EFL Conference Abstracts on Language Learning Strategies

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National Interdisciplinary Conference on Current Issues
of English Language Teaching and Learning
(NICCIELTL)
March 5-6, 2015
Book of Abstracts
www.elt2015.ir - Email: info@pahi.ir

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The Role of Brain Dominance and English Level in Listening and Speaking Strategies of
Shiraz University EFL Learners
Dr. Sepideh Alavi & Nastaran Mireskandari, Shiraz University
The present study aimed to investigate the general pattern of brain dominance of
undergraduate Shiraz University students and also the effect of brain dominance and
proficiency level on the use of speaking strategies (SSs) and listening comprehension
strategies (LCSs). Data were collected from 142 undergraduate Shiraz University students.
The Quick Placement Test was administered to determine the students’ proficiency level.
Accordingly, students were divided into lower intermediate (LI), upper intermediate (UI), and
advanced learners (Ad). By applying the Hemispheric Dominance Test, participants were
classified as right-, left- and whole-brained. The Farsi version of a speaking strategy
questionnaire and a strategy inventory for listening comprehension were administered to
evaluate the students’ use of speaking and listening strategies. The results indicated that
Iranian EFL university students were mostly right brained. No significant difference was
found between right-, left- and whole-brained learners in their overall pattern of SS and LCS
use. As per SSs and LCSs categoies, the only significant differences between left brained,
right brained and whole brained learners were related to their use of compensatory SSs. No
significant difference was found between LI, UI, and Ad learners in their overall pattern of
SS and LCS use; however, considering the categories of SSs and LCSs, significant
differences were found between these groups on their use of metacognitive SSs and LCSs.
The Effect of Technology Confidence and Computer Accessibility on Iranian EFL
University Teacher's Attitudes towards the Use of CALL in University Courses
Dr. Sepideh Alavi & Marzieh Abdollahipour, Shiraz University
While research on the need for implementing Computer Assisted Language Learning (CALL)
in educational settings seems necessary in the modern world of today, scant attention has
been paid to its application in many educational contexts. The present study aimed at
investigating the effect of variables such as technology confidence, computer accessibility,
frequency of use, level of education, gender, and age on university teachers’ attitudes towards
CALL. The participants of this study were 60 teachers of English literature, TEFL, translation
and linguistics, teaching at four universities of Shiraz, with an age range of 20 to 50. They
responded to two different questionnaires; a Teachers' Attitude Questionnaire and a
Technology Integration Confidence Scale. Chi squares were computed to find possible
significant differences between the participants’ attitudes towards CALL, and Pearson
Product Moment and Spearman’s rho correlations were run to find relationships between the
participants' attitudes towards the application of CALL in language classrooms and
technology confidence, computer accessibility, frequency of use, and level of education. The
results showed that participants had strong positive attitudes towards CALL, and that positive
correlations existed between their attitudes and frequency of computer use and technology
confidence.

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Development of a Discipline-Specific Academic Word List
Dr. Rajab Esfandiari, Imam Khomeini International University
Academic words play a central role in enabling EFL learners in their specialized study fields
to publish a research paper in an English journal or write their dissertations in English. In this
corpus-based study, we created an Economics Dissertation Corpus (EDC) to identify the most
frequent academic words in Economics. To develop the EDC, we used 187 MA and PhD
dissertations from 12 subdiscplines in Economics. The resultant corpus comprised 5,041,401
million words. Using frequency, range, and specialized occurrence, we developed an
Economics Word List (EWL) from the EDC containing the most frequently-used academic
words in Economics. The EWL comprised 1,122 academic words, which accounts for
approximately 2% of the EDC in this study. The results suggest that researchers need to
create discipline-specific word lists to cater for lexical needs of EFL Economics learners
when they need to write a dissertation in English. The findings of the present study can be
sued to develop Economics vocabulary textbooks and raise EFL learners’ consciousness in
using the most frequently-used academic words in Economics.
Goal Orientation as a Function of Language Proficiency
Dr. Abbas Ali Zarei & Nasrin Zarei, Imam Khomeini International University
The present study aims at investigating the effect of Iranian EFL learners’ proficiency level
on their goal orientation. To this end, a sample of 141 English major participants, both male
and female, at Imam Khomeini International University and Kar non-profit university in
Qazvin were asked to fill in a Goal orientation scale consisting of three subsets (task goal
orientation, ability-approach goal orientation, and ability-avoid goal orientation). Based on
the participants’ performance on the Michigan Test of English Language Proficiency
(MTELP), they were divided into three proficiency levels. The scores of the participants of
the three groups on goal orientation scales were analyzed using the Kruskal-Wallis
procedure. The findings revealed that task goal orientation was the only trait influenced by
proficiency level. However, language proficiency did not affect the other traits investigated in
this study. These results may be helpful for teachers, learners and syllabus designers.
On the Impact of ‘One Teach, One Drift’ and ‘Team Teaching’ as Models of Co-
Teaching on the Iranian EFL Learners’ General Language proficiency
Dr. Mohammad Aliakbari & Mohsen Heidarzadi, Ilam University
There has been increasing interest in applying co-teaching approaches in EFL contexts in
recent years. In line with these endeavors, the current study intended to investigate the impact
of co-teaching models on enhancing general English proficiency of Iranian EFL learners. To
this end, nine intact classes of first and third grade students from one boy and one girl middle
school in Ilam city were selected and divided into three control and six experimental groups.

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Among six suggested models of co-teaching, ‘One teach-one drift’ and Team teaching
models were adopted in the experimental groups in each grade. Having presented the
treatment, a posttest was administrated to all groups to compare their performance. To test the
hypotheses, the statistical procedure of MANOVA, One-way ANOVA, and T-test were
applied, the results if which indicated that implementing the co-teaching approach was
effective and favorable in improving general English proficiency of students. Yet, no
significant difference was found between the effect of the ‘One teach- one drift’ and Team
teaching models on enhancing students’ achievement. Also, there was no significant
difference between male and female students’ achievement in the experimental groups.
Likewise, the difference between first and third grade students’ achievement in the
experimental groups was not significant.
The Relationship between Iranian EFL Learners' Self Compassion and Language
Learning Strategy Use
Dr. Abbas Ali Zarei & Hanieh Rahmani, Imam Khomeini International University
The present study investigated the relationship between Iranian EFL learners' self-
compassion and language learning strategy use. A sample of 104 B.A and M.A Iranian EFL
learners majoring English (both male and female) participated in this study. Three
instruments, Michigan Test of English Language Proficiency (MTELP), self-compassion
scale, and the Strategy Inventory for Language Learning (SILL) were used for data
collection. The data analysis, through Multiple Regression, revealed that meta-cognitive
strategies are significant predictors of "self-kindness" and affective and compensation
strategies are significant predictors of "awareness of common humanity" and "mindfulness".
It was also found that social strategies are negative predictors of "self-judgment". Finally, the
study suggests that the concept of self-compassion can provide useful information for
instructors and authorities to know learners' differences and their different needs in language
learning.
Iranian EFL Middle School Students’ Evaluation of Co-teachers and Participation in
the Co-taught Classes
Dr. Mohammad Aliakbari & Mohsen Heidarzadi, Ilam University
Following the introduction of co-teaching and team teaching models, concerns have been
raised regarding their success and students perception of these models. This study tried to
examine Iranian EFL students’ evaluation of co-teachers and participation in co-taught
classes. Further, the difference between ‘One teach-one drift’ and ‘Team teaching’ groups,
males and females, and the first and third grade students’ evaluation of the co-teachers and
participation in the co-taught classes were addressed. To this mean, the Co-teaching Student
Survey (Cooper, 2010) was used as the research instrument to collect data. The questionnaire
was first translated into Persian and its reliability and validity were confirmed. In so doing,
252 male and female middle school students responded to the Likert scale questionnaire. The

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results revealed that 83.2 percent of the students positively evaluated the co-teachers and 69.7
percent appreciated participation in the co-taught classes. However, no significant difference
was emerged between ‘One teach- one drift’ and ‘Team teaching’ groups in evaluation of the
co-teachers and participation in the co-taught classes. Male participants’ evaluation of the co-
teachers and participation in the co-taught classes was more positive and significantly
different from that of females. Also, the first grade students evaluated the co-teachers and
appreciated participation in co-taught classes more positively than the third grades.
Authenticity Evaluation: EAP courses in Iran
Dr. Zahra Zohoorian, Islamic Azad University of Mashhad
Authenticity is extensively advocated for language teaching. It is also recommended for
language teaching settings such as EAP as the students have to deal with real-world and
authentic language use. The present paper presents the evaluation of the current EAP courses
in Iran concerning authenticity. Taking a mixed-method approach to conduct the study, the
quantitative data collected through the administration of the authenticity evaluation checklist
as well as the qualitative data collected through the interviews were triangulated. The
findings revealed that while authenticity of the four aspects of context, teacher, student, and
text are considered as vital, the current EAP courses have limited authenticity and in some
aspects it is absent. The findings of the study invite the EAP stakeholders in Iran, specifically
EAP curriculum designers and materials developers, to conduct a closer evaluation of these
courses especially at material development level.
A Comparative Investigation into Passivization in English and Persian with Focus on
"Shodan"
Dr. Mohammad Abdollahi-Guilani, Technical and Engineering University of Booin-Zahra
Although English and Persian share a basic structure in the formation of passive with the help
of past participle of the main verb accompanied by “be” in English and “shodan” (i.e.
become) in Persian on a syntactic basis, Persian resorts to morphological alternation, too.
However, the verb shodan is not merely an auxiliary verb; it can serve as a main verb, as
well. In fact, Persian passives have various overlapping realizations, bearing the meaning of
“possibility” and “going” too. The study also sought out to investigate whether or not
passives differed in written texts. To do so a comparative text analysis was conducted on the
application of passive structures in the novel Animal Farm (Orwell, 1956) and its Persian
translation (Akhondi, 2004). The results revealed that the conventional function defined for
Persian shodan as an auxiliary verb for passive structure outnumbers the passive verbs used
in the original novel. Findings also indicate that passive voice is not limited to one form of
shodan and past participle; in fact, transitivity alternation plays a key role, as well. In
addition, combination of shodan with nouns or adjectives is twofold: it can produce both
active and passive voice structures.

