This document summarizes a study that analyzed the psychometric qualities of the Persian version of the Strategy Inventory for Language Learning (SILL). The SILL was translated into Persian and administered along with a background questionnaire and English proficiency test to 213 Iranian university students studying English. Statistical analyses found the Persian SILL to be valid and reliable for measuring language learning strategies in Persian, consistent with previous validations of the SILL in other languages.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The role of personality traits in the choice and use of the compensation cate...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
This document provides background information and outlines the methodology for a study analyzing the rhetorical moves of introduction and discussion sections in international and Indonesian research journal articles. Specifically:
- Indonesia publishes fewer research articles internationally compared to countries like Singapore and Malaysia, indicating opportunities to increase publication rates.
- The study will examine rhetorical moves in introductions and discussions from international and Indonesian journals to understand similarities and differences between native and non-native English writers.
- A content analysis methodology will be used to systematically analyze and quantify variables in the collected journal articles.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
Language Learning Style Preferences of Low English Proficiency (LEP) Students...ahmad faizul shah
This document discusses a study that examined the learning style preferences of 252 low English proficiency students at a Malaysian tertiary institution. It used Reid's Perceptual Learning Style Preferences Questionnaire to identify students' preferences across six styles: visual, auditory, kinesthetic, tactile, group, and individual. The results indicated that all six styles were negative learning styles for these students, meaning none were preferred. The study also found that gender did not influence students' style preferences. The document provides background on learning styles and reviews several other related studies.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
The role of personality traits in the choice and use of the compensation cate...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction choice and use of the Compensatory English Language Learning Strategies (CELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Compensatory English Language Learning Strategies based on Compensation category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, volunteered to participate in this study. The intact classes were chosen. The results show that however, there is a significant relationship between each of three traits of personality and the choice and use of the cells, but personality traits cannot be a strong predictor to predict the choice and use of the CELLSs.
Use of the metacognitive english language learning strategies based on person...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between use of the Metacognitive English Language Learning Strategies (MELLSs) for learners of English as a foreign language based on personality traits, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Metacognitive English Language Learning Strategies based on Metacognitive category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were asked to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict use of the MELLSs.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
This document provides background information and outlines the methodology for a study analyzing the rhetorical moves of introduction and discussion sections in international and Indonesian research journal articles. Specifically:
- Indonesia publishes fewer research articles internationally compared to countries like Singapore and Malaysia, indicating opportunities to increase publication rates.
- The study will examine rhetorical moves in introductions and discussions from international and Indonesian journals to understand similarities and differences between native and non-native English writers.
- A content analysis methodology will be used to systematically analyze and quantify variables in the collected journal articles.
The impact of personality traits on the affective category of english languag...Dr. Seyed Hossein Fazeli
The present study aims at discovering the impact of personality traits in the prediction use of the Affective English Language Learning Strategies (AELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Affective English Language Learning Strategies based on Affective category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background
Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteers to participate in this research work. The intact classes were chosen. The results show that although there is a significant relationship between each of the two traits of personality and use of the AELLSs, personality cannot be a strong predictor with high percentage of contribution to predict use of the AELLSs.
Language Learning Style Preferences of Low English Proficiency (LEP) Students...ahmad faizul shah
This document discusses a study that examined the learning style preferences of 252 low English proficiency students at a Malaysian tertiary institution. It used Reid's Perceptual Learning Style Preferences Questionnaire to identify students' preferences across six styles: visual, auditory, kinesthetic, tactile, group, and individual. The results indicated that all six styles were negative learning styles for these students, meaning none were preferred. The study also found that gender did not influence students' style preferences. The document provides background on learning styles and reviews several other related studies.
The use and ranking of different english language learning strategies by engl...Dr. Seyed Hossein Fazeli
This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.
