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learners</title> <meta name="description" content="Search results for: Iranian learners"> <meta name="keywords" content="Iranian learners"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Iranian learners"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 1618</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Iranian learners</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1618</span> Iranian EFL Learners' Attitudes towards Computer Assisted Language Learning (CALL)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Shayeghi">Rose Shayeghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Pejman%20Hosseiniun"> Pejman Hosseiniun</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghasem%20Ghorbanirostam"> Ghasem Ghorbanirostam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was conducted to investigate the Iranian EFL learners’ attitudes toward the use of computer technology in language classes as a method of improving English learning. To this end, 120 male and female Iranian learners participated in the study. Instrumentation included a 20-item questionnaire. The analysis of the data revealed that the majority of learners had a positive attitude towards the application of CALL in language classes. Moreover, independent samples t-tests indicated that male participants had a significantly more positive attitude compared with that of the female participants. Finally, the results obtained through ANOVA revealed that the youngest age group had a significantly more positive attitude toward the use of technology in language classes compared to the other age groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20learners" title=" Iranian learners"> Iranian learners</a>, <a href="https://publications.waset.org/abstracts/search?q=CALL" title=" CALL"> CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/13612/iranian-efl-learners-attitudes-towards-computer-assisted-language-learning-call" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13612.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1617</span> Listening Anxiety in Iranian EFL learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samaneh%20serraj">Samaneh serraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Listening anxiety has a detrimental effect on language learners. Through a qualitative study on Iranian EFL learners several factors were identified as having influence on their listening anxiety. These factors were divided into three categories, i.e. individual factors (nerves and emotionality, using inappropriate strategies and lack of practice), input factors (lack of time to process, lack of visual support, nature of speech and level of difficulty) and environmental factors (instructors, peers and class environment). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=listening%20Comprehension" title="listening Comprehension">listening Comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Listening%20Anxiety" title=" Listening Anxiety"> Listening Anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Foreign%20language%20learners" title=" Foreign language learners "> Foreign language learners </a> </p> <a href="https://publications.waset.org/abstracts/14284/listening-anxiety-in-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14284.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">470</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1616</span> The Effect of Using LDOCE on Iranian EFL Learners’ Pronunciation Accuracy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elahe%20Saedpanah"> Elahe Saedpanah </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since pronunciation is among those factors that can have strong effects on EFL learners’ successful communication, instructional programs with accurate pronunciation purposes seem to be a necessity in any L2 teaching context. The widespread use of smart mobile phones brings with itself various educational applications, which can assist foreign language learners in learning and speaking another language other than their L1. In line with this supportive innovation, the present study investigated the role of LDOCE (Longman Dictionary of Contemporary English), a mobile application, on improving Iranian EFL learners’ pronunciation accuracy. To this aim, 40 EFL learners studying English at the intermediate level participated in the current study. This was an experimental research with two groups of 20 students in an experimental and a control group. The data were collected through the administration of a pronunciation pretest before the instruction and a post-test after the treatment. In addition, the assessment was based on the pupils’ recorded voices while reading the selected words. The results of the independent samples t-test indicated that using LDOCE significantly affected Iranian EFL learners' pronunciation accuracy with those in the experimental group outperforming their control group counterparts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=LDOCE" title="LDOCE">LDOCE</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20accuracy" title=" pronunciation accuracy"> pronunciation accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=CALL" title=" CALL"> CALL</a>, <a href="https://publications.waset.org/abstracts/search?q=MALL" title=" MALL"> MALL</a> </p> <a href="https://publications.waset.org/abstracts/19146/the-effect-of-using-ldoce-on-iranian-efl-learners-pronunciation-accuracy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19146.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">548</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1615</span> Frequency of the English Phrasal Verbs Used by Iranian Learners as a Reference to the Style of Writing Adopted by the Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamzeh%20Mazaherylaghab">Hamzeh Mazaherylaghab</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehrangiz%20Vahabian"> Mehrangiz Vahabian</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyyedeh%20Zahra%20Asghari"> Seyyedeh Zahra Asghari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study initially focused on the frequency of phrasal verbs used by Iranian learners of English. The results then needed to be compared to the findings from native speaker corpora. After the extraction of phrasal verbs from learner and native-speaker corpora the findings were analysed. The results showed that Iranian learners avoided using phrasal verbs in many cases. Some of the findings proved to be significant. It was also found that the learners used the single-word counterparts of the avoided phrasal verbs to compensate for their lack of knowledge in many cases. Semantic complexity and Lack of L1 counterpart may have been the main reasons for avoidance, but despite the avoidance phenomenon, the learners displayed a tendency to use many other phrasal verbs which may have been due to the increase in the number of multi-word verbs in Persian. The overall scores confirmed the fact that the language produced by the learners illustrates signs of more formal style in comparison with the native speakers of English by using less phrasal verbs and more formal single word verbs instead. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=corpora" title=" corpora"> corpora</a>, <a href="https://publications.waset.org/abstracts/search?q=LOCNESS" title=" LOCNESS"> LOCNESS</a>, <a href="https://publications.waset.org/abstracts/search?q=phrasal%20verbs" title=" phrasal verbs"> phrasal verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=single-word%20verb" title=" single-word verb"> single-word verb</a> </p> <a href="https://publications.waset.org/abstracts/80664/frequency-of-the-english-phrasal-verbs-used-by-iranian-learners-as-a-reference-to-the-style-of-writing-adopted-by-the-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80664.