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Social Constructivism and Strategy Based Learning: A Focus on EFL Listening
Dr. Gholamreza Zareian & Ali Zangoei, Hakim Sabzevari University & University of Sistan
and Baluchestan
Listening is an important skill for communication in all social and academic contexts and
success and it is necessary for all language learners. For improvement in this skill, autonomy
is encouraged by strategy-based learning but collaboration among different socio-cultural
elements is advocated by social constructivism. However, there are some commonalities
between them that show the importance of socio-cultural elements in any learning context.
This paper is a theoretical discussion of the role of social constructivism in strategy based
learning in English as a Foreign Language (EFL) context where the students are limited to
merely classroom practice and need more involvement through teacher and peer mediation in
collaborative and interactive situations. Cognitive, metacognitive, and socio-affective
strategies in listening comprehension are compared to elements in social constructivism such
as socio-cultural context, facilitating teachers, responsible students, and interactive tasks
followed by the related discussions. Finally, an instructional model on the basis of these
interrelated principles is presented for teaching listening comprehension to Iranian students.
Does Mode of Presentation Affect Learners’ Comprehension of Literary Texts?
Dr. Parviz Alavinia & Sara Shalmashi, Urmia University & Islamic Azad University, Urmia
The current study strived to investigate the impact of using audio and audiovisual
presentation of literary texts on learners’ comprehension of short stories. In so doing, 60 male
and female EFL learners at advanced level of proficiency, as determined by their scores on
TOEFL proficiency test, were chosen as the participants of the study. The study partakers
were, then, split into three groups (audio, audio-visual, and conventional groups). To gauge
the degree of comprehension of short stories presented in three different modes, i.e. audio,
audio-visual and conventional modes, the learners were asked to provide the researchers with
written summaries of short stories successive to their presentation. Running ANOVA and
Post hoc Scheffe tests, the researchers came up with a significant difference between the
performances of learners in three groups. After all, as depicted by Post hoc Scheffe results,
while the two experimental groups as well as audio-visual and control groups were marked
by significant differences in terms of their posttest performances, no such significant
difference existed between the performance of audio group and control group.

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On the Relationship between Anxiety and Language Learning Strategies in Iranian
EFL Context
Dr. Mahmoud Samaie & Issa Mellati Heravi, Ilam University
Foreign language classroom anxiety as an affective factor has been the focus of many
researchers. This type of anxiety is considered as a barrier to language learning process and
may have a relationship with individual characteristics such as gender and language learning
strategies. Accordingly, the present study tried to investigate the relationship between EFL
learners’ foreign language classroom anxiety and gender in Iranian context. Also, it tried to
investigate the relationship between anxiety and language learning strategies. To this end,
150 university students were addressed. The data were gathered through Foreign Language
Classroom Anxiety Scale (Horwitz et al, 1986) and Language Learning Strategy Survey
(Cohen, Oxford & Chi, 2001). The findings revealed that there is a statistically significant
relationship between foreign language classroom anxiety and gender. Male students
experienced anxiety more than their female counterparts. The findings further revealed that
language learning strategies significantly correlated with anxiety components. Also, language
learning strategies could significantly predict foreign language learners’ use of such strategies
to cope with their language anxieties.
Towards the Utopian Education: Tracking Down the Gaps of EAP Programs in
Nonnative Context
Dr. Golnar Mazdayasna & Mahdieh Noori, Yazd University
Utilizing the critical English for Academic Purpose (EAP) framework, the current study
examined EAP programs offered for English major undergraduate students at different
universities in Iran. Analysis of different stakeholders’ interview data (N=50) along with the
data obtained from 10 content class observations highlighted the inadequacy of the traditional
approaches to needs analysis study in meeting the undergraduate students’ needs. The
findings revealed that there is a need for the refinement of EAP programs as exercised in the
Iranian academic environment in order to better address the students’ needs and tacit
assumptions. The results of the current study may promise implications for balancing the
implicit forms of authority as permeating tacitly through the classroom architecture, the
prescribed official curriculum, educational budgetary limit, and shortage of adequate
technology support.
Measuring Depth of Vocabulary Knowledge
Alireza Barouni Ebrahimi, Western University
Lexical knowledge has a significant impact on success in reading, writing, general language
proficiency and academic achievement (Laufer et al., 2004; Milton, 2013; Schoonen, 2010).
Vocabulary knowledge includes breadth, the number of words one knows, and depth, how

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well one knows those words. Nation (2001) has listed a comprehensive list of aspects of word
knowledge. However, there is an absence of well-established and standardized tests that can
measure the different aspects of word knowledge in this field. The current study intends to
develop a test, which measures vocabulary depth based on nine productive aspects of word
knowledge outlined by Nation (2001), as evidence of construct validity. One hundred and
thirty English as a second language (ESL) learners will receive the Vocabulary Levels Test
(Schmitt, Schmitt & Clapham, 2001) and those who have the knowledge of at least 3,000
words will be selected. The results of the participants’ performance on the test will be
evaluated by two raters. Inter-rater reliability will be assessed to monitor the raters’
subjective assessment. Cronbach alpha and test-retest will be used for test reliability. As for
content validity, three vocabulary assessment experts have already ensured it. Leaners’
performance will also be correlated with the Word Associates Test (Read, 1998) to calculate
concurrent validity. In order to provide more evidence for concurrent validity of the test, the
participants’ performance will be correlated with their vocabulary errors in an academic
writing task. Such a test will help ESL learners, teachers and program administrators have a
better understanding of lexical knowledge, its importance in academic success, and the
significance of measuring vocabulary depth for more successful academic achievement.
Exploring Guilaki English Learners’ L1 Attrition through the Acquisition of Possessive
Relations
Maryam Tahvildary, Yazd University
The present study focused on recognition and production of English possessive relations with
similar structure in Guilaki at initial state of EFL acquisition. In this regard, the researcher
selected the most proficient Guilaki and Persian speakers-beginner EFL learners who were
comparably aware of the structures under study to establish L3 and L2 groups. Both groups
equally comprised 30 female third-grade junior high school English learners. The statistical
analyses on GJT and Translation tests of the L3 group suggested different levels of cross-
linguistic influence, and hence partially supporting CEM and FT/FA hypotheses at
recognition and production levels respectively. Moreover, the findings indicated a sign of L1
attrition, most specifically, a possible association between the L3 group’s poor performance
and their incomplete L1 acquisition due to the intense contact with the majority language
(i.e., Persian as L2). Consequently, EFL teaching through learners’ language background can
improve their English and preserve their background languages.
Translator Training in the Iranian Context: Drawbacks and Outlooks
Mohammad Reza Esfandiari, Universiti Sains Malaysia
Assessment of the training programs particularly in fields which have a close relationship
with the changing market demands is deemed essential. This is due to the fact that their
success is strictly based on the establishment of an effective interaction. To this aim, the
present paper seeks to identify some of the problematic areas in translator training courses at
the Iranian context. These problems originate from factors such as the outdated knowledge

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and information on translation professionalism, lack of professional translators’ contributions
and experience sharing, and overlooking the translator trainees’ needs and market demands.
Thus, the concluding remarks of the study are suggestive of guidelines for Iranian policy
makers and curriculum developers.
E-peer Feedback and On-paper Teacher Feedback Revisited: Accuracy, Fluency and
Complexity in L2 Students’ Revised Drafts
Fateme Chahkandi, University of Isfahan
This paper seeks to explore the efficacy of on-paper teacher feedback and e-peer feedback in
terms of fluency, accuracy and complexity. To this aim, 30 low-intermediate students were
instructed to use electronic editing (EE) functions in Microsoft Word to provide their peers
with e-response and 10 were asked to hand in their paper to teacher for on-paper feedback.
Analysis of results from 160 written texts (80 original and 80 revised) from both groups
indicated that teacher feedback enhanced the accuracy of revised drafts and increased the
number of embeddings (T-units) in the text but was not influential in increasing complexity
of texts. E-peer feedback also affected only the accuracy of drafts and was ineffective in
increasing complexity and fluency of texts which was attributed to the peers’ low level of
proficiency. In addition, the results of exploring students’ perception using interview
indicated that they held positive views regarding the use of electronic peer response. Form
among the advantages they referred to familiarity with developments in technology,
improvement on language learning, goal setting and more student-centered activities. The
implications were then discussed concerning the right level to incorporate e-peer response
into the class and the way to increase the effectiveness of e-peer review.
Windows into the Teachers’ Curriculum Approaches in the Context of Iran: Any True
Curriculum Transmitter?
Fateme Chahkandi, University of Isfahan
This paper explores teachers’ orientations towards curriculum content and the factors that
influenced the way they approached the curriculum in the context of high schools in Iran.
Three approaches were identified from the literature to reflect teacher’s curriculum endeavor
including curriculum transmission, adaptation, and creation and teachers’ orientation was
investigated concerning these approaches. Results of semi-structured interviews with 17 EFL
teachers indicated that there was no true curriculum transmitter and with no exception, the
subjects in our study were all curriculum developers making little to extensive adjustments in
the identified textbook. The modifications made were largely in methodology teachers
applied which ranged from more structural to more communicative and task-based,
expanding course book topics, and provision of additional materials. Factors identified to
affect teachers’ adaptation were attributed to teachers’ belief structure as well as students’
proficiency and interest level in conjunction with those associated with policy and education
system. Furthermore, most participants were found to have greater trust to specialists’
potential for developing materials than preparing their own content. Conclusions were then