The Accuracy Order of English Grammatical Morphemes of Saudi EFL LearnersAbdul Aziz Assanosi
A paper presented at KSAALT TESOL Conference, Riyadh. Saudi Arabia. It addresses the morpheme acquisition order of Saudi EFL learners compared with the Natural Order Hypothesis by Stephen Krashen.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
The overall relationships between the use of english language learning strate...Dr. Seyed Hossein Fazeli
This study explored relationships between English language learning strategies and personality traits among 213 female university students in Iran studying English. Questionnaires were used to measure strategy use, personality traits, English proficiency, and background. Results showed both positive and negative correlations between strategy use and certain personality traits. Metacognitive strategies were most frequently used. Neuroticism correlated negatively with memory strategy use, while extraversion, openness, conscientiousness correlated positively with various strategies. Overall some relationships were found between personality and strategy use.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a study that examined vocabulary learning strategies and knowledge sources used by 103 English as a Foreign Language (EFL) students studying in medical and healthcare fields at a university in Iran. The study aimed to identify which strategies and knowledge sources students used to comprehend and learn specialized and non-specialized vocabulary in their English for Specific Purposes (ESP) courses. Data was collected through observation, interviews, and questionnaires. The results of this study can help EFL learners, instructors, curriculum developers, and materials writers better understand vocabulary acquisition in ESP contexts.
This document discusses the relationship between second language acquisition (SLA) research and language pedagogy (LP). It notes there have been contradictory views on their relationship, from no relevance to complete relevance. The author aims to tackle this controversial issue and provide suggestions from a practitioner's perspective. The document provides background on the development of SLA research and its relationship to LP over time. It discusses debates around the relevance and application of SLA research to LP, noting varying perspectives from skepticism of application to arguments for a positive relationship. The author concludes that realizing the mutual ties between SLA research and LP is important, and questions what the ultimate aim of SLA science is if not to inform language pedagogy and classroom instruction.
The exploring nature of definitions and classifications of language learning ...Dr. Seyed Hossein Fazeli
This document explores definitions and classifications of language learning strategies in current second/foreign language learning studies. It summarizes various definitions provided by prominent researchers in the field. While there is no universal definition, Oxford's definition that strategies are operations used by learners to aid acquisition, storage, retrieval and use of information has received significant attention. The document also discusses classifications of strategies proposed by Oxford and others. Overall, it aims to analyze differing perspectives and issues regarding defining and categorizing language learning strategies.
Teacher’s directive utterances in english classesAlexander Decker
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luzόn (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
Emergence and development of critical voice in postgraduate assignment genresLok Ming Eric Cheung
Abstract
Tertiary English academic writing is challenging owing to the students’ unfamiliarity of academic discourse. The students also find appropriating voice for negotiating and evaluating knowledge difficult. Meanwhile, postgraduate academic assignments are further more demanding due to the need to incorporate students’ critical insights into the subject matters, alongside the longer assignments. These challenges to the postgraduate students necessitate the investigation of the voices construed in the postgraduate assignment texts, motivating the present study. The present study adopts systemic functional linguistics (SFL) to investigate the APPRAISAL resources in postgraduate assignment texts. ENGAGEMENT resources are the particular focus of the present study to closely examine the source of evaluation of the academic written discourse. The present study then follows the qualitative research paradigm and examines naturalistic data from 27 full-time postgraduate English writers in Department of English at Hong Kong Polytechnic University. The multiple case study research design is adopted to analyse participants’ assignments and interview verbatim data from both the postgraduate and the course instructors. The confirmation report of the present study selected one student from the 27 participants as the pilot case study. The pilot case study aims to capture how “Flo”, a female postgraduate writer, balance her authorial voice and other sources of voices across the assignments as a successful postgraduate writer. Through the case studies, the present study aims to examine how written discourse is socially constructed to negotiate evaluation under the postgraduate academic context. The confirmation report closes with the discussion of implications for future EAP research and pedagogies.