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">201</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1614</span> Compare Online Metacognitive Reading Strategies Used by Iranian Postgraduate Students with Internal and External Locus of Control</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mitra%20Mesgar">Mitra Mesgar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning environment is becoming more popular among learners because of their multiple information representations. Despite the growing importance of online reading strategies among adult learners, little attention has been carried out to postgraduate EFL learners. This study is quantitative research designed and aimed to investigate metacognitive reading strategies employed by Iranian postgraduate learners to read online academic texts. This study is conducted by over 50 Iranian postgraduate students studying in different Malaysian universities. This study used two different survey questionnaires, namely, 1) background questionnaire and 2) OSORS questionnaire. The collected data were analyzed using SPSS. The findings of the study emphasized metacognitive reading strategies used by different aged adult learners. The results of the survey questionnaires revealed that adult learners use global reading strategies as well as problem-solving strategies and support reading strategies. Also, through one-way analysis of variance toward age factor revealed that it has no meaningful changes on metacognitive reading strategy usage. This means that metacognitive reading strategies used by adult learners are independent of age variable. Drawing from findings, adult learners have learning goals, and since they have more exposure to online academic texts, they are able to use different metacognitive online reading strategies that affect their understanding of academic texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title="online reading strategies">online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20students" title=" independent students"> independent students</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20of%20control" title=" locus of control"> locus of control</a> </p> <a href="https://publications.waset.org/abstracts/165789/compare-online-metacognitive-reading-strategies-used-by-iranian-postgraduate-students-with-internal-and-external-locus-of-control" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1613</span> An Investigation on Students’ Reticence in Iranian University EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizeh%20Chalak">Azizeh Chalak</a>, <a href="https://publications.waset.org/abstracts/search?q=Firouzeh%20Baktash"> Firouzeh Baktash </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reticence is a prominent and complex phenomenon which occurs in foreign language classrooms and influences students’ oral passivity. The present study investigated the extent in which students experience reticence in the EFL classrooms and explored the underlying factors triggering reticence. The participants were 104 Iranian freshmen undergraduate male and female EFL students, who enrolled in listening and speaking courses, all majoring in English studying at Islamic Azad University Isfahan (Khorasgan) Branch and University of Isfahan, Isfahan, Iran. To collect the data, the Reticence Scale-12 (RS-12) questionnaire which measures the level of reticence consisting of six dimensions (anxiety, knowledge, timing, organization, skills, and memory) was administered to the participants. The statistical analyses showed that the reticent level was high among the Iranian EFL undergraduate students, and their major problems were feelings of anxiety and delivery skills. Moreover, the results revealed that factors such as low English proficiency, the teaching method, and lack of confidence contributed to the students’ reticence in Iranian EFL classrooms. It can be implied that language teachers’ awareness of learners’ reticence can help them choose more appropriate activities and provide a friendly environment enhancing hopefully more effective participation of EFL learners. The findings can have implications for EFL teachers, learners and policy makers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20learners" title=" Iranian EFL learners"> Iranian EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=reticence" title=" reticence"> reticence</a>, <a href="https://publications.waset.org/abstracts/search?q=reticence%20scale-12" title=" reticence scale-12"> reticence scale-12</a> </p> <a href="https://publications.waset.org/abstracts/34679/an-investigation-on-students-reticence-in-iranian-university-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">498</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1612</span> The Effect of Using Mobile Listening Applications on Listening Skills of Iranian Intermediate EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20%20Nabilu">Mahmoud Nabilu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study explored the effect of using Mobile listening applications on developing listening skills by Iranian intermediate EFL learners. Fifty male intermediate English learners whose age range was between 15 and 20, participated in the study. The participants were placed in two groups on the basis of their scores on a placement test. Therefore, the participants of the study were homogenized in terms of general proficiency, and groups were assigned as one experimental group and one control group. The experimental group was instructed by the treatment which was using mobile applications to develop their listening skills while the control group received traditional methods. The research data were obtained from the 40-item multiple-choice tests as a pre-test and a post-test. The results of the t-test clearly revealed that the learners in the experimental group performed better in the post-test than the pre-test. This implies that using a mobile application for developing listening skills as a treatment was effective in helping the language learners perform better on post-test. However, a statistically significant difference was found between the post-tests scores of the two groups. The mean of the experimental group was greater compared to the control group. The participants were Iranian and from an Iranian Language Institute, so care should be taken while generalizing the results to the learners of other nationalities. However, in the researcher's view, the findings of this study have valuable implications for teachers and learners, methodologists and syllabus designers, linguists and MALL/CALL (mobile/computer-assisted language learning) experts. Using the result of the present paper is an aim of raising the consciousness of a better technique of developing listening skills in order to make language learning more efficient for the learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mobile%20listening%20applications" title="Mobile listening applications">Mobile listening applications</a>, <a href="https://publications.waset.org/abstracts/search?q=intermediate%20EFL%20learners" title=" intermediate EFL learners"> intermediate EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=MALL" title=" MALL"> MALL</a>, <a href="https://publications.waset.org/abstracts/search?q=CALL" title=" CALL"> CALL</a> </p> <a href="https://publications.waset.org/abstracts/137835/the-effect-of-using-mobile-listening-applications-on-listening-skills-of-iranian-intermediate-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1611</span> The effect of Reflective Thinking on Iranian EFL Learners’ Language Learning Strategy Use, L2 Proficiency, and Beliefs about Second Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Farahani"> Mojtaba Farahani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at investigating whether reflective thinking differentiates Iranian EFL learners regarding language learning strategy use, beliefs about language learning and teaching, and L2 proficiency. To this end, the researcher adopted a mixed method approach. First, 94 EFL learners were asked to complete Reflective Thinking Questionnaire (Kember et al., 2000), Beliefs about Language Learning and Teaching Inventory (Horwitz, 1985), Strategy Inventory for Language Learning (Oxford, 1990), and Oxford Quick Placement Test. The results of three separate one-way ANOVAs indicated that reflective thinking significantly differentiates Iranian EFL learners concerning: (a)language learning strategy use, (b) beliefs about language learning and teaching, and (c) general language proficiency. Furthermore, to see where the differences lay, three separate post-hoc Tukey tests were run the results of which showed that learners with different levels of reflectivity (high, mid, and low) were significantly different from each other in all three dependent variables. Finally, to increase the validity of the findings thirty of the participants were interviewed and the results were analyzed through template organizing style method (Crabtree & Miller, 1999). The results of the interview analysis supported the results of quantitative