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drawn regarding the role of teachers and specialists in curriculum development and
suggestions were made about how to make adaptation as a mandatory part of curriculum
application more effective.
Teaching Poetry to BA Students of English Language and Literature: A Socratic
Method
Moslem Zolfagharkhani, Hakim Sabzevari University
This paper aims at revealing and studying the Socratic Method in teaching poetry into BA
students of English Language and Literature. For this, first the Socratic principles of
philosophy in teaching is expounded, then the possible approaches and methods would be
discussed. Emphasis will be given to the teaching of poetry, and the selected texts will be
some Odes of the English Romantic poets, which include many language deviations and
enjoy a high literary language. Socratic Method insists on hypothesis elimination in which
hypotheses are revealed by eliminating the basics of contradiction. Hence, a series of
questions, or tests of logic, are presented in order to help the person or group of people to
arrive at a particular belief. Socratic Method follows: 1. Thesis, which is a target for
refutation 2. Secure-make, helping the interlocutor to arrive at further agreement 3.
Contradiction, between the original thesis and the further premises 4. Truth, helping the
interlocutor to achieve the truth. Such pedagogical method is also called "Maieutics" in which
the transmission of knowledge is not performed directly but through the student's own
experience and involvement.
The Principles and Practices of ESAP Instruction: The Case of ESP In-Service Teacher
Training Programs
Javad Gholami & Farzaneh Emadian Naeini, Urmia University
Teaching English for Specific Academic Purposes (ESAP) has been considered as a separated
stream from general English language teaching considering the fact that some scholars such
as Dudley-Evans and St. John (1998) consider ESP teacher as a “practitioner” who must
adopt several vital roles. Owing to this fact, ESAP instructors do require a specialized
knowledge about the trends in the ESAP instruction that can be obtained through both in-
service programs and practical experience; however, uniform beliefs, techniques, methods
and classroom activities have not yet been devised in the field especially in the Iranian
context. Therefore, the impetus for this paper is to familiarize the ESAP practitioners with
some standards which can supply them with coherent vision and direction for instruction,
offer them some criteria for evaluation and provide them with common frame of reference for
talking about teaching and learning. These standards include content standards (i.e. the things
that students need to learn and the instructional strategies that should be used for teaching

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them) as well as the performance standards (i.e. the types of assessment that can be used in
order to reflect the student learning). To this end, this paper offers a thorough explanation
about the principles and approaches that should be observed in ESAP classrooms by the
instructors. The explained issues include the strategies for teaching technical vocabulary,
grammar, reading, listening, speaking, writing as well some ideas concerning the foundations
of ESAP materials designing, classroom management, developing language awareness and
etc. The issues presented in this study can plug some of the existing gaps in the knowledge of
ESAP instructors especially the gaps which exist in the knowledge of the content instructors
who know little about the strategies of language teaching.
The Effect of Negotiated and Non-Negotiated Feedback on Learning Speech Act of
Refusal
Neda Mahdavi, Lorestan Universtiy
Though a host of studies have investigated the effect of feedback on various aspects of
language proficiency, the efficiency of corrective feedback (CF) in developing gains in
interlanguage pragmatics has been far less explored. Therefore, the current study set out to
examine the effect of negotiated and non-negotiated CF on strategies used to perform the
speech act of refusal. To this aim, two intact classes of advanced Iranian EFL learners were
assigned to two groups at random: negotiated CF (n=15) and non-negotiated CF (n=15). At
the onset of the study, a Written Discourse Completion Test was administered in order to
measure both groups’ initial knowledge of the speech act of refusal. Afterwards, both groups
underwent pertinent treatments in 12 sessions: during each treatment session, negotiated CF
group worked on a WDCT task containing two scenarios and then they received direct
feedback accompanied with oral negotiation while non-negotiated group only received direct
written feedback without engaging in any negotiation. Results of the study showed that
negotiated group outperformed non-negotiated one in terms of gains in speech act of refusal
measured by the WDCT. The findings are explained in the light of interaction hypothesis and
sociocultural theory; further, some pedagogical implications and suggestions for further
research are offered.
An Investigation into Demotivating Factors among EFL Teachers: The Case Iran
Mohammad Aliakbari & Seyyed Mohammadreza Mousavi, Ilam University
Previous studies on motivation in second/ foreign language learning have mainly focused on
student motivation/ demotivation, and teacher motivation. The present study particularly
addresses teacher demotivation, a completely new and less investigated line of research. In
particular, the present study was to contribute to the existing literature by identifying,
classifying, and analyzing teachers’ demotivating factors among teachers of English as a
foreign language (EFL) in the context of Fars province, Iran. For this purpose, two survey
questionnaires were employed and administered to 128 state junior high school teachers. The
results revealed that ‘Economic condition’ was the main source of demotivation among
Iranian English teachers. Furthermore, the study showed that English motivated and

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demotivated teachers differed, to some extent, in their perception of the order and rate of
demotivating effect of demotivating factors. The study also demonstrated that gender
appeared related to the demotivation of the teachers. Furthermore, it was found that teachers’
marital status had no significant role in their demotivation. Finally, the study showed that
teaching experience had a significant effect on teachers’ demotivation. It is hoped that the
results of this study will be of help in further understanding of, and decreasing teacher
demotivation.
The Effect of Classroom Lectures on Fluency and Accuracy in Iranian High Schools
Haideh Shahbazi, Shahreza Branch
The aim of this study was to investigate the effect of classroom lectures on high school
students’ fluency and accuracy. The participants were 90 EFL pre-university students out of
them 60 were selected based on their performance on a general English placement test
(Interchange Objective Placement Test) at the intermediate level in one of Khoramabad’s
high school and pre-universities. The teaching content was based on the themes of pre-
university language textbook. The students were divided into three groups; two experimental
groups in order to give lecture and one control group did not any lecture. In order to see if
lecture has significant effect on increasing fluency and accuracy the oral test as pretest and
posttest was administered twice. ANCOVA statistic was used to compare differences and
similarities among groups. The results provided evidence that lecture helps to enhance
significantly high school students’ fluency and accuracy.
Using Dynamic Assessment to Promote Young Adults’ Acquisition of Basic English
Grammar
Hessam Agheshteh, Islamic Azad University, Azadshahr Branch
Rooted in Vygotsky’s concept of ZPD, Dynamic Assessment (DA) attempts to integrate once
divorced assessment and instruction (Poehner, 2008). Going beyond mere measurement of
students’ ZAD, DA strives to assess students’ potential for future development and tries to
promote it through proper intervention and mediation. Using an interventionist model, this
study reports on using DA with young adults, aged 11 and 12, to promote their acquisition of
basic English grammar including nouns, pronouns, adjectives, indefinite articles and simple
and progressive present and past tenses. Working with a homogeneous group of 60 students
(30 experimental and 30 control group), the researcher used DA with his experimental group
for eighteen sessions to improve their knowledge of basic grammar. To examine the effects
of the intervention and the mediation provided by the researcher and other peers in the class,
the researcher used a pretest and posttest on basic grammar developed by the researcher
himself. The results indicated that DA can significantly improve the young adults’ acquisition
of basic grammar of English if teachers and peers intervene and provide the students with the
feedback appropriate for their next level of ZPD. The implications hold for all EFL teachers,
especially those teaching young adults, to carefully watch students’ ZPD and intervene
accordingly whenever necessary if the students’ potential for future learning is to be tapped
and promoted.

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Principles of Professional Teaching: The Key to the Success of a Teacher
Mohammad Ahmadvand, Farhangiyan University of Isfahan
The history of language teaching and learning has seen diverse trends and developments each
of which has introduced its principles and claims; some of these principles have been
discarded and some have been accepted universally changing into the basic principles of
teaching and learning. Adherence to the basic principles of teaching and learning is what
makes all the difference between an excellent and an average teaching. This paper attempts to
have a comprehensive review of the principles underlying any successful teaching and
learning of language. The author divides the principles into three categories: general,
psychological, and peripheral principles, defining each category briefly and presenting its
subcategories by giving tangible examples.
Is Lexical Inferencing Strategy Helpful in EFL Classroom Context? Guessing Meaning
from Context
Malihe Ketabdar, Islamic Azad University of Garmsar
Among pedagogical approaches, different strategies have emerged to teach L2 vocabulary.
One of these strategies is the learner’s ability to infer the meaning of unknown words from
the context. However, more research is needed to further clarify the use of lexical inferencing
from Context. The present study attempts to review the trends in the area of teaching and
learning vocabulary through guessing the meaning of words from the context. A review of
the literature regarding this strategy is presented. Then, variables which might affect applying
the strategy are discussed. After that, recommendations on how to apply this strategy
efficiently followed by an evaluation of its values and shortcomings are given. Finally,
proposals on how to employ this strategy are suggested on current course books. The result of
study may have some pedagogical implications for EFL syllabus designers, textbook writers
and teachers.
The Effect of Corrective Feedback on Iranian EFL Learners' Writing Skill
Sharare Abedi & Elham Sharifi, Islamic Azad University, Science and Research branch of
Arak
In education, feedback is crucial for motivating and strengthening learning and this
importance has been recognized in the area of second and foreign language writing. Although
writing is as important as other skills in language learning, so it need special attention and
teacher should provide feedback on student’s writing. According to the result of different
articles, we can conclude that among the researchers, there is disagreement on the benefits of
feedback and learner’s writing. But most of the results show that feedback can be effective in
the improvement of student’s accuracy. The findings suggest that feedback have a significant
long-term effect. In general results indicate that it is not a sufficient way to improve student’s
writing but it can improve students’ accuracy in a limited area.

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Mobile Assisted Language Learning: Developing Listening Skill
Abbas Babaie, Educational Administration
Mobile technology has provided people a portable and potential solution for accessing data at
any time and any place. Mobile assisted language learning to a lot extent has changed foreign
language learning for about two decades. As podcasts, audio course materials, and recordings
become more commonplace in education. This study attempted to scrutinize the role of using
mobiles in developing listening skill. The study was implemented twice a week in a two-
month course. Forty homogenous language learners from Simin English Language
Institution, Mahmoudabad branch, Mazandaran were randomly put into two groups of 20: an
experimental and a control group. Both groups were studying Top Notch 2. Then both groups
were given a listening pretest. The experimental group was exposed to treatments through
receiving podcasts, some extra listening tasks, and they were to record the teacher’s voice in
class by their mobile phones; Whereas, the control group enjoyed only listening activities in
their class with no recording. After 15 sessions of instruction, the two groups took a listening
posttest. The analysis of data was done through t-test. The results revealed weighty
differences between the mean scores of the two groups in favor of the experimental group in
terms of listening ability.
Sociocultural Factors Influencing Indirect Speech Acts Comprehension of Iranian
Undergraduates of English
Reza Jalali & Noushin Loghmani, Shahid Beheshti University
With the advent of the communicative approach in the 1970s and its emphasis on the role of
real-life speech, everyday language use and specifically the appropriate use of indirect speech
acts have gained importance. Speech acts are known to be vital in both getting the meaning
across and understanding the incoming massages which represent production and
comprehension respectively. Despite the vast body of research on speech acts, a few, if any,
studies have investigated their comprehension by learners. As indirect speech acts (ISA), are
apparently more difficult to be perceived and fully comprehended by learners, factors ranging
from cognitive to affective to sociocultural aspects should be taken into consideration. This
paper is aimed at investigating the sociocultural factors influencing comprehension of
indirect speech acts. To this end, a discourse completion test (DCT) and a questionnaire
designed for specifying the students' sociocultural characteristics were used in two classes of
senior students (N=60). For 14 sessions, speech acts were thought both explicitly and
implicitly and it was observed that sociocultural factors can affect the way by which the
participants comprehend indirect speech acts; and determine the degree to which
undergraduate students perceive the incoming messages.