Qualities of a good essay: an assessment of the writings of Nigerian undergra...SubmissionResearchpa
This document analyzes four essays written by Nigerian undergraduates to assess their abilities in employing key qualities of a good essay. The qualities examined were clarity, economy, simplicity, and unity. Four topics representing different essay types were assigned, and the best essay from each topic/department was selected for analysis based on the qualities. It was found that the selected essays demonstrated abilities in producing readable prose, though some room for improvement remained. Scores on the qualities ranged from 74-90%. The document discusses the qualities and provides examples from the essays to illustrate strengths and weaknesses in employing the qualities.
Test anxiety among kurdish efl learners in basic schools in kurdistanSelf employed
The document summarizes a study that investigated test anxiety among Kurdish EFL (English as a Foreign Language) learners in basic schools in Kurdistan. The study found moderate levels of test anxiety overall, with tension being the main component. Female learners reported higher anxiety than males, and anxiety increased with grade level and years learning English. A negative correlation was also found between English scores and test anxiety scores. The results suggest test anxiety is influenced by previous testing experiences and consequences, and teachers should consider such issues in test preparation and assessment.
This document summarizes a study that analyzed three spoken American English corpora to identify the most frequently used idioms. The study found inconsistencies between the idioms included in existing teaching materials and those actually most common based on corpus data. Four lists of frequently used idioms were compiled from the corpora analysis. Comparison to nine idiom dictionaries revealed those resources included idioms seldom used and provided inadequate explanations of meaning and use. The study has implications for improving how idioms are taught and referenced for English language learners.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
The use and ranking of different english language learning strategies by engl...Dr. Seyed Hossein Fazeli
This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.
The Accuracy Order of English Grammatical Morphemes of Saudi EFL LearnersAbdul Aziz Assanosi
A paper presented at KSAALT TESOL Conference, Riyadh. Saudi Arabia. It addresses the morpheme acquisition order of Saudi EFL learners compared with the Natural Order Hypothesis by Stephen Krashen.
The impact analysis of psychological reliability of population pilot study fo...Dr. Seyed Hossein Fazeli
The purpose of research described in the current study is the psychological reliability, its’ importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work
The overall relationships between the use of english language learning strate...Dr. Seyed Hossein Fazeli
This study explored relationships between English language learning strategies and personality traits among 213 female university students in Iran studying English. Questionnaires were used to measure strategy use, personality traits, English proficiency, and background. Results showed both positive and negative correlations between strategy use and certain personality traits. Metacognitive strategies were most frequently used. Neuroticism correlated negatively with memory strategy use, while extraversion, openness, conscientiousness correlated positively with various strategies. Overall some relationships were found between personality and strategy use.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a study that examined vocabulary learning strategies and knowledge sources used by 103 English as a Foreign Language (EFL) students studying in medical and healthcare fields at a university in Iran. The study aimed to identify which strategies and knowledge sources students used to comprehend and learn specialized and non-specialized vocabulary in their English for Specific Purposes (ESP) courses. Data was collected through observation, interviews, and questionnaires. The results of this study can help EFL learners, instructors, curriculum developers, and materials writers better understand vocabulary acquisition in ESP contexts.
This document discusses the relationship between second language acquisition (SLA) research and language pedagogy (LP). It notes there have been contradictory views on their relationship, from no relevance to complete relevance. The author aims to tackle this controversial issue and provide suggestions from a practitioner's perspective. The document provides background on the development of SLA research and its relationship to LP over time. It discusses debates around the relevance and application of SLA research to LP, noting varying perspectives from skepticism of application to arguments for a positive relationship. The author concludes that realizing the mutual ties between SLA research and LP is important, and questions what the ultimate aim of SLA science is if not to inform language pedagogy and classroom instruction.
The exploring nature of definitions and classifications of language learning ...Dr. Seyed Hossein Fazeli
This document explores definitions and classifications of language learning strategies in current second/foreign language learning studies. It summarizes various definitions provided by prominent researchers in the field. While there is no universal definition, Oxford's definition that strategies are operations used by learners to aid acquisition, storage, retrieval and use of information has received significant attention. The document also discusses classifications of strategies proposed by Oxford and others. Overall, it aims to analyze differing perspectives and issues regarding defining and categorizing language learning strategies.