data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title="reflective thinking">reflective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20use" title=" language learning strategy use"> language learning strategy use</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs%20toward%20language%20learning%20and%20teaching" title=" beliefs toward language learning and teaching"> beliefs toward language learning and teaching</a> </p> <a href="https://publications.waset.org/abstracts/19148/the-effect-of-reflective-thinking-on-iranian-efl-learners-language-learning-strategy-use-l2-proficiency-and-beliefs-about-second-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">655</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1610</span> Effectiveness of Language Learning Strategy Instruction Based on CALLA on Iranian EFL Language Strategy Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ever since the importance of language learning strategy instruction (LLS) has been distinguished, there has been growing interest on how to teach LLS in language learning classrooms. So thus this study attempted to implement language strategy instruction based on CALLA approach for Iranian EFL learners in a real classroom setting. The study was testing the hypothesis that strategy instruction result in improved linguistic strategy of students. The participant of the study were 240 EFL learners who received language learning instruction for four months. The data collected using Oxford strategy inventory for language learning. The results indicated the instruction had statistically significant effect on language strategy use of intervention group who received instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CALLA" title="CALLA">CALLA</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy" title=" language learning strategy"> language learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20instruction" title=" language learning strategy instruction"> language learning strategy instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20language%20strategy" title=" Iranian EFL language strategy"> Iranian EFL language strategy</a> </p> <a href="https://publications.waset.org/abstracts/23853/effectiveness-of-language-learning-strategy-instruction-based-on-calla-on-iranian-efl-language-strategy-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">570</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1609</span> Negotiation of Meaning among Iranian EFL Learners and the Relationship between the Proficiency Levels and the Transfer of Knowledge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Z.%20Komeili">Z. Komeili</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh.%20Abadikhah"> Sh. Abadikhah</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Talebi"> H. Talebi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interaction and negotiation of meaning in the foreign language (FL) contexts are crucial to L2 development. Although research studies on children in EFL contexts have increased in recent years, the study of Iranian children negotiating meaning during their communicative task performance still needs further study. The purpose of this study was to investigate young EFL learners' interaction and negotiation of meaning (NoM) during task completion and examine the difference in meaning negotiation between the different proficiency levels and the association between the learners’ proficiency levels and their transfer of knowledge. The participants were twenty-eight young Iranian EFL learners forming 14 proficiency-matched dyads and were assigned into two different groups according to their proficiency levels. The dyads were asked to complete the collaborative task; their interaction was transcribed and analyzed in terms of their NoM. To test the transfer of knowledge to the subsequent performance, tailor-made tests were designed based on the NoM of each individual dyad. The results indicated a significant positive relationship between the learners’ level of proficiency and their transfer of knowledge to the subsequent performance. Our findings suggest that the elementary group had engaged in more negotiation of meaning compared to the intermediate group, and the higher the proficiency level, the better they performed in the post-test and benefited from the NoM. The study has some implications for researchers, teachers, and young learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20tasks" title="collaborative tasks">collaborative tasks</a>, <a href="https://publications.waset.org/abstracts/search?q=negotiation%20of%20meaning" title=" negotiation of meaning"> negotiation of meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency%20levels" title=" proficiency levels"> proficiency levels</a>, <a href="https://publications.waset.org/abstracts/search?q=sociocultural%20theory" title=" sociocultural theory"> sociocultural theory</a>, <a href="https://publications.waset.org/abstracts/search?q=tailor-made%20test" title=" tailor-made test"> tailor-made test</a> </p> <a href="https://publications.waset.org/abstracts/140890/negotiation-of-meaning-among-iranian-efl-learners-and-the-relationship-between-the-proficiency-levels-and-the-transfer-of-knowledge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140890.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1608</span> The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gholam%20Reza%20Parvizi">Gholam Reza Parvizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Azad"> Hossein Azad</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Reza%20Kargar"> Ali Reza Kargar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article investigated the impact of task-based language teaching (TBLT) on writing performance of the Iranian intermediate EFL learners. There were two groups of forty students of the intermediate female learners studying English in Jahad-e-Daneshgahi language institute, ranging in age from thirteen to nineteen. They participated in their regular classes in the institute and were assigned to two groups including an experimental group of task-based language teaching and a control group for the purpose of homogeneity, all students in two groups took an achievement test before the treatment. As a pre-test; students were assigned to write a task at the beginning of the course. One of the classes was conducted through talking a TBLT approach on their writing, while the other class followed regular patterns of teaching, namely traditional approach for TBLT group. There were some tasks chosen from learners’ textbook. The task selection was in accordance with learning standards for ESL and TOFEL writing sections. At the end of the treatment, a post-test was administered to both experimental group and the control group. Scoring was done on the basis of scoring scale of “expository writing quality scale”. The researcher used paired samples t-test to analyze the effect of TBLT teaching approach on the writing performance of the learners. The data analysis revealed that the subjects in TBLT group performed better on the writing performance post-test than the subjects in control group. The findings of the study also demonstrated that TBLT would enhance writing performance in the group of learners. Moreover, it was indicated that TBLT has been effective in teaching writing performance to Iranian EFL learners <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title="task-based language teaching">task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=task" title=" task"> task</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20approach" title=" language teaching approach"> language teaching approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20proficiency" title=" writing proficiency"> writing proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners "> EFL learners </a> </p> <a href="https://publications.waset.org/abstracts/59349/the-impact-of-task-based-language-teaching-on-iranian-female-intermediate-efl-learners-writing-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59349.