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International Journal of Research Studies in Language Learning
Number of Followers: 14  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2243-7754 - ISSN (Online) 2243-7762
Published by Consortia Academia Publishing Homepage  [6 journals]
  • The pattern of compliments in Instagram photo comments

    • Authors: Rohmani Nur Indah, Nur Fatikh Rifana
      Abstract: This study investigates the pattern of both compliment and its responses on topic of skill or ability used in Instagram. The purpose of this study is to explore the complimenting pattern of Igers (Instagram user) as well as the way they respond complimenting in online context. For the analysis, this study employs Manes and Wolfson’s theory (1981) of compliment form to identify the syntactic pattern of the compliments. In figuring out the type of compliment responses of Igers, it applies Herbert’s (1989) theory of compliment responses taxonomy. The finding revealed that Igers’ compliments on skill or ability in Instagram are mostly short, characterized by the use of minimal syntactic pattern with the dominant use of adjectives rather than verbs. In addition, most Igers show acceptance strategy by applying appreciation token and comment acceptance.
      PubDate: 2017-06-29
      Issue No: Vol. 7 (2017)
  • The acquisition of the English future tense by Iranian EFL learners:
           Processing instruction vs. meaningful output-based instruction

    • Authors: Samaneh Vafaparvar, Shiela Kheirzadeh
      Abstract: This study was designed to investigate the impact of processing instruction and meaningful output-based instruction on the acquisition of English future tense. For this purpose, 33 Iranian female learners were randomly selected and assigned to one of the three groups of processing instruction (PI) (n=10), meaningful output-based instruction (MOBI) (n=10), and control group (n=13). A distinct instructional treatment was conducted for the experimental groups. Besides, a pretest/posttest procedure was administered to assess the effect of instruction. The findings indicated that PI group had significant gains on interpretation tasks compared to MOBI group and control group. For production tasks, MOBI group outperformed PI and control group. It should be noted that for both interpretation and production tasks, both experimental groups improved significantly and outperformed the control group. The statistical analysis conducted on the delayed posttest revealed that PI outperformed MOBI group in both interpretation and production tasks. The results suggest that although MOBI can lead to acquisition, PI exerts a positive effect which sustains over time and might positively influence learners’ interlanguage development.
      PubDate: 2017-06-25
      Issue No: Vol. 7 (2017)
  • An investigation into EFL teachers’ motivation to teach from a
           self-determination perspective

    • Authors: Ali Roohani, Mahmood Hashemian, Khadijeh Dayeri
      Abstract: Teacher motivation has recently received a lot of attention in different educational areas. However, little attempt has been made to explore the role of motivation in English as a Foreign Language (EFL) teachers in Iran from self-determination perspective. Feeling this gap, the present study employed a mixed method approach to identify the motivational profiles among Iranian EFL teachers and explore the relationships between their motivational profiles and their demographic variables. To these ends, the cluster analysis was used to identify the motivational profiles in a sample of 115 Iranian EFL teachers. The participants, who were selected through non-probability sampling, were asked to fill out the Motivation to Teach Questionnaire (MTQ) as well as demographic information questionnaire. A three-cluster solution resulted in three distinctive motivational profiles: Low, Moderate, and High groups. Additionally, results from Chi-square tests revealed that there were significant associations between cluster membership and demographic variables such as years of experience and place of work. Follow-up semi-structured interviews illustrated the underlying sources of the Iranian EFL teachers’ types of motivation within each cluster. Findings have implications for EFL teachers and educational policy makers to take into account teachers’ motivational types and attributes to foster teacher development, and consequently, promote EFL learning.
      PubDate: 2017-06-10
      Issue No: Vol. 7 (2017)
  • Using gestures and English as a Foreign Language vocabulary learning: Does
           gender make a difference?

    • Authors: Ehsan Ghasemi, Reza Feyzi Behnagh
      Abstract: This study aimed at investigating possible gender differences of adult EFL learners in terms of the effects of semantic elaboration (operationalized through teacher-performed gestures) on memory for new words in English and words in native tongue. To achieve this goal, thirty male and thirty female university students were randomly selected and each of the groups went through the experiment separately. They were presented with two sets of new English words (determined through a pretest) and were instructed to do their best to learn the words in two conditions. One set consisted of word-translation pairs (control condition) and the other set consisted of word-translation pairs followed by a video showing the meaning of each word through gestures. Each participant was presented with every experimental word but in two different orders. Then they were required to complete two recall tasks (i.e. free recall in English, free recall in Persian). The results of data analysis using repeated measures of ANOVA (two-way and one-way) showed a negative effect of using gestures on free recall in English and a positive effect of using gestures on free recall in Persian for both groups. Based on the results some pedagogical implications are provided.
      PubDate: 2017-06-02
      Issue No: Vol. 7 (2017)
  • On the relationship between multiple intelligences and self-actualization
           among Iranian EFL learners

    • Authors: Elnaz ShirzadMoghaddam, Zargham Ghapanchi
      Abstract: The present study aimed at taking steps to draw language instructors to new educational approaches in foreign language learning context in which the learners’ potentials concerning target language skills are realized at their maximum rate. To that end, the researchers opted to investigate the correlation between multiple intelligences theory and self-actualization to find out if any of the intelligence types as well as total multiple intelligence scores are significantly related to learners’ self-actualization. To collect the data, 278 junior students majoring in English language teaching and English literature at B.A. level were randomly selected from several universities of Razavi Khorasan province, Iran to answer the questionnaires. After the two completed questionnaires of multiple intelligences and short index of self-actualization were collected, the data were analyzed by Statistical Package for the Social Science (SPSS) software. The results revealed that among nine multiple intelligence types; naturalist, linguistic, logical-mathematical, intrapersonal, and existential intelligences are significantly related to self-actualization. Furthermore, it was demonstrated that there is a statistically significant relationship between total multiple intelligence scores and self-actualization. Finally, multiple regression analysis was run to find out the intelligence type that makes the most contribution to the prediction of self-actualization. The results showed that intrapersonal intelligence is the best predictor of self-actualization which uniquely explained 6.8 percent of the variance in self-actualization score.
      PubDate: 2017-06-01
      Issue No: Vol. 7 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
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