Teacher’s directive utterances in english classesAlexander Decker
This document summarizes a research study on teachers' use of directive utterances in English classes in senior high schools in Surakarta, Indonesia. The study aimed to describe the variability of directive utterances used by teachers, the reasons for using different types, and how politeness principles were implemented. Data was collected through observation of 15 English classes and interviews with 11 teacher informants. The findings were that teachers used a variety of linguistic forms and illocutionary forces of directive utterances to respect students, facilitate learning, assure quality and authority. Politeness principles were realized through offers, invitations, compliments, praise, solidarity expressions and friendly addresses. The research provides insight into teachers' professional, pedagogical,
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luzόn (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.
This document summarizes a study that evaluated the "New Interchange" English textbook series based on feedback from 35 Iranian EFL teachers. The study found that while teachers generally found the series effective and suitable, it also had some weaknesses. Specifically, most teachers had similar positive opinions about the series' effectiveness, but results showed the series has issues that require teacher awareness and consideration. The study aimed to determine the pedagogical value and suitability of the widely-used New Interchange series from the perspective of Iranian EFL instructors.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachers’ viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
Emergence and development of critical voice in postgraduate assignment genresLok Ming Eric Cheung
Abstract
Tertiary English academic writing is challenging owing to the students’ unfamiliarity of academic discourse. The students also find appropriating voice for negotiating and evaluating knowledge difficult. Meanwhile, postgraduate academic assignments are further more demanding due to the need to incorporate students’ critical insights into the subject matters, alongside the longer assignments. These challenges to the postgraduate students necessitate the investigation of the voices construed in the postgraduate assignment texts, motivating the present study. The present study adopts systemic functional linguistics (SFL) to investigate the APPRAISAL resources in postgraduate assignment texts. ENGAGEMENT resources are the particular focus of the present study to closely examine the source of evaluation of the academic written discourse. The present study then follows the qualitative research paradigm and examines naturalistic data from 27 full-time postgraduate English writers in Department of English at Hong Kong Polytechnic University. The multiple case study research design is adopted to analyse participants’ assignments and interview verbatim data from both the postgraduate and the course instructors. The confirmation report of the present study selected one student from the 27 participants as the pilot case study. The pilot case study aims to capture how “Flo”, a female postgraduate writer, balance her authorial voice and other sources of voices across the assignments as a successful postgraduate writer. Through the case studies, the present study aims to examine how written discourse is socially constructed to negotiate evaluation under the postgraduate academic context. The confirmation report closes with the discussion of implications for future EAP research and pedagogies.
Qualities of a good essay: an assessment of the writings of Nigerian undergra...SubmissionResearchpa
This document analyzes four essays written by Nigerian undergraduates to assess their abilities in employing key qualities of a good essay. The qualities examined were clarity, economy, simplicity, and unity. Four topics representing different essay types were assigned, and the best essay from each topic/department was selected for analysis based on the qualities. It was found that the selected essays demonstrated abilities in producing readable prose, though some room for improvement remained. Scores on the qualities ranged from 74-90%. The document discusses the qualities and provides examples from the essays to illustrate strengths and weaknesses in employing the qualities.
Test anxiety among kurdish efl learners in basic schools in kurdistanSelf employed
The document summarizes a study that investigated test anxiety among Kurdish EFL (English as a Foreign Language) learners in basic schools in Kurdistan. The study found moderate levels of test anxiety overall, with tension being the main component. Female learners reported higher anxiety than males, and anxiety increased with grade level and years learning English. A negative correlation was also found between English scores and test anxiety scores. The results suggest test anxiety is influenced by previous testing experiences and consequences, and teachers should consider such issues in test preparation and assessment.
