Mohammad Hossein Yousefi
Department of English, Bonab Branch, Islamic Azad University, Bonab, Iran
Correspondence: [email protected]
The language teaching movement has led to thoughts about the fruitfulness
of learner-center methods and approaches of which communicative
language teaching (CLT) and task-based language teaching (TBLT) have
attracted much of the attention. TBLT is an approach that still needs much
attention to be fully understood in different contexts for different learners.
This approach to language teaching has aroused much enthusiasm around
the world and can perfectly lend itself to both within and outside the
classroom context. Tasks are viewed as a means of engaging the learners in
the cognitive processes that are involved in real world language use. As all
instructional approaches attract criticisms and misunderstanding from both
the theoreticians and practitioners, TBLT has been no exception. In this
article, we first talk about how this approach appeared and then present
different definitions towards the idea of a ‘task’. This is then followed by
the misunderstandings and criticisms leveled at it and how these can or have
already been resolved.

Keywords: task-based language teaching (TBLT), language teaching approaches,

misunderstandings, criticisms

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An Evaluation of Alignment among Assessments and ICAO Standards

in Aviation English Courses in Iran
Motahareh Shahsavari*
Educational Deputy, Language Department, Mahan Air Co.
Reza Rezvani
Assistant Professor, Yasouj University
Correspondence: [email protected]
Teaching English for specific purposes, in its early days, was largely motivated by
the need to communicate across languages in areas such as Aviation (Benesch
2001). In aviation industry pilots, air traffic controllers and ground crew are
expected to use and recognize phrases specific to their area of work so that they can
communicate effectively with speakers of English from different countries. Aviation
is an ideal area of discourse for a narrow angled, highly contextualized, and thus
efficient English for Specific Purpose (ESP) approach taught through content
(Basturkmen 2009). The learner, the teaching institution and ultimately society at
large, all maintain discernibly different, discreet needs forming a juncture to achieve
the common goal of air safety (Basturkmen 2009). To meet this goal, all air traffic
controllers and pilots in ICAO (International Civil Aviation Organization) signatory
nations must pass an operational level of English and are required to speak English
frequently (ICAO, 2011). This provides a uniform standard of communication to
ensure that all parties understand one another. Aviation English teachers and the
classroom are the frontline defenses against linguistic failures. Since Iran is an
ICAO member it is necessary for all aviation centers there to be in line with its
principles and regulations specifically language criteria and it is needed to ensure
that pilots and air traffic controllers are able to speak English well enough to
communicate effectively. This paper at first investigates whether these language
proficiencies are reached in Botia Aviation College and Mahan Air UAST in
Kerman; if the performing Aviation English training program is align with the ICAO
proposed standards in placement tests and assessments and if not what are the
necessities to achieve the criteria. Without agreed upon standards for English
proficiency and common phraseology, the aviation industry continues to be at risk
for language related accidents. Wholly, this curriculum alignment evaluation
conducted based on Bloom’s Taxonomy. The result represented a high degree of
alignment and some lanes should be followed for perfect standardization.

Keywords: ESP, aviation English, ICAO language proficiency standards, alignment

183
 New Trends in English Language Teaching and Testing

ESP Course Design: Aligning Learning Needs to Objectives

Motahareh Shahsavari
Educational Deputy, Language Department, Mahan Air Co.
Correspondence: [email protected]
This paper examines the English language needs of 32 pilot candidates in
two departments of Bootia Mahan and Mahan Air UAST in an ESP course.
The course design was based on a thorough needs analysis taking into
accounts needs analysis concepts forwarded by Hutchinson and Waters
(1987) and Dudley-Evans and St. John (1998). Findings from the needs
analysis guided the course design for the 4 weeks’ ‘Conversational Aviation
English’ course. Feedback from the ESP learners indicated that the course
content was tailor made to suit their needs and wants and contributed to a
positive learning experience for the learners who are adult students from a
non-native English speaking background.

