The University of TehranJournal of Foreign Language Research2588-412311320211023Investigating Iranian Virtual Language Instructors’ Technological Pedagogical Content Knowledge:
The Case of English and French Language InstructorsInvestigating Iranian Virtual Language Instructors’ Technological Pedagogical Content Knowledge:
The Case of English and French Language Instructors3553748316010.22059/jflr.2021.316523.793FASoodehEghtesadMarziehMehrabiFrench DepartmentJournal Article20210103This study investigates virtual English and French language instructors’ perception of their Technological Pedagogical Content Knowledge (TPACK) in Iran, in the Covid-19 Pandemic situation, in order to understand the way in which participants’ TPACK is related to their virtual language-teaching experience, their virtual teacher-training courses (TTC), and their taught languages. The data were collected through an electronic researcher-made questionnaire (internal consistency of 0.96), composed of 34 questions regarding TPACK’s seven sub-components: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Pedagogical Content Knowledge, and Contextual Knowledge. Participants were composed of 116 French and English language instructors from various language institutes in Iran. Results indicate that both English and French instructors received the highest scores in Content Knowledge, Contextual Knowledge, and Pedagogical Content Knowledge, while they received the lowest scores in Technological Pedagogical Knowledge and Technological Knowledge. Findings suggest that despite at least one year of virtual teaching experience, and various virtual TTC, instructors are relatively hesitant in using technology as the medium through which teaching takes place. In addition, there is no significant relationship between participants’ perceived TPACK and their age, gender, field of study and taught languages. However, instructors’ Content Knowledge is influenced by the amount of their virtual language-teaching experiences, their degree-level, and their participation in virtual TTCs. Their Pedagogical Knowledge is influenced by their virtual teaching experience and participation in virtual TTCs, and their Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge are influenced by the amount of their virtual language-teaching experience.This study investigates virtual English and French language instructors’ perception of their Technological Pedagogical Content Knowledge (TPACK) in Iran, in the Covid-19 Pandemic situation, in order to understand the way in which participants’ TPACK is related to their virtual language-teaching experience, their virtual teacher-training courses (TTC), and their taught languages. The data were collected through an electronic researcher-made questionnaire (internal consistency of 0.96), composed of 34 questions regarding TPACK’s seven sub-components: Technological Knowledge, Pedagogical Knowledge, Content Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Pedagogical Content Knowledge, and Contextual Knowledge. Participants were composed of 116 French and English language instructors from various language institutes in Iran. Results indicate that both English and French instructors received the highest scores in Content Knowledge, Contextual Knowledge, and Pedagogical Content Knowledge, while they received the lowest scores in Technological Pedagogical Knowledge and Technological Knowledge. Findings suggest that despite at least one year of virtual teaching experience, and various virtual TTC, instructors are relatively hesitant in using technology as the medium through which teaching takes place. In addition, there is no significant relationship between participants’ perceived TPACK and their age, gender, field of study and taught languages. However, instructors’ Content Knowledge is influenced by the amount of their virtual language-teaching experiences, their degree-level, and their participation in virtual TTCs. Their Pedagogical Knowledge is influenced by their virtual teaching experience and participation in virtual TTCs, and their Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge are influenced by the amount of their virtual language-teaching experience.https://jflr.ut.ac.ir/article_83160_6c860d8918b3d849ac18735689691120.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023The Role of Music in Learning German as a Foreign Language: A Textbook AnalysisThe Role of Music in Learning German as a Foreign Language: A Textbook Analysis3753928426710.22059/jflr.2021.326805.862FAKavehBahramiKaveh Bahrami
Department of German Language and Literature, Faculty of Letters and Human Sciences, Shahid Beheshti University, Tehran, Iran.Journal Article20210707The role of music in learning a foreign language can be investigated from various dimensions. Highlighting the similarities between music and language, increasing learner motivation, reducing learners’ fear and anxiety when participating in class activities, increasing learners’ understanding of literary texts, and improving learners’ pronunciation are among the topics underlining the significance of music in the process of learning a foreign language. The results of a 2019 survey conducted on German youths by Shell show listening to music is the most popular activity among this age group, occupying an average of 57% of their leisure time. The present study seeks to find out to what extent and in what fields textbooks employ music to teach a foreign language. To this end, in addition to introducing appropriate music styles for use in language teaching, we