This document summarizes a study that analyzed three spoken American English corpora to identify the most frequently used idioms. The study found inconsistencies between the idioms included in existing teaching materials and those actually most common based on corpus data. Four lists of frequently used idioms were compiled from the corpora analysis. Comparison to nine idiom dictionaries revealed those resources included idioms seldom used and provided inadequate explanations of meaning and use. The study has implications for improving how idioms are taught and referenced for English language learners.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The exploring nature of methodology in the current studies of language learni...Dr. Seyed Hossein Fazeli
There is not a method abandoned as what it might be called a baby-and-bathwater type reaction. Still all the methods have failed to deliver quit the hoped-for miracles. In this way, methodology alone can never be a solution to find what is searching. Rather it is an aid and suggestion. In addition, in the case of methodology, it is true that we are moving in risky area. Research on the related literature of Language Learning Strategies (LLSs) shows that LLSs has a history of only thirty years that is much sporadic (Chamot, 2005a). Recently such strategies have been the focus of specific research (Oxford, 1990), and much of the research was descriptive. The Strategy Inventory for Language Learning(SILL) of Rebecca L. Oxford which is a kind of self-report questionnaire, as an important instrument to measure LLSs, has been used extensively by researchers in many countries, its reliability has been checked in multiple ways, and has been reported as high validity, reliability, and utility(Oxford, 1996a). In the current study, the investigator aims to explore nature of methodology and the use of SILL in the studies of LLSs.
The exploring nature of language learning strategies (ll ss) and their relati...Dr. Seyed Hossein Fazeli
This document summarizes research on language learning strategies and their relationship to various variables, with a focus on personality traits. It provides an overview of the literature on language learning strategies, noting they can be taught to learners and are influenced by factors like proficiency, culture, and personality. The document indicates that while research has found links between certain personality traits and language learning, the results are mixed. It concludes that more research is needed on the role of individual differences and personality traits in language learning strategy use.
Personality traits as predictors of the social english language learning stra...Dr. Seyed Hossein Fazeli
The present study aims to find out the role of personality traits in the prediction use of the Social English Language Learning Strategies (SELLSs) for learners of English as a foreign language. Four instruments were used, which were Adapted Inventory for Social English Language Learning Strategies based on Social category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords, A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and use of the SELLSs, but personality traits cannot be as a strong predictor to predict use of the SELLSs.
A Genre Analysis Study Of Iranian EFL Learners Master Theses With A Focus On...Jennifer Daniel
This document summarizes a study that analyzed the rhetorical structure of introduction sections in 40 master's theses written by Iranian EFL students. The study found that most of the rhetorical structures and moves approved by experts in the field occurred at a high frequency in the theses introductions. Understanding genre and rhetorical structures is important for academic writing. The results may help improve teaching of academic writing and help students structure their theses introductions according to conventions.
Does applying vocabulary learning strategies vary based on gender the case of...Alexander Decker
1. The document examines differences in vocabulary learning strategies used by male and female Turkish EFL learners.
2. It analyzes data from a study that assessed the frequency of 44 vocabulary learning strategies, including psycholinguistic and metacognitive strategies, among undergraduate students.
3. The findings showed that female respondents reported slightly higher use of psycholinguistic strategies, metacognitive strategies, and overall strategy use compared to male respondents.
This document summarizes criticisms of using questionnaires as the primary method for collecting data in language learner strategy research. It notes that while questionnaires have provided a broad overview of strategy use across different learner populations, they have also been subject to five main criticisms. First, there is a lack of consensus on how to classify language learning strategies. Second, questionnaires may not adequately account for contextual variations in strategy use. Third, the wording of questionnaire items can be interpreted differently. Fourth, questionnaires cannot fully capture the multidimensionality and complexity of an individual's strategy use. Fifth, questionnaires may present strategy use as a static variable rather than a dynamic process. The document calls for greater use of qualitative and multi-method approaches to complement questionnaire data.
This summary provides an overview of recent developments in research on teaching grammar:
1) With the rise of communicative language teaching, the role of explicit grammar instruction was downplayed. However, recent research demonstrates the need for formal grammar instruction for learners to develop accuracy.