15
The Influential Educational Factors in Learning EFL (10-15 Years Old in Focus)
Anahita Amirshojai & Omid Ja'fary, Higher Education Complex of Bam
In this paper, based on the performed evaluations, and scientific theories and frameworks as
well as new methods in the application of English language as a tool for communication, the
influential educational factors in learning EFL and in the improving of the communicative
competence and linguistic performance of the language learners have been introduced. It
seems that some of the traditional methods can’t meet the needs of the language learners in
developing the ability of communication in English language as it is expected. The reason is
that the traditional methods focused more on the grammar-translation or even audio-lingual
methods which emphasized on the repetition, memorization, and personal tasks, and these
methods, not only disparage the effective factors of improving the internal and external
motivation and the creativity of the language learners, but also they inhibit the self
competence of them. Therefore, for overcoming the probable problems, the basic theories and
the influential factors in EFL have been introduced and the mentioned methods have been
compared. Finally, drawing upon these theories and procedures, the communicative method,
due to its advantages, is asserted to play a major role in accommodating the needs and
improving the communicative competence of language learners.
Critical Thinking in the Questions of EFL Reading Comprehension at Iranian High
School
Zahra Shareghi, Sheikhbahee University
Critical thinking seems to be one of the noticeable issues in education during the recent
decades. In line with the studies in ELT contexts confirming the positive relationship between
critical thinking ability and reading comprehension, students need to develop this ability in
ELT textbooks in Iranian high schools. The aim of this study has been examining the
compatibility of these questions with ELT evaluation criteria to check whether such questions
foster self-regulation, a necessary step in critical thinking. It provides descriptive statistics of
the data, including frequencies and percentages of all reading questions in textbooks I, II, III
and pre-university. To this end, following the guidelines laid down by Academic Skills Unit
(2008) framework, the researcher first analyzed the kind of questions and then related the
analysis to critical thinking according to Peterson`s (2008) model. The focus of the study was
on ER questions which are closely associated with attention to critical thinking. The findings
seem to indicate very little attention to critical thinking within the objectives of the questions
of their course books and the authors of the passages. This study highlights the need for
raising researchers and teachers` awareness of ER-based reading Comprehension questions.

16
How to Deal With Reading Skill in ESP in Cooperation with a Subject Specialist
Leila Gharahbeigi-Maria Tabeh Bordbar, ILI (Iran Language Institute)
In the field of ESP, the first question is whether the role of the language should be
emphasized or teaching the subject itself. In this regard, it should be noted that the course is
based on the language, but with a specific content. In ESP the focal point is that English is
not taught as a subject separated from the students' real world; instead, it is integrated into a
subject matter area important to the learners. ESP is a needs analysis that determines which
types of texts are mostly needed by the students, and the syllabus is designed accordingly.
The English teacher should recognize the ways in which the teaching skills can be adapted
for the teaching of English for Specific Purposes. The parameter of particularity is based on
the students’ background ideas, the common needs and the objective of the course
Thus; he will need to look for content specialists for help in designing appropriate material to
organize courses based on learning objectives and the students’ levels. We should highlight
that in any case it is the learner’s autonomy the most important target in the process of
learning and teaching.
The Effect of Anxiety on Learning and Comprehension of Foreign Language
Farzaneh Alinejadian, Payame Noor University
Anxiety is one of the main variables that influences on listening and learning foreign
language (FLA) process. Listening is an important learning skill to develop second language
comprehension but for some of learners, anxiety in listening is regarded as the most difficult
language skill to learn. This paper reviews a variety of research on effect of anxiety on
learning and comprehension of second language to provide a basis for better acquisition and
comprehension of second language and reduce of anxiety to help learners suffering from and
to improve the environment of language learning in the classroom. The paper begins with a
brief discussion of language learning anxiety, followed by reviewing of researchers papers on
this field and discuss its effect on L2 learning and comprehension. The paper concludes that
metacognitive knowledge, lexical knowledge and reducing anxiety in development listening
comprehension are important
Revisiting Field Dependent and Field Independent Cognitive Styles: Have We Been on
the Right Track
Parisa Kogani Baharvand, Lorestan University
Studies on language learning styles and strategies continue to have pedagogical implications
for ELT practitioners. However, the research results on the possible effects of learners’
cognitive styles on different types of language activities are not yet conclusive. However, the
long-established dichotomy of field dependent/independent (FD/FI) styles seems to have
escaped this inclusiveness. The present study set out to revisit the issue through investigating

17
the relationship between FD/FI cognitive styles and reading comprehension. Specifically,
global and local reading questions were inspected. To this end, 120 female and male students
aging from 18 to 22 studying English at Iran Language Institute participated in the study. To
measure the students’ FD/FI level, the Group Embedded Figures Test (GEFT) was
administered. Later, the participants were given a reading comprehension test with two
different types of questions (global and local items). The statistical analysis of the data
indicated that there wasn’t any relationship between FD style and global reading
comprehension on one hand, and between FI and local reading comprehension on the other.
Among other pedagogical implications, this study suggests that there may be no need for EFL
teachers, advisers, test developers, and test users to consider test takers' cognitive styles and
gender as sources of systematic variance in their reading comprehension, and therefore, as
sources of test bias.
The Effect of Task Repetition along with Consciousness Rising on L2 Writing
Performance
Roya Pakbaz, Yazd University
Task based language teaching emerged as a reaction to the form-based methods of L2
teaching. The implementation of tasks in EFL raised several questions on how the quality of
the learners' output can be improved in terms of accuracy, complexity, fluency, lexical
density (e.g. Bygate, 1999 & Harmer, 2009, among others). The present study aimed at
evaluating the possible effects of task repetition with follow-up consciousness raising
activities to enhance the complexity and accuracy of EFL learners written output in
immediate and delayed post-tests. To this aim, 60 lower intermediate learners whose
proficiency was determined by Oxford Quick Placement Test participated. The participants
were divided into experimental and control groups and performed on pre-tests which was a
writing task on the specified topic. Consciousness raising tasks on comparative, superlative
and article use were implemented in the experimental groups and the same main task was
carried out again. A delayed post-test was conducted within a three weeks interval. The
results revealed that the lion share of the enhancements via consciousness raising task was
assigned to the accuracy load of the learners' writing production while complexity was not
facilitated to a significant degree. Furthermore, such effects did not vanish within a three
week interval.
Sense of Plausibility: Bridging the Gap between the Real and Ideal Teaching
Farid Ghaemi & Parisa Sadeghi, Islamic Azad University of Karaj & Islamic Azad University
of Qeshm
The aim of this paper is to describe the notion of “sense of plausibility”, which was coined by
Prabhu in 1987, and to bridge the existing gap between the real and ideal classrooms by
focusing on this crucial concept. Regarding this purpose, first the factual (real) conditions of
education in the current classrooms have been described; then some features have been
identified, which are needed for building an ideal education referring to Alemi and
Daftarifard (2010: 767). At the end, it was maneuvered on the notion of sense of plausibility,

18
with the aim of improving it. The sense of plausibility is defined as the engagement of
teachers in their teaching activity, which consequently engages the students in learning, too.
It is explained that it would be possible to enrich the ideal education by means of different
teachers’ interactions about their personal experiences in practicing the principles of sense of
plausibility. It is hoped that the following paper would be helpful to improve the teaching
profession.
The Relationship between Emotional Intelligence (EQ), Spiritual Intelligence (SQ) and
Self-efficacy among Iranian EFL Teachers
Rabe'e Rastegar, Ministry of Education
The current study examined the relationship between Iranian EFL teachers’ emotional
intelligence (EQ), spiritual intelligence (SQ) and self-efficacy. To this end, 57 teachers were
asked to complete Emotional Intelligence Questionnaire– Bar-On’s emotional intelligence
inventory (EQ-i), and “Teacher Sense of Efficacy Scale (TSES)” (Tschannen-Moran &
Woolfolk Hoy, 2001). Pearson product-moment correlation showed a significant relationship
between emotional intelligence and self-efficacy. Spiritual intelligence also showed
significant relationship with self-efficacy. Moreover, To investigate which sub-constructs of
emotional intelligence might have more predictive power in predicting teacher’s self-
efficacy, regression analysis was run. Results revealed all sub-constructs of emotional
intelligence to be moderate predictors of Self-efficacy.
Games for EFL/ESL Classes
Mohammad Afri, Islamic Educations
This paper is prepared to provide three types of games including Role play games, Card
based games, and Memory games for EFL/ESL classrooms and show benefits of these
games. There are successful examples for each type of games in this paper that have been
tested in over 13 classes and on 195 English students in Ahvaz, Abadan, Sarbandar,
Mahshahr, Omidiyeh, and Masjedsoleyman cities. For each type first there is an introduction
and then reasons for using this type of games and several examples in various situations with
sample helping tools like sample cards or sample questions. These games are really useful for
third part of ESA (Engagement, Study, and Activity) teaching method that helps students to
retain what they have learned in previous phases and will be useful for teachers to correct
mistakes or misunderstandings of their students.
An Investigation of L2 Learners’ Response Latency as a Measure of Cognitive
Processing from Vygotskian Perspective
Dr. Karim Shabani & Iman Bakhoda, Allameh Mohaddes Nouri University
Response latency as a measure of human’s cognitive processing has recently crept into the
field of second language teaching and, more precisely, L2 reading (Mulligan, Grant,
Mockabee & Monson, 2003). The present paper aimed at measuring L2 learners’ reading