refer to the criteria for selecting music for the purpose of teaching as well as techniques and strategies for using music in a foreign language class. In the practical section, the music used in a number of up-to-date textbooks is analyzed from various aspects, including vocabulary, grammar, language skills, and regional and cultural input. The results indicated that despite what is mentioned in the theoretical section about the role and importance of music and its educational value, the textbooks analyzed in the current study have failed to sufficiently benefit from this popular tool among the young.The role of music in learning a foreign language can be investigated from various dimensions. Highlighting the similarities between music and language, increasing learner motivation, reducing learners’ fear and anxiety when participating in class activities, increasing learners’ understanding of literary texts, and improving learners’ pronunciation are among the topics underlining the significance of music in the process of learning a foreign language. The results of a 2019 survey conducted on German youths by Shell show listening to music is the most popular activity among this age group, occupying an average of 57% of their leisure time. The present study seeks to find out to what extent and in what fields textbooks employ music to teach a foreign language. To this end, in addition to introducing appropriate music styles for use in language teaching, we refer to the criteria for selecting music for the purpose of teaching as well as techniques and strategies for using music in a foreign language class. In the practical section, the music used in a number of up-to-date textbooks is analyzed from various aspects, including vocabulary, grammar, language skills, and regional and cultural input. The results indicated that despite what is mentioned in the theoretical section about the role and importance of music and its educational value, the textbooks analyzed in the current study have failed to sufficiently benefit from this popular tool among the young.https://jflr.ut.ac.ir/article_84267_2eb2551b33a4fcacc2c9f44c0417af78.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Teachers' Readiness for Online Language TeachingTeachers' Readiness for Online Language Teaching3934168383310.22059/jflr.2021.331144.896FADaraTafazoliSchool of Education, The University of Newcastle, AustraliaJournal Article20210926The current study presents the narrative inquiry results of a survey that explores teachers' lived experiences of transitioning to online teaching amid the COVID-19 outbreak in the Iranian EFL context. The collected data from 28 teachers through a qualitative questionnaire were analyzed to understand how EFL teachers perceived their readiness for online teaching, what challenges they encountered during the transition, and how they developed their online teaching skills to overcome the obstacles. The findings established that EFL teachers were employed a restricted CALL before the pandemic in their classes. Also, their knowledge of online teaching was inadequate. Moreover, they were not well-prepared for such a massive transition from face-to-face to online teaching. This unanticipated transition brought about many challenges, but EFL teachers set out to develop their online teaching skills to overcome such obscurities. Most of the teachers' development was through self-development and nested within micro and mesosystems. The findings showed that a successful shift to online teaching is not achievable only by teachers' self-development but several layers of micro-, meso-, exo-, and macrosystems are involved. Apart from contributing to Computer-Assisted Language Learning (CALL) literature, this study provides valuable insights to CALL teacher educators and professional development course designers, and decision-makers.The current study presents the narrative inquiry results of a survey that explores teachers' lived experiences of transitioning to online teaching amid the COVID-19 outbreak in the Iranian EFL context. The collected data from 28 teachers through a qualitative questionnaire were analyzed to understand how EFL teachers perceived their readiness for online teaching, what challenges they encountered during the transition, and how they developed their online teaching skills to overcome the obstacles. The findings established that EFL teachers were employed a restricted CALL before the pandemic in their classes. Also, their knowledge of online teaching was inadequate. Moreover, they were not well-prepared for such a massive transition from face-to-face to online teaching. This unanticipated transition brought about many challenges, but EFL teachers set out to develop their online teaching skills to overcome such obscurities. Most of the teachers' development was through self-development and nested within micro and mesosystems. The findings showed that a successful shift to online teaching is not achievable only by teachers' self-development but several layers of micro-, meso-, exo-, and macrosystems are involved. Apart from contributing to Computer-Assisted Language Learning (CALL) literature, this study provides valuable insights to CALL teacher educators and professional development course designers, and decision-makers.https://jflr.ut.ac.ir/article_83833_c8171edf2323c55e8c8b0c6c79d05a93.