2) The chapter examines two issues: whether grammar teaching makes a difference, and what types of grammar teaching facilitate learning. It reviews research on integrating formal instruction with communicative activities.
3) While some arguments were made against teaching grammar, current research supports the role of grammar instruction. Noticing grammar helps learning, learners have developmental sequences, meaning-focused teaching is insufficient, and studies show instruction's positive effects on accuracy.
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/2: 184–207 � Oxford University Press 2013
doi:10.1093/applin/amt013 Advance Access published on 13 July 2013
Dynamics of Complexity and Accuracy: A
Longitudinal Case Study of Advanced
Untutored Development
*BRITTANY POLAT and YOUJIN KIM
Georgia State University
*E-mail: [email protected] or [email protected]
This longitudinal case study follows a dynamic systems approach to investigate
an under-studied research area in second language acquisition, the development
of complexity and accuracy for an advanced untutored learner of English. Using
the analytical tools of dynamic systems theory (Verspoor et al. 2011) within the
framework of complexity, accuracy, and fluency (Skehan 1998; Norris and
Ortega 2009), the study tracks accuracy, syntactic complexity, a ...
Analyzing Verbs In The Discussion Section Of Master S Theses Written By Irani...Jim Jimenez
This study analyzes the verbs used in the discussion section of 60 master's theses written by Iranian students studying English as a foreign language. The theses were categorized based on their research approach as quantitative, qualitative, or mixed methods. The verbs were analyzed based on their reporting or nonreporting status, as well as their tense, aspect, and voice. The findings showed there were no differences in verb use across the different research approaches, except for a higher use of progressive aspect for reporting verbs in qualitative theses and passive voice for nonreporting verbs in mixed methods theses. The study aims to contribute to understanding of verb use in academic writing by non-native English speakers.
The relationship between the conscientiousness trait and use of the english l...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Conscientiousness trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Conscientiousness trait and use of the each of six categories of ELLSs.
A Phrase-Frame List For Social Science Research Article IntroductionsTye Rausch
This document is an accepted manuscript for an article that will appear in the Journal of English for Academic Purposes. The manuscript presents a phrase-frame list for social science research article introductions derived from a corpus analysis of introductions in six social science disciplines. The study aimed to contribute to recent efforts to compile lists of academic formulaic expressions by deriving a list of phrase-frames frequently used in research article introductions. A combination of corpus statistics was used to extract an initial set of candidate phrase-frames, which were then manually filtered and analyzed structurally and functionally. Evaluation by academic writing instructors and students found that the overwhelming majority of phrase-frames were considered pedagogically useful.
An Analysis Of Language Learning Strategies (Thesis)Michele Thomas
This document provides an introduction and background on language learning strategies. It discusses how the focus of second language acquisition research has shifted from the teacher to the learner and the learning process. It also summarizes some key literature on language learning strategies, including common classifications of strategies into cognitive, metacognitive and social categories. The document introduces the research topic of comparing language learning strategies used by different groups of learners, including college students, English teachers and office workers. It outlines the problem statement, significance, objectives and limitations of the study.
A Rhetorical Move Analysis Of TEFL Thesis Abstracts The Case Of Allameh Taba...Amy Cernava
The document summarizes a study that analyzed the rhetorical moves in 300 TEFL thesis abstracts from Allameh Tabataba'i University in Iran from 1988 to 2015. The abstracts were divided into three time periods and analyzed using Hyland's framework of five rhetorical moves: Introduction, Purpose, Method, Product, and Conclusion. The results showed changes in the most frequent move patterns over time, with Purpose being the most common move across all periods. Introduction and Conclusion were the least frequent moves. Overall, the study aimed to examine how rhetorical moves in TEFL thesis abstracts have changed over time at this university.