19
comprehension processing from Vygotskian perspective through presenting a reading task
and then, recording the learners’ response latency in answering a set of prefabricated
computer-based mediations. Campione and Brown’s (1985, 1987) Graduated Prompt
Approach plus an adapted version of Guthke and Beckmann's (2000) led the design of the
study. 43 intermediate English learners (both males and females) between 14 to 16 years of
age recruited from Ponaki English Language Institute in Gorgan and Puyesh Language
Institute in Babol voluntarily participated in this study. A software was designed to present a
reading comprehension text, borrowed from Philips (2001), manipulated by highlighting and
visualizing to assist the learners when they failed to select the correct answer. The software
was able to record the spent time for each individual in different steps of the task
performance. The results indicated that the learners with developed ability, that is, larger ZPD
(zone of proximal development), reflected shorter response latency in reaching the correct
answer than those in embryonic stage of developing. The software was also able to
differentiate among the learners not only in terms of quantifying the offered mediation but
also temporally via measuring the learners’ response latency. On implication side, it is
suggested that the response latency could serve as a strong diagnostic procedure to tap into
the learners’ reading comprehension processing.
Enhancing Cohesion in EFL Learners through ZPD-based Feedbacks
Dr. Karim Shabani, Mina Babaie & Iman Bakhoda, Allameh Mohaddes Nouri University
This paper reports the results of a study which aimed at investigating the impact of fine-tuned
mediation on L2 learners’ writing development. In order to manipulate the students' nebulous
writing into systematic one, a wide range of mediations were presented. The participants in
the study were 9 intermediate-level EFL students enrolled at Mehr institute in Babol, Iran.
Following Sternberg and Grigorenko's (2002) interactionist design and one-to-one procedure,
a wide variety of mediations were offered in an impromptu manner in five areas of cohesion
including sub-verb omission, sub-verb agreement, repetition, linker and wordiness. The
results confirmed the students' Zone of Proximal Development (ZPD) progress toward
independency in the selected domains. Moreover, the analysis of teacher-student protocols
led to the emergence of a regulatory scale of mediations which consist of multiple levels,
ranging from the most implicit to the most explicit. It was concluded that corrective feedback
in the form of a mixture of explicit and implicit types presented in a gradual and hierarchical
order is highly beneficial in fostering L2 Learners’ writing abilities.

20
Adjectives in French L3 Syntax: Evidence for the L2 Status Factor
Farzaneh Emadian Naeini & Dr. Parviz Alavinia, Urmia University
Tracing possible patterns of syntactic transfer from L1 to L2 has been among the concerns of
methodologists and practitioners in the field of SLA; however, little attention has been
devoted to the enigmatic nature of transfer in the case of L3 acquisition considering a
qualitative difference between the acquisition of a true L2 and the subsequent acquisition of
an L3. The existing literature provides us with evidence in support of the stronger position of
L2 in comparison to L1 in the initial state of L3 syntax (e.g. Bardel and Falk, 2007; Rothman
and Cabrelli Amaro, 2010). Therefore, the present article aimed at probing the syntactic
transfer from L1/L2 to L3 in learners at an intermediate level of proficiency in the target
language. To this end, 30 learners of French as L3, who had Persian as L1 and English as L2,
have participated in this study. The task used in this research was a grammaticality
judgment/correction task (GJCT) which was used in order to tap the learners’ mental
representation of the developing target language grammar. The learners’ background
languages allowed us to discover the source of transfer, since in English, adjectives virtually
always precede the nouns they modify; however, in French adjectives are usually not always
placed after the nouns; similarly, adjectives in Persian are placed after the nouns they modify.
It was found that the learners accepted the ungrammatical French sentences in which the
adjectives were placed before the nouns they modify to a higher degree than the French
grammatical sentences. The results reveal that L2 transfers into L3 even at an intermediate
level. Owing to this fact, we can claim a strong role for the L2 status factor.
EAP Listening and the Impact of Metacognition on Academic Lecture Comprehension
Maryam Rahimirad & Dr. Mohammad Raouf Moini, University of Kashan
Academic listening skill is an indispensable necessity for EAP students in English-medium
universities and also critical for their future success in comprehending conference lectures.
But due to the specific nature of such academic lectures, non-native students all too often face
challenges in getting a full command of this task. This study investigates the challenges of
listening to academic lectures and the impact of related metacognitive strategies on academic
lecture listening comprehension on a group of Iranian learners in an EAP workshop. Fifteen
academic staff who took part in 2 intact classes at the University of Qom were randomly
assigned to treatment (N=8) and control (N=7) groups. The treatment group received 16
hours of metacognitive strategy instruction during academic listening instruction while the
control group was just exposed to academic lectures with no explicit strategy instruction. The
academic listening sections of British IELTS were utilized to measure the listening
comprehension of both groups before and after the treatment. The results of the data analysis
determined that the experimental group significantly outperformed the control group in the
listening posttest. The results of the interviews also revealed details of challenges of
academic lecture comprehension and the perception of the learners regarding the process.

21
Iranian EFL Teachers’ Perceptions of CLT in Iran
Abbas Babaie, Mahmoudabad Educational Administration
In recent years, policy-makers and curriculum planners for the Ministry of Education in many
countries, including Iran, have been encouraged to adopt and emphasize the development of
communicative competence, the central theoretical concept in Communicative Language
Teaching (CLT), in English language education in their school systems. ‘‘Communicative
competence,’’ is a term introduced into discussions of second/foreign language learning in
the early 1970s (Hymes, 1971). This study has intended to explore EFL teachers' perceptions,
attitudes, and expectations regarding CLT in educational administration in Iran. To fulfill the
objectives, a questionnaire consisting of two main factors was administered to 116 male and
female English teachers, who were teaching prospect (1) in Junior High Schools in
Mazandaran. The research questions for this study were: (a) What are the perceptions of the
participating EFL teachers about the principles of CLT? (b) What do they think about the
barriers in implementing CLT in Iran? (c) Do teachers’ perceptions differ across their
gender? The findings of the study revealed that most participants understand CLT concepts
and principles very well, although there are a few negative views. The results will encourage
EFL teachers to have more positive attitudes towards CLT. It is also highly recommended to
policy-makers and curriculum planners.
Investigating Attitudes and Motivation Iranian Peace-keeping Forces have toward
Learning English as a Foreign Language
Dr. Mohammad Bagher Shabani & Ali Gorgani Firozjaie, Imam Khomeini International
University
This study was an attempt to represent the attitudes and motivation Iranian peace-keeping
forces have toward learning EFL at their preliminary level. Iranian peace-keeping forces are
expected to learn English in a social environment where there is little immediate need or
opportunity to use the language for communicative purposes. The subjects included 155 of
Iranian peace-keeping forces who were randomly chosen out of 200. They were classified
into three educational levels including associate’s degree, B.A and M.A. The present study
employed a questionnaire on the basis of the Attitude/Motivation Test Battery provided by
Gardner R.c (2004), incorporating some new concepts in SLA research that have come to
light since the time of previous surveys. The method used in this study was quantitative
treatment of qualitative data. After gathering the qualitative data through questionnaires and
using Likert-5 scale the data was converted to the quantitative data for analysis. A moderate
positive attitude toward EFL learning as well as fairly high motivation was the result of the
study. At the end some suggestions for further research are given.

22
A Comparative Study of Ideational Grammatical Metaphor in Cultural and Business
Texts
Farzaneh Noori & Seyyed Jafar Rafiei, Farhangiyan University of Urumia
Journalistic writing has generally been associated with the great use of metaphors. To this
claim, it seems that newspapers can also employ the use of metaphor to a great extend. The
current study addresses itself to the first type of grammatical metaphor, i.e. the ideational one.
In ideational grammatical metaphor, lexico-grammatical features constitute alternative ways
of constructing a picture of reality. Inspired by Halliday’s systemic functional grammar the
main objective of this study was to analyze a corpus comprising three business and three
cultural texts (approximately 4800 words). In doing so, this study attempts to find out the
number and frequency of ideational grammatical metaphor instances and their process types.
The results revealed that ideational grammatical metaphor has indeed pervaded in business
and cultural texts and used approximately with similar frequencies. Nominalization-a typical
process leading to grammatical metaphor – is a striking feature of business and cultural texts
and makes the writing more interesting, lively, convincing and colorful. Having an in-depth
knowledge of ideational grammatical metaphor can be helpful for both instructors and
learners in the process of teaching and learning.
Success in Second Language Teaching: Does Expertise Account?
Farzaneh Emadian Naeini & Dr. Parviz Alavinia, Urmia University
This study aimed at pinpointing the reasons behind the different decision making processes
employed by expert and novice English teachers in different phases of teaching namely
preactive, interactive and postactive phases of teaching and more importantly to discover the
reason behind these discrepancies. To this end, ten secondary school English teachers (five
experts and five novices) teaching the junior secondary programme participated in this study.
In order to gather the required data, the subjects were observed as they teach in the
classroom. In addition, they were asked in semi-structured interviews and discussions,
questions of various types related to the thinking processes in which they engaged as well as
the decision processes they employed during different phases of teaching through stimulated
recall technique. The results indicate that the performance of the teachers in general and the
cognitive processes in which they engage in different phases of teaching in particular is
overshadowed by their expertise. In addition, a comprehensive discussion of the reasons
behind the expertise of these teachers is provided in the present article.