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Digital literacy for Iranian EAP instructors: Challenges, opportunities, and current practicesDigital literacy for Iranian EAP instructors: Challenges, opportunities, and current practices4174338379510.22059/jflr.2021.330161.890FASeyed RezaDashtestaniEnglish Department, Faculty of Foreign Languages and Literature University of Tehran, IranShamimehHojatpanahUniversity of TehranJournal Article20210906With the emergence of computer-assisted language learning (CALL), digital literacy of students and teachers has become the focus of many studies. However, EAP instruction has been a neglected field in that very limited studies have been carried out in this realm. This study uncovered the digital literacy levels of Iranian EAP instructors and identified the barriers restricting the promotion of EAP instructors’ digital literacy. A total of 79 Iranian EAP instructors participated in this study. The findings suggested that Iranian EAP instructors perceived to have an intermediate level of digital literacy and use a limited range of computer tools and applications. However, the instructors were aware that their level of digital literacy for teaching purposes might be lower than their level of digital literacy for common and personal purposes. The study also revealed that Iranian EAP instructor do not decide to foster their digital literacy due to some factors such as lack of time, curricular restrictions, and lack of attention of educational authorities. It was indicated that Iranian EAP instructors had a positive perspective on promoting their digital literacy. The results suggested that Iranian EAP instructors have acquired their digital literacy through personal experience and no formal training was provided for the instructors. The study can have several implications and applications for improving EAP instructors’ digital literacy and paving the way for a more successful implementation of CALL in EAP courses.With the emergence of computer-assisted language learning (CALL), digital literacy of students and teachers has become the focus of many studies. However, EAP instruction has been a neglected field in that very limited studies have been carried out in this realm. This study uncovered the digital literacy levels of Iranian EAP instructors and identified the barriers restricting the promotion of EAP instructors’ digital literacy. A total of 79 Iranian EAP instructors participated in this study. The findings suggested that Iranian EAP instructors perceived to have an intermediate level of digital literacy and use a limited range of computer tools and applications. However, the instructors were aware that their level of digital literacy for teaching purposes might be lower than their level of digital literacy for common and personal purposes. The study also revealed that Iranian EAP instructor do not decide to foster their digital literacy due to some factors such as lack of time, curricular restrictions, and lack of attention of educational authorities. It was indicated that Iranian EAP instructors had a positive perspective on promoting their digital literacy. The results suggested that Iranian EAP instructors have acquired their digital literacy through personal experience and no formal training was provided for the instructors. The study can have several implications and applications for improving EAP instructors’ digital literacy and paving the way for a more successful implementation of CALL in EAP courses.https://jflr.ut.ac.ir/article_83795_046368a3ca7592918c884ba38b0d4e13.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Exploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacyExploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacy4354528395610.22059/jflr.2021.330102.889FAJalilFathiAssistant Professor in TEFL, University of Kurdistan, Sanandaj, IranJamalBarkhodaUniversity of KurdistanJournal Article20210911The body of research on second language (L2) teaching has documented and reported the usefulness of flipped instruction in enhancing foreign language development. Nevertheless, little research has explored the impact of flipped teaching on L2 reading comprehension. The aim of this study was to investigate the effect of flipped classroom on EFL learners' reading achievement and self-efficacy. In so doing, a total number of 48 Iranian EFL learners served as participants and were randomly assigned to an experimental group (N = 25) and a control group (N = 23). Employing a quasi-experimental design, the researchers utilized an experimental group that received flipped instruction via electronic materials and a control group that were instructed based on the regular method for a period of three months. The reading component of Cambridge Preliminary English Test (CPET) and the Reading Self-Efficacy Questionnaire (RSEQ) were administered to measure the reading comprehension reading self-efficacy of the participants. The outcomes of the study revealed that the students in the flipped group substantially performed better than those of the non-flipped group regarding both L2 reading achievement and reading self-efficacy. Overall, it may be concluded that EFL practitioners can incorporate flipped instruction into their reading classrooms in order to aid students to gain both confidence and competence in doing reading tasks more properly.The body of research on second language (L2) teaching has documented and reported the usefulness of flipped instruction in enhancing foreign language development. Nevertheless, little research has explored the impact of flipped teaching on L2 reading comprehension. The aim of this study was to investigate the effect of flipped classroom on EFL learners' reading achievement and