Keywords: ESP, aviation English, need analysis

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The Role of Age and Marital Status in University Students’ Readiness

for Learner Autonomy
Sara Kashefian-Naeeini*
Department of English Language, Faculty of Paramedical Sciences, Shiraz
University of Medical Sciences, Shiraz, Iran
Zahra Zarrati
Department of English Language, The University of Applied Science and
Technology, Tehran Branch, Tehran, Iran
Correspondence: [email protected]
In order to meet the demands of the changing world, students should
become endowed with the ability to learn perpetually. Learning is not a
process which should be limited to a short span of a person’s life, rather it is
a life-long enterprise. This study investigated those learner beliefs which
showed learners’ predispositions towards autonomy. A number of students
majoring in one of the departments of Shiraz University were involved. On
the whole, students from different age groups and different marital status
participated in this study. The data were collected through a revised
questionnaire. Based on t-test for independent samples and Analysis of
Variance it came to light that age did not have impact on students’ readiness
for autonomy and that marital status influences students’ self-assessment for
single students obtained a higher index of self-assessment which was one of
the underlying factors of autonomy in comparison with that of married
students.

Keywords: university students, readiness for autonomy, marital status, age

185
 New Trends in English Language Teaching and Testing

Interpreting the Validity of a High Stakes Test in Light of an

Argument-Based Framework: Implication for Test Improvement
Ali Darabi Bazvand
PhD in Applied Linguistics, Soran University
Faculty of Arts and Humanities, Department of English Language, Soran,
Kurdistan, Iraq
Correspondence: [email protected]
This study investigates the validity of PhD entrance exam of ELT in Iran,
focusing on domain description and evaluation inference as part of an
argument based framework. To track evidence for domain definition, the
2014 administration of this test was scrutinized by applied linguistics
experts (n=12) for its congruence with the PhD course objectives. As for
evaluation inference, test score data from the same administration produced
by PhD examinees (n=999), were subjected to 1-parameter IRT analysis and
binary logistic regression (LR) procedure to estimate their reliability and
DIF items, respectively. The results indicated that the test tasks are not fully
represented in the PhD course objectives. IRT analysis of the data showed
that the test is best reliable for high ability test takers. However, when the
curves of information functions were matched with the test and item
characteristic curves, it was revealed the test does not enjoy reliability. The
results of LR showed 12 statistically significant but practically unimportant
DIF items. When these items were compared against odds ratio criterion,
four of them were flagged for non-negligible DIF, suggesting that the test is
biased. The implications for language testing and assessment are discussed
and some possible suggestions are offered.

Keywords: PhD entrance exam, differential item functioning, ELT, logistic

regression, academic language use domain

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The Effect of Teacher Portfolio Writing on the Enhancement of Iranian

EFL Teachers’ Self-efficacy
Negin Malekshahi
English Teaching Department, Karaj Branch, Islamic Azad University
Asieh Esmail Beigi
English Teaching Department, Karaj Branch, Islamic Azad University
Mohadeseh Amini Harsini*
English Teaching Department, Karaj Branch, Islamic Azad University
Correspondence: [email protected]
This study investigated the impact of Iranian EFL teachers’ portfolio
writing on their self-efficacy. The present study also sought to investigate
which of the four chosen elements of teachers’ self-efficacy is most affected
by portfolio writing. To fulfill such goals, the researchers used two types of
instruments: a questionnaire and a portfolio. Bandura's Teachers’ Sense of
Efficacy served as the questionnaire and Imhof and Picard’s (2009) served
as the model of teachers’ portfolio writing. The participants were 60 EFL
teachers from 2 English Language Institutes in Karaj, Iran. After selecting
the participants and randomly assigning them into two groups: a control
group and an experimental group, a pretest (questionnaire) was
administered then; the procedure of portfolio writing was clearly explained
to the teachers of experimental group. After eighteen sessions of portfolio
writing practice of the experimental group participants, the questionnaire of
pretest as the posttest questionnaire was used for both groups. The findings
indicated that keeping a reflective teaching portfolio enhances teachers’
self-efficacy significantly. Moreover, using portfolio as a reflective tool for
learning turned out to improve Instructional self-efficacy more than other
elements.

Keywords: Portfolio Writing, Teacher Education, EFL Teacher, Teacher Self-

Efficacy

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New Trends in English Language Teaching and Testing

188