23
A Genre-Based Investigation of Discussion Sections of English and Persian Dentistry
Research Articles
Masoumeh Khorramdel & Dr. Maryam Farnia, Khorasgan Branch, Islamic Azad University
& Payame Noor University
It is known that the discussion section plays an important role in articles. In this section of the
article, the researchers explain what their results mean and what contribution their paper
makes to the field of study. However, an important genre that has received little attention
from researchers is the articles in dentistry especially comparison of this discipline across
different languages. Hence, the present study positions a research to examine the rhetorical
structure in discussion sections of English and Persian dentistry journals. To this end, sixty
research articles in the two languages written by native speakers of English and Persian in
this discipline were examined and analyzed using a modified version of Swales’(1990) and
Basturkmen’s (2011) classification of moves and steps in discussion sections. Results
indicated that there is a significant difference in the move frequency of the discussion section
of English and Persian dentistry articles. Moreover, there was a significant difference in the
numbers and patterns used in discussion sections in the two corpuses. It is hoped that the
findings of this study could provide assistance to English for Specific Purposes teachers and
EFL instructors to develop materials and to assist their students in writing discussion sections
of research articles effectively.
Tense, Voice, and Aspect in Applied Linguistic Research Article Abstracts Written by
Native and Non-Native Writers of English
Dr. Seyed Foad Ebrahimi, Shadegan Branch, Islamic Azad University
This study focuses on how native and non-native writers of English use tenses, voice, and
aspects in writing Applied Linguistic research article abstracts. This study narrows the focus
on the use of three English tenses of past, present, and future, passive voice, and two aspects
of progressive and perfect. To meet aim of the study, 100 (50 from each group of writers)
research article abstracts were selected. The research article abstracts that were written by
native and non-native writers were extracted from two journals of “Applied Linguistics” and
“Iranian Journal of Applied Linguistics”, respectively. All research article abstracts were
extracted from empirical research articles published in 2011-2013 issues. The results
demonstrate some variations in the use of tenses, passive voice, and aspects across two sets of
research article abstracts. These variations suggest that non-native writers of Applied
Linguistic research article abstracts are in need of explicit awareness concerning the use of
tenses, voice, and aspects.

24
Variation in Verb tense between IELTS Writing and Essay Writing
Ahmad Amin Rashidifar & Dr. Seyed Foad Ebrahimi, Shadegan Branch, Islamic Azad University
Verb tense is an important feature in writing which correlates in close manner with the
function of the discourse. This feature could also be a distinguishing feature that indicates the
writer’s background knowledge of writing. Thus, this study intends for an in-depth
comparison between the undergraduate’s writing (Essay Writing) on the one hand and testing
it against the standard writing (IELTS Task 2 Writing) on the other, aiming to pinpoint the
variations. To this end, 20 IELTS task2 writing with score bound of 8.5 - 9 and 20 Essays
written by Iranian undergraduate EFL writers were selected. The corpus was analyzed based
on verb tense types proposed by de Wand and Pander Maat (2012). The results indicted clear
variations in the use of verb tense among the IELTS task2 and Essays written by Iranian
undergraduate EFL writers. These variations could stress the need to include instruction on
how to select verb tenses to observe the intended discourse function.
Language Teachers’ Recruitment: Iranian Stakeholders’ View vs. Other Countries
Masoumeh Asadi, Islamic Azad University, Shiraz Branch
This study investigated foreign language teachers’ recruitment schemes in Iranian context vs.
other countries. The aim was to arrive at a set of similarities and differences between beliefs,
attitudes and values that are necessary for identification and discrepancies of quality
standards of foreign language teachers. In this study after reviewing the literature the
opinions of a number of stakeholders were sought through Delphi method. The results of the
study revealed that Iranian stakeholders mainly thought of quality standards as General
English and necessary skills. While in other countries they use other additional features
beyond these quality indicators to design a local frame of reference for foreign language
teachers’ recruitment.
Are Methods Dead?
FaridGhaemi & AtefehGhaedsharafi Islamic Azad University- Karaj
In this paper, 27 teachers who teach English as a foreign language in English language
institutes in Shiraz, Iran were the participants. The teachers were chosen from the language
institutes in which no method or procedures have been imposed on teachers in teaching
English language. A questionnaire was used to collect information about the participants’
background and a semi-structured interview was designed to indirectly elicit some
information about post method and its practicality in real teaching situations. According to

25
the obtained result of the interviews and some reasons pointed out by researcher sit has been
suggested that methods with all their constraints are fundamental elements and precious
resources of knowledge in ESL pedagogy, and they never die. It is suggested that Post
method by imposing demanding responsibilities on teachers and other restrictions in real
situations cannot solve the problems of ESL pedagogy.
The influence of rhythmic word and song in teaching and learning English
Moein Zergani, TTC
From point of view of the songs, a learner can learn many things such as vocabulary,
grammar, listening, speaking, writing, and of course reading. Singing and making music are
among the most enjoyable learning activities for children. Because they have both elements -
enjoyment and learning. Beside the importance of the music element, songs are useful in
teaching foreign languages because of motivation. In this study, the researcher considers both
of them, teaching and learning English via rhythm and song.
The Effect of Parental Involvement on English Language Achievement of Iranian EFL
Learners
Maryam Omidvar, International Campus, Ferdowsi University of Mashhad
Parents are regarded as the prime educators of children from early childhood who alsoremain
as the major advocates of children’s educational period later. Parental involvement at two
diverse levels, both as home-based behaviors and school-based activities, was investigated in
the present study. In order to investigate the current level of parental involvement among
EFL female students in Iranian primary schools, 35 parents whose child was studying at AVA
primary school in Mashhad took part in this study. The parents were asked to rate their
perceptions and attitude of parental involvement based on a dichotomous scale (Yes/No). The
findings of the present study disclosed that teacher-parent interaction at its different levels
and parental involvement and contribution in providing complementary material are two
trivial level of parental involvement among parents. It was disclosed that except cartoons
other complementary educational materials such as English language educational CDs,
English programs and software and storybooks are less favored among the Iranian EFL
parents. Though, the results revealed that home-based activities such as monitoring the
students’ homework, answering their questions at home and supporting children in their
learning process, discussing the importance of learning English language as well as allocating
a special place at home, for is extremely supported and practiced by majority of parents.

26
Gesture and its Relationship with Language Proficiency in Iranian EFL Learners
AfroozAminzadeh, International Campus, Ferdowsi University of Mashhad
Proficiency level of the students is closely related to the gesture rates accompanying speech
in English (Gullberg, 1998). This hypothesis was tested in the present study through a
comparative analysis between 10 upper intermediate and 10 intermediate level students. The
similarities and differences between these two groups of students in terms of their use of
gestures (i.e., deictic gesture as well as iconic gesture) were investigated. The participants in
the two groups were asked to describe a photograph and to engage in a 10-minute
conversation with the researcher. The results showed that students of intermediate level make
use of gestures, both deictic and iconic gesture, at a higher rate compared to students of upper
intermediate level. The results also suggest that the proficiency level of foreign and second
language learners of English determines the degree to which they use communicative
strategies especially with respect to gesture rates accompanying speech in English. The
pedagogical implications of these findings are discussed.
The Effect of ESP Knowledge on Reading Comprehension and Recall of Computer
Students
Mahboobeh Khosrojerdi, Islamic Azad University, Sabzevar Branch
The purpose of carrying out this research was to find out if English for specific purposes
knowledge of the students affects their reading comprehension and recall. The study was
conducted in two phases. First, about 120 students studying computer science in Islamic
Azad University of Sabzevar took a placement test. About 76 students at intermediate level
were chosen for this study. All these subjects had already passed a general course in English
for a semester. All of them were taught computer texts in an ESP course for about one
semester. In the second phase of study which was carried out almost at the end of the ESP
course, six reading comprehension texts –two general, two computer and two engineering-
were given to subjects on separate sessions. They were supposed to read the texts and write
their recalls in Persian. Finally, all recall protocols were analyzed. The result of two paired t-
tests showed that ESP Knowledge had effects on reading comprehension and recall of the
texts. The subjects did remember the computer texts better than general and engineering
texts. Overall, the results supported the role of background knowledge in reading
comprehension and recall in EFL and ESP situations.

27
The Perception of EFL Learners and Teachers about the Role of L1 in Foreign
Language Acquisition: The Case of Iranian High School Students
Folora Mahmood Pashazadeh & Dr. Mohammad Mohammadi, Urmia University
The issue of using first language (L1) as a facilitating or debilitating factor in foreign
language learning context is a controversial issue in the field. In addition, learning English as
a foreign language in Iranian context where learners have a limited access to authentic use of
language has created many problems for high school students. Owing to this fact the present
study aimed at focusing on the role of L1 in the Iranian context. To this end, four teachers
with more than ten year of experience and thirty students who were studying in the first as
well as second year of high school took part in this study. The triangulation methods
including classroom observation, semi-structured interview and Prodromou's (2002)
questionnaire were used as the instruments of the study. The results of the study indicated
that Iranian teachers use both second language (L2) and first language (L1) as a scaffolding
factor in learning English as a foreign language in some areas. The findings of the present
study showed the judicious use of L1 and l2 in Iranian high schools.
Teacher Autonomy as an Effective Factor in Materials Development
Folora Mahmood Pashazadeh & Dr. Parviz Alavinia, Urmia University
The importance of selection of materials in foreign language context where learners have not
access to authentic use of language should not be ignored. Many researchers in Iran evaluated
textbooks based on different criteria in materials evaluation. The syllabus of the book is like a
road map that shows the way, where to go and how to go. Materials selection as well as
materials development should be done with great care. Writing the book in isolation without
consideration of the learners' needs, teachers' expectation, social demands, and contextual
factors will result in the type of the book that creates mismatch between the students' needs
and teachers' expectations. Tomlinson (2011) states that the voice of the materials should be
heard. On the other side of the coin, the role of the teachers in material development has been
neglected specially in the Iranian context. In the same line, Hall (2011) proposed that they are
the teachers who spend more time with students and observe their progress, so their ideas in
material development should be taken into consideration. William and Burden (2000)
proposed that teachers' horizons of understanding are continuous in the process of developing
and changing. Therefore, The aim of the present study is reviewing recent literature on
materials development by taking into account the teachers’ role. Also, it suggests some ways
to develop teacher autonomy and to consider their role in materials designing.