self-efficacy. In so doing, a total number of 48 Iranian EFL learners served as participants and were randomly assigned to an experimental group (N = 25) and a control group (N = 23). Employing a quasi-experimental design, the researchers utilized an experimental group that received flipped instruction via electronic materials and a control group that were instructed based on the regular method for a period of three months. The reading component of Cambridge Preliminary English Test (CPET) and the Reading Self-Efficacy Questionnaire (RSEQ) were administered to measure the reading comprehension reading self-efficacy of the participants. The outcomes of the study revealed that the students in the flipped group substantially performed better than those of the non-flipped group regarding both L2 reading achievement and reading self-efficacy. Overall, it may be concluded that EFL practitioners can incorporate flipped instruction into their reading classrooms in order to aid students to gain both confidence and competence in doing reading tasks more properly.https://jflr.ut.ac.ir/article_83956_f46de516778b5c9ddcf304f689cc8a24.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Feedback Types, Negotiation of Meaning, and Negotiation of Form in Multimodal and Text-based Computer-Mediated English Collaborative WritingFeedback Types, Negotiation of Meaning, and Negotiation of Form in Multimodal and Text-based Computer-Mediated English Collaborative Writing4534718315910.22059/jflr.2021.321348.825FANatashaPourdanaAssistant Professor of TEFL
Islamic Azad University,
Karaj Branch, Iran0000-0002-5738-1137ZohreMohamadi ZenouzaghEnglish Teaching and Translation Department, Karaj Branch, Islamic Azad University, Karaj, IranJournal Article20210403This study aimed at investigating students’ feedback preferences and negotiation of meaning and negotiation of form in multimodal and text-based computer-mediated modalities of collaborative writing. To this end, 30 Iranian EFL students’ collaborative writing performances were traced via conversation analysis technique to identify their feedback preferences (cognitive, metacognitive, affective, recast and elicited) in two computer-mediated modalities. The chi-square analysis on frequency counts of feedback in language related episodes (LRE) indicated that two computer-mediated modalities were significantly different in engaging students with different feedback types. Further conversation analysis of student’s collaborative writing performances in two modalities was conducted to trace LREs in which students negotiated meaning and form. Each indicator, trigger, response, reaction chain in LREs was counted either as meaning or form negotiation units, depending on the type of LREs in which students co-managed to repair and further improve their writing outcomes. The chi-square analysis on meaning and form negotiation units indicated that text-based and multimodal computer-mediated significantly differed in their potentials of engaging students with meaning negotiation and form negotiation in collaborative writing. The results implied that despite two modalities may facilitate collaborative writing in different ways, they prepare EFL learners for distinct individual composing processes and written outcomes.This study aimed at investigating students’ feedback preferences and negotiation of meaning and negotiation of form in multimodal and text-based computer-mediated modalities of collaborative writing. To this end, 30 Iranian EFL students’ collaborative writing performances were traced via conversation analysis technique to identify their feedback preferences (cognitive, metacognitive, affective, recast and elicited) in two computer-mediated modalities. The chi-square analysis on frequency counts of feedback in language related episodes (LRE) indicated that two computer-mediated modalities were significantly different in engaging students with different feedback types. Further conversation analysis of student’s collaborative writing performances in two modalities was conducted to trace LREs in which students negotiated meaning and form. Each indicator, trigger, response, reaction chain in LREs was counted either as meaning or form negotiation units, depending on the type of LREs in which students co-managed to repair and further improve their writing outcomes. The chi-square analysis on meaning and form negotiation units indicated that text-based and multimodal computer-mediated significantly differed in their potentials of engaging students with meaning negotiation and form negotiation in collaborative writing. The results implied that despite two modalities may facilitate collaborative writing in different ways, they prepare EFL learners for distinct individual composing processes and written outcomes.https://jflr.ut.ac.ir/article_83159_d3d78bf519ecf203e78f2bd9cb7ba15f.