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">423</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1607</span> The Interplay of Locus of Control, Academic Achievement and Biological Variables among Iranian Online EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizeh%20Chalak">Azizeh Chalak</a>, <a href="https://publications.waset.org/abstracts/search?q=Niloufar%20Nasri"> Niloufar Nasri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students' academic achievement, along with the effects of different variables, has been a serious concern of educators since long ago. This study was an attempt to investigate the interplay of Locus of Control (LOC), academic achievement and biological variables among Iranian online EFL Learners. The participants of the study included 100 students of different age groups and genders studying English online at Iran Language Institute (ILI), Isfahan, Iran. The instrument used was Trice Academic LOC questionnaire which identifies orientations of internality or externality. The participants' Grade Point Averages (GPAs) were used as the measure of their academic achievement. A series of independent samples t-tests were performed on the data. The results of the study showed that (a) there were no significant differences between male and female participants in LOC orientation, (b) there was no relationship between LOC and academic achievement among internal males and females, (c) external females were better achievers than external males, (d) and the age had no significant relationship with LOC and academic achievement. It can be concluded that the social, cultural patterns of genders have changed. This study might help sociologists and psychologists as well as applied linguists in that they reflect the recent social changes and their effects on the LOC and their consequent implications in teaching languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=biological%20variables" title=" biological variables"> biological variables</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20online%20EFL%20learners" title=" Iranian online EFL learners"> Iranian online EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=locus%20of%20control" title=" locus of control"> locus of control</a> </p> <a href="https://publications.waset.org/abstracts/34788/the-interplay-of-locus-of-control-academic-achievement-and-biological-variables-among-iranian-online-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">426</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1606</span> The Effect of Problem-Based Mobile-Assisted Tasks on Spoken Intelligibility of English as a Foreign Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Loghman%20Ansarian">Loghman Ansarian</a>, <a href="https://publications.waset.org/abstracts/search?q=Teoh%20Mei%20Lin"> Teoh Mei Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an attempt to increase oral proficiency of Iranian EFL learners, the researchers compared the effect of problem-based mobile-assisted language learning with the conventional language learning approach (Communicative Language Teaching) in Iran. The experimental group (n=37) went through PBL instruction and the control group (n=33) went through conventional instruction. The results of quantitative data analysis after 26 sessions of treatment revealed that PBL could positively affect participants' knowledge of grammar, vocabulary, spoken fluency, and pronunciation; however, in terms of task achievement, no significant effect was found. This study can have pedagogical implications for language teachers, and material developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem-based%20learning" title="problem-based learning">problem-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=spoken%20intelligibility" title=" spoken intelligibility"> spoken intelligibility</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20EFL%20context" title=" Iranian EFL context"> Iranian EFL context</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20learning" title=" cognitive learning"> cognitive learning</a> </p> <a href="https://publications.waset.org/abstracts/95886/the-effect-of-problem-based-mobile-assisted-tasks-on-spoken-intelligibility-of-english-as-a-foreign-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">175</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1605</span> Provision of Different Layers of Activities for Different Iranian Intermediate English as a Foreign Language Learners for the Beneficial Use of Films within Speaking Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Ebrahimi">Zahra Ebrahimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abbas%20Moradan"> Abbas Moradan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effect of applying different layers of activity for different Iranian intermediate EFL learner’s oral proficiency and two of its components (fluency and accura-cy) for the beneficial use of films within speaking classes. For this purpose, thirty Iranian EFL intermediate learners were selected based on availability sampling, they were divided into one experimental group and one control group, each consisting of 15 participants, who were proved to be homogeneous based on the results obtained from IELTS oral proficien-cy test prior to the treatment. Experimental Group received the treatment which was apply-ing different layers of speaking tasks according to learners’ level of fluency and accuracy. Control group received ordinal treatment of speaking classrooms. The materials for this study consisted of 11 English movies for each session, voice-recorder device, and IELTS oral proficiency tests as well as two interviews based on Ur’s oral scale for measuring fluen-cy and accuracy. The treatment was run for 12 sessions in six weeks. At the end of the treatment, all the students both in experimental and control group were given a post-test interview based on Ur’s scale. To compare and contrast the amount of progress of the learners in different groups the results of the pre-test and post-test of speaking were analysed by using T-tests. Moreover, Multivariate analysis of variance was also used to check the hypotheses. Results showed that application of different layers of activity with regard to students’ level, led to a significantly superior performance in experimental group. Thus, this study verified the positive effect of implementation of different layers of activity and tasks to achieve progress in speaking skill. It can also help to create a less stressful at-mosphere of learning in which all the students will be given specific time to speak and lead them to be autonomous learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differentiated%20instruction" title="differentiated instruction">differentiated instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20style" title=" learners’ style"> learners’ style</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligence" title=" multiple intelligence"> multiple intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20skill" title=" speaking skill"> speaking skill</a>, <a href="https://publications.waset.org/abstracts/search?q=task-based%20activities" title=" task-based activities"> task-based activities</a> </p> <a href="https://publications.waset.org/abstracts/88519/provision-of-different-layers-of-activities-for-different-iranian-intermediate-english-as-a-foreign-language-learners-for-the-beneficial-use-of-films-within-speaking-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88519.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">142</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1604</span> The Phonology and Phonetics of Second Language Intonation in Case of “Downstep”</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tayebeh%20Norouzi">Tayebeh Norouzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the acquisition process of intonation. It examines the intonation structure of Tokyo Japanese and its realization by Iranian learners of Japanese. Seven Iranian learners of Japanese, differing in fluency, and two Japanese speakers participated in the experiment. Two sentences were used to test the phonological and phonetic characteristics of lexical pitch-accent as well as the intonation patterns produced by the speakers. Both sentences consisted of similar words with the same number of syllables and lexical pitch-accents but different syntactic structure. Speakers were asked to read each sentence three times at normal speed, and the data were analyzed by Praat. The results show that lexical pitch-accent, Accentual Phrase (AP) and AP boundary tone realization vary depending on sentence type. For sentences of type <em>XdeYwo</em>, the lexical pitch-accent is realized properly. However, there is a rise in AP boundary tone regardless of speakers’ level of fluency. In contrast, in sentences of type <em>XnoYwo</em>, the lexical pitch-accent and AP boundary tone vary depending on the speakers’ fluency level. Advanced speakers are better at grouping words into phrases and produce more native-like intonation patterns, though they are not able to realize downstep properly. The non-native speakers tried to realize proper intonation patterns by making changes in lexical accent and boundary tone. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intonation" title="intonation">intonation</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20learners" title=" Iranian learners"> Iranian learners</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese%20prosody" title=" Japanese prosody"> Japanese prosody</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20accent" title=" lexical accent"> lexical accent</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition." title=" second language acquisition."> second language acquisition.</a> </p> <a href="https://publications.waset.org/abstracts/89060/the-phonology-and-phonetics-of-second-language-intonation-in-case-of-downstep" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89060.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1603</span> Examining the Functional and Practical Aspects of Iranian Painting as a Visual-Identity Language in Iranian Graphics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arezoo%20Seifollahi">Arezoo Seifollahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the topics that is receiving a lot of attention in artistic circles and among Iran today and has been the subject of many conversations is the issue of Iranian graphics. In this research, the functional and practical aspects of Iranian painting as a visual-identity language in Iranian graphics have been investigated by relying on Iranian cultural and social posters in order to gain an understanding of the trend of contemporary graphic art in Iran and to help us reach the identity of graphics. In order to arrive at Iranian graphics, first, the issue of identity and what it is has been examined, and then this category has been addressed in Iran and throughout the history of this country in order to reveal the characteristics of the identity that has come to us today under the name of Iranian identity cognition. In the following, the search for Iranian identity in the art of this land, especially the art of painting, and then the art of contemporary painting and the search for identity in it have been discussed. After that, Iranian identity has been investigated in Iranian graphics. To understand Iranian graphics, after a brief description of its contemporary history, this art is examined at the considered time point. By using the inductive method of examining the posters of each course and taking into account the related cultural and social conditions, we tried to get a general and comprehensive understanding of the graphic features of each course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iranian%20painting" title="Iranian painting">Iranian painting</a>, <a href="https://publications.waset.org/abstracts/search?q=graphic%20visual%20language" title=" graphic visual language"> graphic visual language</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20identity" title=" Iranian identity"> Iranian identity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20cultural%20poster" title=" social cultural poster"> social cultural poster</a> </p> <a href="https://publications.waset.org/abstracts/185508/examining-the-functional-and-practical-aspects-of-iranian-painting-as-a-visual-identity-language-in-iranian-graphics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185508.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">50</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1602</span> The Indo-European and Old Iranian Fire and Its Relations with the Lur Fire</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behzad%20Moeini%20Sam">Behzad Moeini Sam</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Mohammadi%20Avandi"> Sara Mohammadi Avandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rituals of fire among the Iranians go back to the general Proto-Indo-European and Indo-Iranian eras when they lived in regions known as the Pontic-Caspian (Indo-Europeans) and Kazakhstan (the Andronovo culture belonging to the Indo-Iranian tribes), and we can get to know about their vulgar heritage despite their separation from each other during several millennia. The early Aryan settlers of Iran had brought their cults to their new home and were bequeathed to them by their Indo-Iranian ancestors. Tradition speaks of several great sacred Iranian fires consecrated by the pre-Zoroastrian kings. Ātar or fire corresponds to the Vedic Agni Atar's functions are elaborately delineated in the Later Avesta. This paper aims to show the fire cults among the Iranian Lur tribes that originate in the past. Therefore, it will be searched for rituals in equally Indo-European and Indo-Iranian Periods and Old Iranian Texts and their frequency among the Lur tribes. In addition to the library books, we tried to interview the chiefs of Lur tribes. Finally, we concluded that the fire among the Lur Tribes is a sequence of beliefs of the Proto-Indo-European and Indo-Iranian Periods reflected in Old and Middle Iranian texts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indo-European" title="Indo-European">Indo-European</a>, <a href="https://publications.waset.org/abstracts/search?q=ancient%20Iran" title=" ancient Iran"> ancient Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=fire" title=" fire"> fire</a>, <a href="https://publications.waset.org/abstracts/search?q=Lur" title=" Lur"> Lur</a>, <a href="https://publications.waset.org/abstracts/search?q=Zoroastrian" title=" Zoroastrian"> Zoroastrian</a> </p> <a href="https://publications.waset.org/abstracts/154456/the-indo-european-and-old-iranian-fire-and-its-relations-with-the-lur-fire" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154456.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1601</span> The Impact of Collaborative Writing through Wikis and Blogs on Iranian EFL Learners’ Writing Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farhad%20Ghorbandordinejad">Farhad Ghorbandordinejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Shamsoddin%20Aref"> Shamsoddin Aref</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Wikis and blogs, defined as educational tools in line with the objectives of collaborative writing, are regarded as innovative ways of writing addressing the problems of conventional types of writing. Although writing in wikis and blogs step in different contexts, they are both aiming at betterment of collaborative writing procedures. It is believed that due to certain reasons bringing in wikis and blogs to learners' life can lead to better performance of writing. This study aimed at dipping into pedagogical aspects of wikis and blogs in the hope of eliminating prior traditional mistakes and bringing students together in a more constructive L2 context. To this end, three groups of intermediate students were experimented in three settings of wiki-group, blog-group and conventional (control) group. Despite conventional group learners, participants in both experimental groups experienced L2 writing in a new telecollaborative context. An achievement test was administered after the treatment to check learners’ degree of improvement in EFL writing. The results of this study provide a deep insight towards the effectiveness of writing in the contexts of wikis and blogs compared with conventional writing procedures. The overall conclusion drawn from the distinction of conventional writing, on one hand, and wikis and blogs, on the other hand, indicates that the latter channels of writing are more constructive for learners’ writing improvements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20writing" title="collaborative writing">collaborative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=wikis" title=" wikis"> wikis</a>, <a href="https://publications.waset.org/abstracts/search?q=blogs" title=" blogs"> blogs</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20achievement" title=" writing achievement"> writing achievement</a> </p> <a href="https://publications.waset.org/abstracts/41516/the-impact-of-collaborative-writing-through-wikis-and-blogs-on-iranian-efl-learners-writing-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">391</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1600</span> English Syllabus in the Iranian