28
Oral communication strategies used by Iranian Freshman and Senior EFL students
Ahmad Asakereh, Bu Ali Sina University
The present study aimed at investigating the impact of years of study at Iranian universities
on EFL students’ oral communication strategy use. To this end, a Likert-scale oral
communication strategy questionnaire containing 34 items developed by Kiavanpanah and
Yamouty (2009) was administrated to 70 freshman and 70 senior EFL students from Bu Ali
Sina University, Hamadan and Shahid Chamran University, Ahvaz. To validate data
collection procedure, 10 freshman and 10 senior students were randomly interviewed. The
results of independent sample t-test indicated there was no statistically significant difference
between freshman and senior EFL students in terms of overall oral communication strategy
use. However, there were statistically significant differences between these two groups in
terms of specific oral communication strategy use, namely when I do not know a word, I
simply say I don’t know and stop speaking, when I need more time for thinking I use words
such as um, uh. The former strategy was used significantly more frequently by freshman EFL
students, while the latter one was used significantly more frequently by their senior
counterparts.
Iranian EFL Learners’ Grammatical Knowledge: The Effect of Direct and
Metalinguistic Corrective Feedback
Dr. Mahboobeh Saadat & Zahra Kheradmand Saadi, Shiraz University
The present study was conducted to compare the impact of direct and metalinguistic
corrective feedback aimed at improving Iranian EFL learners’ writing accuracy on their
grammatical knowledge. The participants were a convenient sample of students in two intact
writing classes. The instruction provided in both groups was similar; however, the students in
one group received direct feedback and the students in the other group received
metalinguistic feedback in the form of error codes on writing accuracy (i.e., grammar,
vocabulary, and punctuation) in their in-class written texts. Moreover, all the students took a
grammar test serving as pre- and posttests before and after the treatment. In addition to the
computation of gain scores, descriptive statistics and a mixed between-within subjects
ANOVA were run to analyze the data. Descriptive statistics revealed that the grammatical
knowledge of the learners in both groups developed as a result of the two types of feedback;
nonetheless, there was not a statistically significant difference between the students’
performance on the grammar test before and after the treatment. Furthermore, although the
direct feedback seemed to be more effective in improving grammatical knowledge, no
statistically significant difference was found between the two groups’ gain scores on the
grammar test.

29
Socio-cultural Theory and Listening Comprehension; the Scaffolding of Listeners in an
EFL Context
Reyhaneh Nouri, Islamic Azad University (East Azarbaijan Science and Research Branch)
Listening comprehension skill has generally been associated with different types of teaching
techniques. There is still a debate on whether or not socio-cultural teaching technique leads to
better listening comprehension and strategy use. Inspired by the socio-cultural theory and in
attempt to apply the concept of scaffolding to the context of listening comprehension, this
study aimed at investigating the influential effects of socio-cultural—based teaching
techniques on EFL learners listening comprehension. The basic purpose was to indicate and
clarify how learners listening comprehension and strategy use could be affected by the
different types of teaching techniques and to what extend learners profited from the
intervention. To this end, an experimental study compared the listening comprehension
performance of the two groups (experimental and control) of Iranian EFL students based on
two types of teaching techniques (socio-cultural and traditional). A NELSON language
proficiency test, a listening comprehension test and a listening strategy questionnaire were
used as data collection instruments. The results revealed that the socio-cultural teaching
techniques, scaffolding and using meditational strategies lead to better listening
comprehension and listening strategy use for EFL learners.
Gender-Oriented Code Switching of Iranian EFL Teachers: A Case Study
Dr. Saeed Ghaniabadi, Hakim Sabzevari University
This paper aims to explore the relationship between code switching and gender among
Iranian EFL teachers in Sabzevar English institutes. The study was conducted using
instruments that measured how gender affects code-switching. The study involves a mixed
method design (Creswell & Plano, 2007) which includes collecting quantitative data as well
as the qualitative data. The primary data are quantitative; the qualitative data were designed
to help explain the quantitative results in order to make the research more sufficient. In order
to investigate the effect of gender on code-switching and to best answer the research
questions, classroom observations and teacher interviews were employed for a quantitative
method analysis. The results showed that code-switching is much more common among
female teachers. This cannot be concluded as their lack of proficiency; since Persian is
always a language to be shared by all the participants, the teachers are motivated to spend
less time on resorting to code-switching instead of retrieval.

30
The Place of Genre in Translation Studies
Dr. Zahra Amirian, University of Isfahan
Swales’ (1984/1990) working definition of genre has significantly contributed to language
teaching (Swales, 1990, Bhatia, 1993) and translation studies (Hatim and Mason, 1990;
García Izquierdo, 2005). Specific textual structures imposed by the writers on texts are
determined by conventionalized forms or established genres within a given culture. “The
achievement of genre is a necessary and integral part of writing: the two are inextricably
interwoven” (Kress, 1994, p. 100). In the same vein, the concept of genre is an integral
component of the translation process. The place of genre in the acquisition of translation
competence has repeatedly been examined by researchers (Montalt, 2003; Montalt, Ezpeleta
and García de Toro, 2005; García Izquierdo, 2005). According to Kelly (2002/2005),
translation competence is a multifaceted concept consisting of “communicative and textual”,
“cultural”, “thematic”, “instrumental”, “psycho-physiological”, “interpersonal” and
“strategic” sub-competencies, which are all necessary for the fulfillment of the macro-
competence (2002, p. 14-15). The purpose of the present study is to pinpoint the status of
genre in translation studies. It attempts to investigate how genre awareness may improve the
translator’s professional competence and how it can be manipulated for training translators.
The results of this study may provide implications for translation and translator training
courses.
The Effects of Explicit and Implicit Instruction in English Refusals
Firooz Mohmedi & Razie Arshadi, Farhangian University, Ahvaz & Boroujerd Branch,
Islamic Azad University, Boroujerd
This study compares the effects of explicit and implicit instruction in the use of English
refusals. Sixty participants from two intact groups participated. Thirty were in an explicit
instruction group (EIG) and 30 in an implicit instruction group (IIG). The teaching targets
were refusals to four types of acts: invitations, suggestions, offers and requests, and involved
three kinds of status (high, equal and low) in familiar relationships. Pretests and posttests
were used to obtain the scores, and the instrument used for testing was a written Discourse
Completion Test (DCT). A t-test and effect size were used for analyzing quantitative data.
The classification of the responses of the written DCT was adopted for analyzing qualitative
data. The quantitative results show that explicit instruction was better than implicit
instruction for teaching English refusals. Qualitatively, for teaching refusals to invitations and
requests, explicit teaching was better than implicit teaching; for teaching refusals to offers
and suggestions there was no difference between the two kinds of instruction; but teaching
refusals to offers was effective, and no effect could be found in teaching refusals to
suggestions. As to amount of information, strategy choices, and level of formality, the
performance of the EIG was better than that of the IIG.

31
Colligations of Lexical Bundles across Academic Articles
Siamak Ansari, Ahvaz Branch, Islamic Azad University
According to Hoey (2005), words or their combinations maybe primed to occur or avoid
occurring at the beginning or end of independently recognized discourse units, like the
sentence and the paragraph; these are their textual colligations. This study attempted to
investigate the textual positions of two English lexical bundles across two newspaper
corpora, each including approximately one million words. The genres considered were
economic and political news report, recently downloaded from internationally famous
newspapers. To this end, Hoey and O’Donnell’s (2008) dichotomy of textual positions was
employed for all the analyses. According to this framework, textual positions comprise: first
sentence of text, first sentence of a paragraph that is not the first in text, and any sentence that
does not begin a paragraph or a text. Furthermore, based on Hyland’s (2008) taxonomy, two
lexical bundles which frequently occurred in the two corpora were selected. In addition, the
Wordsmith Tools software (Scott, 2010) was used to conduct the comparisons. The frequency
and percentage of each bundle was calculated; then chi-square was applied and the results
revealed significant generic differences in the use of the bundles with regard to their textual
positions.
A Structural-Comparative Study of High School First-Year English Textbook and
Ghalamchi Supplemental Book
Shapur-Reza Berenjian, Regional Centre for Information Science and Technology
The present study aims to compare the structure of the high school first-year English textbook
taught at Iranian high schools with the supplemental book English 1 (high school first grade)
published by Kanoon Farhangi Amoozesh (Ghalamchi). The results showed that lack of
audio files, lack of phonetic symbols to assist pronunciation and limited time devoted to
teaching the English subject in the curriculum were the major problems with the high school
first-year English textbook.
Teaching Techniques and Learning and Retention of Lexical Collocations
Fateme Ghafoori, Yazd University
Lewis (2000) has argued that learning words in combination helps learners to develop their
communicative competence since the knowledge of collocations facilitates effective and
efficient communication. Although teaching and learning collocation has been widely
recognized as crucial, few studies to date have focused on the acquisition of lexical
collocations. The purpose of the present study was to examine the impact of input
enhancement (IE), input processing (IP), collaborative output task (OT), on the acquisition of
lexical collocations. To this end, 120 Iranian EFL learners were selected and randomly

32
assigned into four groups; three experimental groups and one control group. The data was
collected with pre-test-post-test-delayed-test design. A forty-item multiple choice test was
administered out of which 20 items were aimed at eliciting the target collocations. The initial
analysis of data revealed the differences between the performances of four groups. The output
task group outperformed the other three groups. The results of this study can be used by EFL
teachers to employ a proper technique to teach collocations so that help their students to
improve their understandings of collocations.
The Effect of Anxiety on Learning and Comprehension of Foreign Language
Farzaneh Alinejadian, Payame Noor University
Anxiety is one of the main variables that influences listening and learning foreign language
process. Listening is an important learning skill to develop second language comprehension
but for some of learners, anxiety in listening is regarded as the most difficult language skill to
learn. This paper reviews a variety of research on effect of anxiety on learning and
comprehension of second language to provide a basis for better acquisition and
comprehension of second language and reduce of anxiety to help learners suffering from and
to improve the environment of language learning in the classroom. The paper begins with a
brief discussion of language learning anxiety, followed by reviewing of researchers papers on
this field and discuss its effect on L2 learning and comprehension. The paper concludes that
metacognitive knowledge, lexical knowledge and reducing anxiety in development listening
comprehension are important.