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Evaluating University Instructors' attitude and challenges towards online English language teaching before and after corona crisis.Evaluating University Instructors' attitude and challenges towards online English language teaching before and after corona crisis.4734908426910.22059/jflr.2020.313124.773FAVahidrezaMirzaeianfaculty memberSeyed HassanTalebiFaculty member, Department of English Language and Literature,,, University of MazandaranAliAmjadiUniversity of MazandaranJournal Article20201112Employing a mixed-methods design, this study attempted to investigate Iranian EFL instructors' attitude toward e-learning before and after COVID-19, how they did their online EFL teaching, and what challenges they faced during COVID-19. Forty-one university ELT instructors from across the country participated in the quantitative phase of the study by filling out an online questionnaire about their attitude toward e-learning before and after the crisis began. For the qualitative phase of this study, 16 instructors who volunteered to participate in this research were asked to consider in writing their practices in conducting online EFL classes and the challenges they encountered since COVID-19 broke out. Five of them were also consented to participate in a semi-structured follow-up interview. Analysis of the quantitative data showed a significant increase in positive attitude toward e-learning from before to after the crisis. Analysis of the qualitative data also showed that the instructors conducted online teaching through a series of activities, ranging from checking student presence to evaluating student work synchronously or asynchronously, depending on university policies. Various applications and platforms were used, ranging from learning management systems (LMS) to additional resources. However, many problems arose with the students and the instructors. It can be concluded that online teaching did not go well because it was not prepared and preplanned. Implications for better online learning are also discussed.Employing a mixed-methods design, this study attempted to investigate Iranian EFL instructors' attitude toward e-learning before and after COVID-19, how they did their online EFL teaching, and what challenges they faced during COVID-19. Forty-one university ELT instructors from across the country participated in the quantitative phase of the study by filling out an online questionnaire about their attitude toward e-learning before and after the crisis began. For the qualitative phase of this study, 16 instructors who volunteered to participate in this research were asked to consider in writing their practices in conducting online EFL classes and the challenges they encountered since COVID-19 broke out. Five of them were also consented to participate in a semi-structured follow-up interview. Analysis of the quantitative data showed a significant increase in positive attitude toward e-learning from before to after the crisis. Analysis of the qualitative data also showed that the instructors conducted online teaching through a series of activities, ranging from checking student presence to evaluating student work synchronously or asynchronously, depending on university policies. Various applications and platforms were used, ranging from learning management systems (LMS) to additional resources. However, many problems arose with the students and the instructors. It can be concluded that online teaching did not go well because it was not prepared and preplanned. Implications for better online learning are also discussed.https://jflr.ut.ac.ir/article_84269_777fd38bdef2158f33c87e07bad78ae3.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023The application of reflection journals for developing language teachers’ knowledge of technology-enhanced education: A case study of an online teacher education courseThe application of reflection journals for developing language teachers’ knowledge of technology-enhanced education: A case study of an online teacher education course4915108383210.22059/jflr.2021.330005.887FAFatemehNamiDepartment of Foreign Languages, Amirkabir University of TechnologyJournal Article20210904Preparing teachers for technology-enhanced language education is one of the essences of the field of education. However and in spite of the growing integration of different digital technologies and online platforms for language teaching, teacher education is a less attended to topic in this field. Studies that specifically focus on online teacher education and the approaches for enhancing the efficiency of such courses remain scant. Teacher education for computer assisted language learning (CALL) is largely limited to the introduction of different technologies in teacher-centered courses. Although addressing different technologies can increase participants’ technological knowledge to use these tools for general purposes, such a focus cannot be productive in improving participants’ pedagogical knowledge. These challenges highlight the essence of integrating more practical approaches to increase the knowledge and awareness of the teachers attending CALL teacher education courses. To satisfy this need, the present study explore the application of reflection journals for increasing and promoting teachers’ pedagogical knowledge of CALL. The content of 96 journals written by 8 experienced language teachers who attended a 13-session online teacher education course was analyzed using constant comparison method of analysis. The results revealed the productivity of this approach for increasing participants’ knowledge about key concepts, constraints, and the potentials of different technologies for language teaching as well as ability to practically analyze their own learning process. Critical reflection on the topics and ideas presented throughout the preparation course can help teachers to internalize knowledge by integrating it.Preparing teachers for technology-enhanced language education is one of the essences of the field of education. However and in spite of the growing integration of different digital technologies and online platforms for language teaching, teacher education is a less attended to topic in this field. Studies