Education System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaghayegh%20Mirshekari">Shaghayegh Mirshekari</a>, <a href="https://publications.waset.org/abstracts/search?q=Atiyeh%20Ghorbani"> Atiyeh Ghorbani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> EThe Iranian system of education has been politically influenced by the thoughts of the governing religious party. It has brought many religious books into the educational system from grade one up to graduation from high school, and therefore, teaching English as a non-Islamic language has been put aside the system, focusing on the Islamic language of Arabic. Teaching English has been widely talked about in international academia, but the Iranian educational system has not brought in any of its outcomes due to the general policy of keeping people away from international Western thoughts. Because of the increasing interest among Iranians in learning English, this language is being taught and studied in public and private schools, commercial and adult schools, language institutes, colleges, universities, and numerous homes throughout the country. Methods and techniques of teaching English, the attitude of the teachers and learners towards the language, and the availability of textbooks and other language materials are quite different in any one of the different institutions. This paper has evaluated the outcome of the Iranian educational system in teaching English in terms of their methods of teaching, as well as the policies regarding the educational system. The results show that not only has there been no progress in the system in terms of teaching English, rather there is backwardness in this regard due to the political policy of preventing people from learning English. Therefore, we see the majority of the youth not speaking English properly at the age where they need to enter the international arena. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school" title=" public school"> public school</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/172679/english-syllabus-in-the-iranian-education-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172679.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1599</span> Evaluation of the Efficiency of French Language Educational Software for Learners in Semnan Province, Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alireza%20Hashemi">Alireza Hashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent decades, language teaching methodology has undergone significant changes due to the advent of computers and the growth of educational software. French language education has also benefited from these developments, and various software has been produced to facilitate the learning of this language. However, the question arises whether these software programs meet the educational needs of Iranian learners, particularly in Semnan Province. The aim of this study is to evaluate the efficiency and effectiveness of French language educational software for learners in Semnan Province, considering educational, cultural, and technical criteria. In this study, content analysis and performance evaluation methods were used to examine the educational software ‘Français Facile’. This software was evaluated based on criteria such as teaching methods, cultural compatibility, and technical features. To collect data, standardized questionnaires and semi-structured interviews with learners in Semnan Province were used. Additionally, the SPSS statistical software was employed for quantitative data analysis, and the thematic analysis method was used for qualitative data. The results indicated that the ‘Français Facile’ software has strengths such as providing diverse educational content and an interactive learning environment. However, some weaknesses include the lack of alignment of educational content with the learning culture of learners in Semnan Province and technical issues in software execution. Statistical data showed that 65% of learners were satisfied with the educational content, but 55% reported issues related to cultural alignment with their needs. This study indicates that to enhance the efficiency of French language educational software, there is a need to localize educational content and improve technical infrastructure. Producing locally adapted educational software can improve the quality of language learning and increase the motivation of learners in Semnan Province. This research emphasizes the importance of understanding the cultural and educational needs of learners in the development of educational software and recommends that developers of educational software pay special attention to these aspects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20software" title="educational software">educational software</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20language" title=" French language"> French language</a>, <a href="https://publications.waset.org/abstracts/search?q=Iran" title=" Iran"> Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%20in%20Semnan%20province" title=" learners in Semnan province"> learners in Semnan province</a> </p> <a href="https://publications.waset.org/abstracts/187257/evaluation-of-the-efficiency-of-french-language-educational-software-for-learners-in-semnan-province-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187257.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">41</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1598</span> Studying the Relationship Between Washback Effects of IELTS Test on Iranian Language Teachers, Teaching Strategies and Candidates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Afsaneh%20Jasmine%20Majidi">Afsaneh Jasmine Majidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language testing is an important part of language teaching experience and language learning process as it presents assessment strategies for teachers to evaluate the efficiency of teaching and for learners to examine their outcomes. However, language testing is demanding and challenging because it should provide the opportunity for proper and objective decision. In addition to all the efforts test designers put to design valid and reliable tests, there are some other determining factors which are even more complex and complicated. These factors affect the educational system, individuals, and society, and the impact of the tests vary according to the scope of the test. Seemingly, the impact of a simple classroom assessment is not the same as that of high stake tests such as International English Language Testing System (IELTS). As the importance of the test increases, it affects wider domain. Accordingly, the impacts of high stake tests are reflected not only in teaching, learning strategies but also in society. Testing experts use the term ‘washback’ or ‘impact’ to define the different effects of a test on teaching, learning, and community. This paper first looks at the theoretical background of ‘washback’ and ‘impact’ in language testing by reviewing of relevant literature in the field and then investigates washback effects of IELTS test of on Iranian IELTS teachers and students. The study found significant relationship between the washback effect of IELTS test and teaching strategies of Iranian IELTS teachers as well as performance of Iranian IELTS candidates and their community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20stake%20tests" title="high stake tests">high stake tests</a>, <a href="https://publications.waset.org/abstracts/search?q=IELTS" title=" IELTS"> IELTS</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20Candidates" title=" Iranian Candidates"> Iranian Candidates</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20testing" title=" language testing"> language testing</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20impact" title=" test impact"> test impact</a>, <a href="https://publications.waset.org/abstracts/search?q=washback" title=" washback"> washback</a> </p> <a href="https://publications.waset.org/abstracts/58198/studying-the-relationship-between-washback-effects-of-ielts-test-on-iranian-language-teachers-teaching-strategies-and-candidates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58198.