33
Thursday, 5th
March 2015
(Venue: Ahwaz Municipality Education Center)*
8:00-8:30 Welcome and Registration
Plenary Session- Main Hall
8:30-9:30, Prof. Abdelmajid Hayati, Shahid Chemran University of Ahvaz
ROOM NUMBER 1
(Chairperson: Will be announced)
Time Name of Presenter and
Affiliation
Title of Presentation
09:40-10:00 Dr. Zahra Amirian,
University of Isfahan
The Place of Genre in Translation Studies
10:00-10:20 Dr. Sepideh Alavi & Marzieh
Abdollahipour, Shiraz
University
The Effect of Technology Confidence and Computer
Accessibility on Iranian EFL University Teacher's
Attitudes towards the Use of CALL in University
Courses
10:20-10:40 Dr. Sepideh Alavi & Nastaran
Mireskandari, Shiraz
University
The Role of Brain Dominance and English Level in
Listening and Speaking Strategies of Shiraz
University EFL Learners
Tea Break 10:40-11:00
11:00-11:20 Dr. Zahra Zohoorian, Islamic
Azad University of Mashhad
Authenticity Evaluation: EAP courses in Iran
11:20-11:40 Moslem Zolfagharkhani,
Hakim Sabzevari University
Teaching Poetry to BA Students of English Language
and Literature: A Socratic Method
11:40-12:00 Dr. Gholamreza Zareian &
Ali Zangoei, Hakim
Sabzevari niversity &
University of Sistan and
Baluchestan
Social Constructivism and Strategy Based Learning:
A Focus on EFL Listening
12:00-12:20 Dr. Mohammad Aliakbari &
Mohsen Heidarzadi, Ilam
University
On the Impact of ‘One Teach, One Drift’ and ‘Team
Teaching’ as Models of Co-Teaching on the Iranian
EFL Learners’ General Language proficiency
Mohsen Heidarzadi, Ilam
University
Iranian EFL Middle School Students’ Evaluation of
Co-teachers and Participation in the Co-taught Classes
Lunch Time 12:40-14:00
14:00-15:00, Dr. Morteza Yamini , Zand Institute of Higher Education (Retired Professor of
Shiraz University), Relationship between Listening Comprehension and Reading
Comprehension
Affiliation
15:10-15:30 Dr. Abbas Ali Zarei &
Hanieh Rahmani, Imam
Khomeini International
University
The Relationship between Iranian EFL Learners' Self
Compassion and Language Learning Strategy Use
15:30-15:50 Afrooz Aminzadeh,
International Campus,
Ferdowsi University of
Mashhad
Gesture and its Relationship with Language
Proficiency in Iranian EFL Learners
Tea Break 15:50-16:10

34
16:10:16:30 Maryam Omidvar,
International Campus,
Ferdowsi University of
Mashhad
The Effect of Parental Involvement on English
Language Achievement
of Iranian EFL Learners
16:30-16:50 Neda Mahdavi, Lorestan
Universtiy
The Effect of Negotiated and Non-Negotiated
Feedback on Learning Speech Act of Refusal
16:50:17:10 Zahra Shareghi, Sheikhbahee
University
Critical Thinking in The Questions of EFL Reading
Comprehension at Iranian High School
17:10-17:30 Masoumeh Asadi, Islamic
Azad University, Shiraz
Branch
Language Teachers’ Recruitment: Iranian
Stakeholders’ View vs. Other Countries
ROOM NUMBER 2
Affiliation
09:40-10:00 Dr. Rajab Esfandiari, Imam
Khomeini International
University
Development of a Discipline-Specific Academic
Word List
10:00-10:20 Alireza Barouni Ebrahimi,
Western University
Measuring Depth of Vocabulary Knowledge
10:20-10:40 Dr. Abbas Ali Zarei & Nasrin
Zarei, Imam Khomeini
International University
Goal Orientation as a Function of Language
Proficiency
Tea Break 10:40-11:00
11:00-11:20 Dr. Mohammad Abdollahi-
Guilani, Technical and
Engineering University of
Booin-Zahra
A Comparative Investigation into Passivization in
English and Persian with Focus on "Shodan"
11:20-11:40 Haideh Shahbazi, Shahreza
Branch
The Effect of Classroom Lectures on Fluency and
Accuracy in Iranian High Schools
11:40-12:00 Sharare Abedi & Elham
Sharifi, Islamic Azad
University, Science and
Research branch of Arak
The Effect of Corrective Feedback on Iranian EFL
Learners' Writing Skill
12:00-12:20 Hessam Agheshteh, Islamic
Azad University, Azadshahr
Branch
Using Dynamic Assessment to Promote Young
Adults’ Acquisition of Basic English Grammar
Seyyed Mohammadreza
Mousavi, Ilam University
An Investigation into Demotivating Factors among
EFL Teachers: The Case Iran
14:00-15:00, Dr. Morteza Yamini , Zand Institute of Higher Education, Iran (Retired Professor
of Shiraz University), Relationship between Listening Comprehension and Reading
Comprehension
Affiliation
15:10-15:30 Maryam Tahvildary, Yazd
University
Exploring Guilaki English Learners’ L1 Attrition
Through the Acquisition of Possessive Relations
15:30-15:50 Reza Jalali & Noushin
Loghmani, Shahid Beheshti
University
Sociocultural Factors Influencing Indirect Speech
Acts Comprehension of Iranian Undergraduates of
English

35
Tea Break 15:50-16:10
16:10:16:30 Dr. Mohammad Bagher
Shabani & Ali Gorgani
Firozjaie, Imam Khomeini
International University
Investigating Attitudes and Motivation Iranian Peace-
keeping Forces have toward Learning English as a
Foreign Language
16:30-16:50 Maryam Rahimirad & Dr.
Mohammad Raouf Moini ,
University of Kashan
EAP Listening and the Impact of Metacognition on
Academic Lecture Comprehension
16:50:17:10 Reyhaneh Nouri, Islamic
Azad University (East
Azarbaijan Science and
Research Branch
Socio-cultural Theory and Listening Comprehension;
the Scaffolding of Listeners in an EFL Context
17:10-17:30 Fateme Ghafoori, Yazd
University
Teaching Techniques and Learning and Retention of
Lexical Collocations
ROOM NUMBER 3
Affiliation
09:40-10:00 Dr. Mahboobeh Saadat &
Zahra Kheradmand Saadi,
Shiraz University
Iranian EFL Learners’ Grammatical Knowledge: The
Effect of Direct and Metalinguistic Corrective
Feedback
10:00-10:20 Mohammad Reza Esfandiari,
Universiti Sains Malaysia
Translator Training in the Iranian Context: Drawbacks
and Outlooks
10:20-10:40 Dr. Saeed Ghaniabadi,
Hakim Sabzevari University
Gender-Oriented Code Switching of Iranian EFL
Teachers: A Case Study
Tea Break 10:40-11:00
11:00-11:20 Javad Gholami & Farzaneh
Emadian Naeini, Urmia
University
The Principles and Practices of ESAP Instruction: The
Case of ESP In-Service Teacher Training Programs
11:20-11:40 Mohammad Ahmadvand,
Farhangiyan University of
Isfahan
Principles of Professional Teaching: The Key to the
Success of a Teacher
11:40-12:00 Farzaneh Alinejadian,
Payame Noor university
The Effect of Anxiety on Learning and
Comprehension of Foreign Language
12:00-12:20 Parisa Kogani Baharvand,
Lorestan University
Revisiting Field Dependent and Field Independent
Cognitive Styles: Have We Been on the Right Track
12:20-12:40 Mahboobeh Khosrojerdi,
Islamic Azad University,
Sabzevar Branch
The Effect of ESP Knowledge on Reading
Comprehension and Recall of Computer Students
14:00-15:00, Dr. Morteza Yamini , Zand Institute of Higher Education, Iran (Retired Professor
of Shiraz University), Relationship between Listening Comprehension and Reading
Comprehension
Affiliation
15:10-15:30 Dr. Parviz Alavinia & Sara
Shalmashi, Urmia University
& Islamic Azad University,
Urmia
Does Mode of Presentation Affect Learners’
Comprehension of Literary Texts?
15:30-15:50 Farzaneh Emadian Naeini &
Dr. Parviz Alavinia, Urmia
University
Adjectives in French L3 Syntax: Evidence for the L2
Status Factor
Tea Break 15:50-16:10
16:10:16:30 Dr. Karim Shabani & Iman
Bakhoda, Allameh Mohaddes
An Investigation of L2 Learners’ Response Latency as
a Measure of Cognitive Processing from Vygotskian

36
Nouri University Perspective
16:30-16:50 Dr. Karim Shabani, Mina
Babaie & Iman Bakhoda,
Allameh Mohaddes Nouri
University
Enhancing Cohesion in EFL Learners through ZPD-
based Feedbacks
16:50:17:10 Ahmad Asakereh, Bu Ali
Sina University
Oral communication strategies used by Iranian
Freshman and Senior EFL students
Friday, 6th
March 2015
(Venue: Ahwaz Municipality Education Center)*
8:00-8:30 Welcome and Registration
8:30-9: 30, Dr. Alireza Jalilifar, Shahid Chamran University of Ahvaz, From Contrastive
Rhetoric to Intercultural Rhetoric
ROOM NUMBER 1
Affiliation
09:40-
10:00
Leila Gharahbeigi &Maria
Tabeh Bordbar, ILI(Iran
Language Institute)
How To Deal With Reading Skill In ESP In
Cooperation With A Subject Specialist
10:00-
10:20
Siamak Ansari, Ahvaz
Branch, Islamic Azad
University
Colligations of Lexical Bundles across Academic
Articles
10:20-
10:40
Dr. Farid Ghaemi & Parisa
Sadeghi, Islamic Azad
University of Karaj &
Islamic Azad University of
Qeshm
Sense of Plausibility: Bridging the Gap between the
Real and Ideal Teaching
Tea Break 10:40-11:00
11:00-12:00, Dr. Mohammad Reza Hashemi , Ferdowsi University of Mashhad, Translation and
Autism
13:30-14:30 Workshop- Main Hall
Dr. Sepideh Alavi, Shiraz University, The Recent Trends of Extensive Reading
Discussion Session- Main Hall
14:40-16:00
16:00-16:20 Keynote Speech
16:20-17:00 Good bye
ROOM NUMBER 2
Affiliation
09:40-10:00 Dr. Seyed Foad Ebrahimi,
Shadegan Branch, Islamic
Azad University
Tense, Voice, and Aspect in Applied Linguistic
Research Article Abstracts Written by Native and
Non-Native Writers of English
10:00-10:20 Firooz Mohmedi, Farhangian
University, Ahvaz
& Razie Arshadi, Boroujerd
Branch, Islamic Azad
University
The Effects of Explicit and Implicit Instruction in
English Refusals

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