that specifically focus on online teacher education and the approaches for enhancing the efficiency of such courses remain scant. Teacher education for computer assisted language learning (CALL) is largely limited to the introduction of different technologies in teacher-centered courses. Although addressing different technologies can increase participants’ technological knowledge to use these tools for general purposes, such a focus cannot be productive in improving participants’ pedagogical knowledge. These challenges highlight the essence of integrating more practical approaches to increase the knowledge and awareness of the teachers attending CALL teacher education courses. To satisfy this need, the present study explore the application of reflection journals for increasing and promoting teachers’ pedagogical knowledge of CALL. The content of 96 journals written by 8 experienced language teachers who attended a 13-session online teacher education course was analyzed using constant comparison method of analysis. The results revealed the productivity of this approach for increasing participants’ knowledge about key concepts, constraints, and the potentials of different technologies for language teaching as well as ability to practically analyze their own learning process. Critical reflection on the topics and ideas presented throughout the preparation course can help teachers to internalize knowledge by integrating it.https://jflr.ut.ac.ir/article_83832_137e3c7a68c7b68d7d00babc8b8f2e72.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Teachers’ Teaching Styles and their Beliefs about Incorporating Technology into L2 Instruction: The Case of Iranian EFL ContextTeachers’ Teaching Styles and their Beliefs about Incorporating Technology into L2 Instruction: The Case of Iranian EFL Context5115398379710.22059/jflr.2021.329359.879FAMusaNushiShahid Beheshti UniversityFereshtehGhasemiShahid Beheshti UniversityJournal Article20210825Integration of educational technologies in second language (L2) learning and teaching has now become widespread and many researchers have attempted to investigate the different perspectives on the topic. Despite the extensive research efforts, important issues such as the relationship between teachers' teaching styles and their beliefs toward the technological use in L2 pedagogy have been overlooked. This study examines 90 Iranian EFL teachers' teaching styles and their beliefs about technology-supported L2 instruction. A mixed-methods approach, integrating two questionnaires and an interview, was employed. Results from the questionnaires suggested that Iranian EFL teachers prefer teacher-centered styles of instruction and that they hold positive attitudes toward application of technology in EFL instruction. The Pearson-Product Moment Correlation tests also revealed that there was a significant relationship between the teachers’ teaching styles and their beliefs about technology integration in EFL instruction. Based on the interviews, it was concluded that most of the interviewees had positive beliefs with respect to technology integration, thus confirming the results obtained from the earlier phase of the study. The findings highlights association between teachers' teaching styles and their beliefs about technology integration in EFL education. The findings of this study can be used to increase the awareness of both EFL teachers and policymakers at institutes to realize that many elements, encompassing teachers’ teaching style and their beliefs about technology, predispose instructors to employ particular teaching styles in their classes.Integration of educational technologies in second language (L2) learning and teaching has now become widespread and many researchers have attempted to investigate the different perspectives on the topic. Despite the extensive research efforts, important issues such as the relationship between teachers' teaching styles and their beliefs toward the technological use in L2 pedagogy have been overlooked. This study examines 90 Iranian EFL teachers' teaching styles and their beliefs about technology-supported L2 instruction. A mixed-methods approach, integrating two questionnaires and an interview, was employed. Results from the questionnaires suggested that Iranian EFL teachers prefer teacher-centered styles of instruction and that they hold positive attitudes toward application of technology in EFL instruction. The Pearson-Product Moment Correlation tests also revealed that there was a significant relationship between the teachers’ teaching styles and their beliefs about technology integration in EFL instruction. Based on the interviews, it was concluded that most of the interviewees had positive beliefs with respect to technology integration, thus confirming the results obtained from the earlier phase of the study. The findings highlights association between teachers' teaching styles and their beliefs about technology integration in EFL education. The findings of this study can be used to increase the awareness of both EFL teachers and policymakers at institutes to realize that many elements, encompassing teachers’ teaching style and their beliefs about technology, predispose instructors to employ particular teaching styles in their classes.https://jflr.ut.ac.ir/article_83797_01525e8b144ede144cfef9afbaa74687.