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1597</span> Tolerance of Ambiguity in Relation to Listening Performance across Learners of Various Linguistic Backgrounds</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amin%20Kaveh%20Boukani">Amin Kaveh Boukani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foreign language learning is not straightforward and can be affected by numerous factors, among which personality features like tolerance of ambiguity (TA) are so well-known and important. Such characteristics yet can be affected by other factors like learning additional languages. The current investigation, thus, opted to explore the possible effect of linguistic background (being bilingual or trilingual) on the tolerance of ambiguity (TA) of Iranian EFL learners. Furthermore, the possible mediating effect of TA on multilingual learners' language performance (listening comprehension in this study) was expounded. This research involved 68 EFL learners (32 bilinguals, 29 trilinguals) with the age range of 19-29 doing their degrees in the Department of English Language and Literature of Urmia University. A set of questionnaires, including tolerance of ambiguity (Herman et. al., 2010) and linguistic background information (Modirkhameneh, 2005), as well as the IELTS listening comprehension test, were used for data collection purposes. The results of a set of independent samples t-test and mediation analysis (Hayes, 2022) showed that (1) linguistic background (being bilingual or trilingual) had a significant direct effect on EFL learners' TA, (2) Linguistic background had a significant direct influence on listening comprehension, (3) TA had a substantial direct influence on listening comprehension, and (4) TA moderated the influence of linguistic background on listening comprehension considerably. These results suggest that multilingualism may be considered as an advantageous asset for EFL learners and should be a prioritized characteristic in EFL instruction in multilingual contexts. Further pedagogical implications and suggestions for research are proposed in light of effective EFL instruction in multilingual contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tolerance%20of%20ambiguity" title="tolerance of ambiguity">tolerance of ambiguity</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual" title=" bilingual"> bilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=trilingual" title=" trilingual"> trilingual</a> </p> <a href="https://publications.waset.org/abstracts/178788/tolerance-of-ambiguity-in-relation-to-listening-performance-across-learners-of-various-linguistic-backgrounds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">61</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1596</span> A Comparative Study of Language Learning Strategy Use of Iranian Kurdish Bilingual and Persian Monolingual in EFL Context </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Khani">Reza Khani</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziba%20Hosseini"> Ziba Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was an attempt to investigate the difference between learners of Iranian Kurdish–Persian bilingual language and Persian monolinguals, regarding language strategy use (LLS). The participants of the study were 120 monolingual Persian and 120 bilingual Kurdish studying English as a foreign language (EFL). Data were collected using strategy inventory for language learning SILL. The results show bilingual reported higher use of language learning strategies in all categories of SILL except memory strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title="language learning">language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=comparative%20study" title=" comparative study"> comparative study</a> </p> <a href="https://publications.waset.org/abstracts/23847/a-comparative-study-of-language-learning-strategy-use-of-iranian-kurdish-bilingual-and-persian-monolingual-in-efl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1595</span> Survey of Rate and Causes of Literacy Preservation in Adult Newly Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Narimani">Mohammad Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Rostamoghli"> Zahra Rostamoghli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main objective of this study is the survey of rate and causes of literacy preservation in adult newly learners. Statistical sample consists of 384 adults who are newly learners of literacy, at 2002, who were selected by stratified sampling method. This is a correlation cross-sectional survey research, in which authors-constructed measures were used for data collection. Results of survey showed that learners' literacy preservation rate after two years was 70%, 61% and 57%, in reading, dictation and mathematic tests, respectively.Following can be noted as factors correlated with literacy preservation; repetition of subjects and learners' subjective review, access to and using the library and publications, feeling of need to and interest in educated matters, socio cultural class of learners, and literacy level of learners' family. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy%20preservation" title="literacy preservation">literacy preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20learner" title=" new learner"> new learner</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20improvement%20movement" title=" literacy improvement movement"> literacy improvement movement</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematic%20test" title=" mathematic test"> mathematic test</a> </p> <a href="https://publications.waset.org/abstracts/27161/survey-of-rate-and-causes-of-literacy-preservation-in-adult-newly-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">477</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1594</span> Divorce for Iranian-Canadian Women: A Life and Death Matter</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shila%20Khayambashi">Shila Khayambashi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Iran’s long history of patriarchy, coupled with the devaluation of women’s rights after Iran’s Islamic revolution of 1979, has subjected Iranian women to different forms of domestic abuse. Upon their migration, however, many Iranian women end their abusive relationship by filing for divorce. In many instances, leaving the abusive environment exposes these Iranian women to more dangerous circumstances. Iranian diasporic community has witnessed several domestically-charged fatalities in the past few years after the abused wives either ended their violent marriages or attempted to establish some control in their marital relationships. While the casualties have been reported in Iranian new media and press, the Canadian media failed to pay much attention to any of these cases. In this paper, I examine the post-migratory factors that encourage the abused Iranian women to leave their abusers after years of endurance. Additionally, I indicate the roles of organizational and governmental support for minority women who decide to terminate their violent relationships. I will also explore how the Canadian media outlets circumvent and ignore the cases of these minority victims. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%27s%20right" title="women's right">women's right</a>, <a href="https://publications.waset.org/abstracts/search?q=Divorce" title=" Divorce"> Divorce</a>, <a href="https://publications.waset.org/abstracts/search?q=Patriarchy" title=" Patriarchy"> Patriarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=Domestic%20Abuse" title=" Domestic Abuse"> Domestic Abuse</a> </p> <a href="https://publications.waset.org/abstracts/120297/divorce-for-iranian-canadian-women-a-life-and-death-matter" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120297.