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023The Fundamental and Strategic Linguistic Data, the Key for the Reciprocal Complementation of Technology and Artificial Intelligence in Machine TranslationThe Fundamental and Strategic Linguistic Data, the Key for the Reciprocal Complementation of Technology and Artificial Intelligence in Machine Translation5415558427110.22059/jflr.2021.331469.900FAAlirezaValipourJournal Article20211003This question about the possibility of inventing a system more capable than humans in performing behaviors has always been on the table, even before the advent of powerful computers and artificial intelligence algorithms.<br /><br />Today, we confide in the fact that the idea of exploiting artificial intelligence, and facilitating its application in multiple areas of science, has been a necessity; however, the implementations of this achievement were not provided by mechanics. This field was not a proper context for creating the reciprocal complementation of linguistics, logic, statistics, and mathematics to revolve around it and could not provide the required agility to employ its achievements in accomplishing Machine Translation. On the other hand, with the advent of a phenomenon known as digital, not only did the procedures of formal logic turn into mathematical logic and that of the mathematics turned into modern mathematics, but also new trends were established in this regard and developed rapidly in linguistic researches properly relevant to digital contexts. After a brief introduction to the topic and its theoretical framework, this paper tries to determine how these achievements have been accomplished and intends to elaborate upon the future prospects with respect to the highlighted methods. While presenting his personal experiences in this area, the author of this paper emphasizes establishing a diverse institutional resource in modern linguistics. In his view, future achievements and accomplishments are due to developing the latest and fundamentally required data in linguistics as an interdisciplinary field of knowledge in order to gain practical achievements.This question about the possibility of inventing a system more capable than humans in performing behaviors has always been on the table, even before the advent of powerful computers and artificial intelligence algorithms.<br /><br />Today, we confide in the fact that the idea of exploiting artificial intelligence, and facilitating its application in multiple areas of science, has been a necessity; however, the implementations of this achievement were not provided by mechanics. This field was not a proper context for creating the reciprocal complementation of linguistics, logic, statistics, and mathematics to revolve around it and could not provide the required agility to employ its achievements in accomplishing Machine Translation. On the other hand, with the advent of a phenomenon known as digital, not only did the procedures of formal logic turn into mathematical logic and that of the mathematics turned into modern mathematics, but also new trends were established in this regard and developed rapidly in linguistic researches properly relevant to digital contexts. After a brief introduction to the topic and its theoretical framework, this paper tries to determine how these achievements have been accomplished and intends to elaborate upon the future prospects with respect to the highlighted methods. While presenting his personal experiences in this area, the author of this paper emphasizes establishing a diverse institutional resource in modern linguistics. In his view, future achievements and accomplishments are due to developing the latest and fundamentally required data in linguistics as an interdisciplinary field of knowledge in order to gain practical achievements.https://jflr.ut.ac.ir/article_84271_790f01cafe933de9cac4e368527c7e61.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Examining the effectiveness of peer feedback in the context of learning English in a Web2.0 environment.
(peer feedback2.0)Examining the effectiveness of peer feedback in the context of learning English in a Web2.0 environment.
(peer feedback2.0)5565708467910.22059/jflr.2021.330903.895FAElhamAkbariassistant professor at Tarbiat Modares UniversityJournal Article20211026One of the most important topics addressed by pedagogical research is the study of feedback effects and their various kinds in education. According to several studies, feedback is one of the most potent elements in learning and teaching, and it plays a significant part in the learning process. At the same time, interaction in the learning process is a central function of online social networks that results in peer feedback. The purpose of this study is to look into the role of peer feedback in language learning in social networks, which was done by comparing the two study groups (experimental and control groups).<br />Users' perceptions of peer feedback were examined before and after the course. Both groups had positive feelings regarding peer feedback. However, the optimistic view of the experimental group had grown more than the control group. The result showed significant similarities and differences between the two research groups: Including Substantial differences were also revealed between the peer feedback produced in the two groups in terms of shape and number. In both groups, corrective feedback was given more frequently. However, the mean achieved in the Experimental groups is about twice the mean in the face-to-face group. Based on the results, different types of peer feedback (compliment, Explain compliment <br />criticism, corrective feedback) were produced in each group, although the peer feedback generated in the experimental group was both quantitatively and qualitatively higher than the control group.One of the most important topics addressed by pedagogical research is the study of feedback effects and their various kinds in education. According to several studies, feedback is one of the most potent elements in learning and teaching, and it plays a significant part in the learning process. At the same time, interaction in the learning process is a central function of online social networks that results in peer feedback. The purpose of this study is to look into the role of peer feedback in language learning in social networks, which was done by comparing the two study groups (experimental and control groups).<br />Users' perceptions of peer feedback were examined before and after the course. Both groups had positive feelings regarding peer feedback. However, the optimistic view of the experimental group had grown more than the control group. The result showed significant similarities and differences between the two research groups: Including Substantial differences were also revealed between the peer feedback produced in the two groups in terms of shape and number. In both groups, corrective feedback was given more frequently. However, the mean achieved in the Experimental groups is about twice the mean in the face-to-face group. Based on the results, different types of peer feedback (compliment, Explain compliment <br />criticism, corrective feedback) were produced in each group, although the peer feedback generated in the experimental group was both quantitatively and qualitatively higher than the control group.https://jflr.ut.ac.ir/article_84679_5842bc20e6d448d7fdb4da48464e5d39.pdfThe University of TehranJournal of Foreign Language Research2588-412311320211023Using Virtual Learning Teams (VLTs) to Enhance EFL Teachers' Language Assessment Literacy (LAL)Using Virtual Learning Teams (VLTs) to Enhance EFL Teachers' Language Assessment Literacy (LAL)5716048425310.22059/jflr.2021.332638.904FAS. SusanMarandiDepartment of English, Faculty of Literature, Alzahra University, Tehran, IranMitraJanatifarDepartment of English, Faculty of Literature, Alzahra University, Tehran, IranZohrehNafisiDepartment of English, Faculty of Literature, Alzahra University, Tehran, IranJournal Article20211019Although education and assessment are inseparable, many capable teachers find themselves ill-equipped to develop/use assessment activities for their classes. Language teachers, similarly, may be familiar with language teaching methodology and second language acquisition theories, but may still have little or no savoir-faire regarding educational assessment. In fact, many studies indicate that the majority of language teachers are lacking in Language Assessment Literacy (LAL). Therefore, and in line with current educational theories which encourage collaboration and team work, a Virtual Learning Team (VLT) was proposed as a potential solution for this and similar teacher education problems: In the current study, a VLT aimed at enhancing EFL teachers' Language Assessment Literacy (LAL) was created and employed, using a Do-It-Yourself Learning Management System (DIYLMS) as the technological venue. The success of the VLT was ascertained and the factors affecting its efficacy were identified through a researcher-made pre- and post-course survey (Appendix A), as well as post-course semi-structured interviews (Appendix B). The results of the study indicated that there four factors which affect the efficacy of a VLT, namely; technology, instructor/team leader, interaction, and enhancement of knowledge/skills (both course-content and digital literacy). It was also revealed that these four factors do not work in isolation, and interact with each other in complicated ways. It is believed that the results of the current study can be beneficial for future teacher professional development programs.Although education and assessment are inseparable, many capable teachers find themselves ill-equipped to develop/use assessment activities for their classes. Language teachers, similarly, may be familiar with language teaching methodology and second language acquisition theories, but may still have little or no savoir-faire regarding educational assessment. In fact, many studies indicate that the majority of language teachers are lacking in Language Assessment Literacy (LAL). Therefore, and in line with current educational theories which encourage collaboration and team work, a Virtual Learning Team (VLT) was proposed as a potential solution for this and similar teacher education problems: In the current study, a VLT aimed at enhancing EFL teachers' Language Assessment Literacy (LAL) was created and employed, using a Do-It-Yourself Learning Management System (DIYLMS) as the technological venue. The success of the VLT was ascertained and the factors affecting its efficacy were identified through a researcher-made pre- and post-course survey (Appendix A), as well as post-course semi-structured interviews (Appendix B). The results of the study indicated that there four factors which affect the efficacy of a VLT, namely; technology, instructor/team leader, interaction, and enhancement of knowledge/skills (both course-content and digital literacy). It was also revealed that these four factors do not work in isolation, and interact with each other in complicated ways. It is believed that the results of the current study can be beneficial for future teacher professional development programs.https://jflr.ut.ac.ir/article_84253_82947c9e7345f613662f41189a31cc17.pdf