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1593</span> A Resistant-Based Comparative Study between Iranian Concrete Design Code and Some Worldwide Ones </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Sadegh%20Naseralavi">Seyed Sadegh Naseralavi</a>, <a href="https://publications.waset.org/abstracts/search?q=Najmeh%20Bemani"> Najmeh Bemani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design in most counties should be inevitably carried out by their native code such as Iran. Since the Iranian concrete code does not exist in structural design software, most engineers in this country analyze the structures using commercial software but design the structural members manually. This point motivated us to make a communication between Iranian code and some other well-known ones to create facility for the engineers. Finally, this paper proposes the so-called interpretation charts which help specify the position of Iranian code in comparison of some worldwide ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beam" title="beam">beam</a>, <a href="https://publications.waset.org/abstracts/search?q=concrete%20code" title=" concrete code"> concrete code</a>, <a href="https://publications.waset.org/abstracts/search?q=strength" title=" strength"> strength</a>, <a href="https://publications.waset.org/abstracts/search?q=interpretation%20charts" title=" interpretation charts "> interpretation charts </a> </p> <a href="https://publications.waset.org/abstracts/29241/a-resistant-based-comparative-study-between-iranian-concrete-design-code-and-some-worldwide-ones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">526</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1592</span> Using English Discourse Markers by Saudi EFL Learners: A Descriptive Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Al%20Hammadi"> Fayza Al Hammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Nassr%20Almaflehi"> Nassr Almaflehi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The language of EFL learners is of special interests to linguists. Little research has been tackled on issues concerning English Discourse Markers (EDMs) among Saudi EFL learners. Aims: Employing a corpus-based descriptive analysis, the current study attempts at detecting EDMs in the talk of Saudi EFL learners, their frequency, use, usage, etc., in comparison to other EFL learners as well as native speakers. Methods: Two hundreds Saudi EFL learners were randomly selected from 20 public and private schools (ten students from each school) across the Kingdom of Saudi Arabia (KSA). Subjects were individually recorded while they were studying English in class. Recordings were then linguistically and statistically analyzed by the researchers. Conclusion: Results illustrate that EDMs “and”, “but” and “also” are the most frequent EDMs in the talk of Saudi EFL learners. These devices are randomly used by Saudi EFL learners who mix their use (appropriateness) with usage (correctedness) due to the influence of their L1 (Arabic). In compare to other EFL learners (native and non-native), Saudi EFL learners use less EDMs. These results confirmed the claims that EFL learners use EDMs less than native speakers. This paper, although preliminary in nature, can help arrive a better understanding of using EDMs by Saudi EFL learners. Further, it can also assist in getting appropriate insights into the way how these EDMs are used in Arab Gulf countries. The researchers decided to conduct an in-depth study into the use of EDMs in the oral work of Saudi EFL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20discourse%20markers" title="English discourse markers">English discourse markers</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20EFL%20learners" title=" Saudi EFL learners"> Saudi EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=use" title=" use"> use</a>, <a href="https://publications.waset.org/abstracts/search?q=usage" title=" usage"> usage</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers" title=" native speakers"> native speakers</a> </p> <a href="https://publications.waset.org/abstracts/186630/using-english-discourse-markers-by-saudi-efl-learners-a-descriptive-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1591</span> Metanotes and Foreign Language Learning: A Case of Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nah%C4%B1d%20Nader%C4%B1%20Anar%C4%B1">Nahıd Naderı Anarı</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojdeh%20Shaf%C4%B1ee"> Mojdeh Shafıee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Languaging has been identified as a contributor to language learning. Compared to oral languaging, written languaging seems to have been less explored. In order to fill this gap, this paper examined the effect of ‘metanotes’, namely metatalk in a written modality to identify whether written languaging actually facilitates language learning. Participants were instructed to take metanotes as they performed a translation task. The effect of metanotes was then analyzed by comparing the results of these participants’ pretest and posttest with those of participants who performed the same task without taking metanotes. The statistical tests showed no evidence of the expected role of metanotes in foreign language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title="EFL learners">EFL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=metanotes" title=" metanotes"> metanotes</a> </p> <a href="https://publications.waset.org/abstracts/36835/metanotes-and-foreign-language-learning-a-case-of-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36835.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">443</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1590</span> Teachers' Emphatic Concern for Their Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this exploratory study is on whether teachers demonstrate emphatic concern for their learners in planning, implementing and assessing learning outcomes in their regular classrooms. Empathy must be shown to all learners equally and not only for high-risk learners at the expense of other ability learners. Empathy demonstrated by teachers allows them to build a stronger bond with all their learners. This bond based on trust leads to positive outcomes for learners to be able to excel in their work. Empathic teachers must make every effort to simplify the subject matter for high risk learners so that these learners not only enjoy their learning activities but are also successful like their more able peers. A total of 87.5% of the participants agreed that empathy allows teachers to demonstrate humanistic values in their choice of learning materials for learners of different abilities. It is therefore important for teachers to select content and instructional materials that will contribute to the learners’ success in the mainstream of education. It is also imperative for teachers to demonstrate empathic skills and consequently, to be attuned to the emotions and emotional needs of their learners. Schools need to be reformed, not by simply lengthening the school day or by simply adding more content in the curriculum, but by making school more satisfying to learners. This must be consistent with their diverse learning needs and interests so that they gain a sense of power, fulfillment, and importance in their regular classrooms. Hence, teacher - pupil relationships based on empathic concern for the latter’s educational needs lays the foundation for quality education to be offered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=empathy" title=" empathy"> empathy</a>, <a href="https://publications.waset.org/abstracts/search?q=learners%E2%80%99%20emotional%20needs" title=" learners’ emotional needs"> learners’ emotional needs</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20empathic%20skills" title=" teachers’ empathic skills"> teachers’ empathic skills</a> </p> <a href="https://publications.waset.org/abstracts/29363/teachers-emphatic-concern-for-their-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29363.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1589</span> The Iranian Law and Refugee Survivors of Sexual and Gender-Based Violence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aminreza%20Koohestani">Aminreza Koohestani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper intends to explore the existing safeguards available within the Iranian law in protecting refugees affected by Sexual and Gender-Based Violence (SGBV). The Iranian law afforded protection for women and girls against SGBV is scattered across various bodies of law. Moreover, the degree of protection provided by the law varies greatly from one type of SGBV to another. The paper discusses the scope of applicability of Iranian laws to refugees affected by SGBV as well as substantive and procedural laws afforded protection for survivors of SGBV. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iran" title="Iran">Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=law" title=" law"> law</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a>, <a href="https://publications.waset.org/abstracts/search?q=women" title=" women"> women</a> </p> <a href="https://publications.waset.org/abstracts/55092/the-iranian-law-and-refugee-survivors-of-sexual-and-gender-based-violence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge 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