A study of the role of rote learning in vocabulary learningiqbal vidianto
This study investigated the role of rote learning (RL) in vocabulary learning strategies (VLSs) of Burmese English as a foreign language (EFL) students. The researchers collected data through questionnaires with 100 Burmese EFL students and interviews with teachers. The results showed that RL strategies were used more than other memory strategies by Burmese students, who felt RL was effective not only initially but also at higher stages of English vocabulary learning. Creating mental linkages was also a main strategy used along with RL. The findings suggest RL will continue to be applied by Burmese learners due to cultural/educational background factors, the EFL environment, traditional learning habits, national exam demands, and not exploring
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) While males reported a slightly higher use of strategies overall, there was no statistically significant difference found between males and females in their overall strategy use or in most individual strategy categories.
3) Indirect strategies like metacognitive, affective and social strategies tended to be used more than direct strategies like memory, cognitive and compensation strategies.
This study investigated the language learning strategies used by Cambodian EFL students. It surveyed 159 students using a questionnaire based on Oxford's Strategy Inventory for Language Learning. The findings were:
1) Students reported a high overall use of language learning strategies, with the most frequently used being metacognitive strategies.
2) There was no significant difference between male and female students in their overall use of language learning strategies. Some individual strategies showed differences but not the overall use.
3) Indirect strategies like metacognitive, affective and social strategies were used more frequently than direct strategies like memory, cognitive and compensation strategies.
This document discusses issues in language learning strategy research that affect teachers and students. It explores eight key issues identified from previous research: 1) identification of learning strategies, 2) terminology and classification of strategies, 3) the relationship between strategy use and learner characteristics like gender and proficiency, 4) the impact of culture and context on strategy use, 5) explicit vs. integrated strategy instruction, 6) the language used for instruction, 7) transfer of strategies to new tasks, and 8) models for strategy instruction. The author analyzes existing research on these issues and suggests areas for future research to provide better guidance for teachers and help students become more effective language learners.
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The psychometric analysis of the persian version of the strategy inventory for language learning of rebecca l. oxford
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Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012) ISSN: 0974- 6846
The psychometric analysis of the Persian version of the Strategy Inventory for Language Learning of
Rebecca L. Oxford
Seyed Hossein Fazeli
Department of English Language Teaching, Abadan Branch, Islamic Azad University, Abadan, Iran
fazeli78@yahoo.com
Abstract
The current study aims to analyze the psychometric qualities of the Persian adapted version of Strategy Inventory for
Language Learning (SILL) developed by Rebecca L. Oxford (1990). Three instruments were used: Persian adapted
version of SILL, a Background Questionnaire, and Test of English as a Foreign Language. Two hundred and thirteen
Iranian female university level learners of English language as a university major were the volunteers to participate in
this research work. The intact classes were chosen. The psychometric qualities were tested. All the analyses
conducted demonstrated that the SILL was equally valid and reliable to be used in Persian language to measure the
Language Learning Strategies.
Keywords: Strategy inventory for language learning, Language learning strategy, English learning
Introduction The importance of language learning strategies
In the last three decades, an important shift has been Since 1975s, dozens of various studies have
taken place in the field of second/foreign language contributed to our understanding of strategies employed
teaching and learning, and researchers have focused by SL (Second language)/FL (Foreign language) learners
mainly on learners’ individual factors. Such focus includes at the level of adults. Such studies show in order to effect
the studies of learners’ individual language learning changes in perceptions of the learners’ role in the
strategies. Because as Chamot et al. (1999) point out that learning process, we need to discover more about what
“Differences between more effective learners and less learners do to learn successfully. Moreover, such studies
effective learners were found in the number and range of show that the best way of going about teaching strategies
strategies used”. In addition, there is a relationship remain a subject of much debate right up to the present
between the frequent use of learning strategies and (Brown, 2001) because of use of LLSs is influenced by
achievement in the language (Green & Oxford, 1995; number of factors (Oxford, 1990), and the frequency and
Oxford & Burry-Stock, 1995; Bremner, 1999). In such a variety of LLSs vary among different individuals and
way, since the publication of seminal works “What good based on a number of variables (Chamot & Kupper,
learners can teach us” (Rubin, 1975) and “What can we 1989).
learn from good learners” (Stern, 1975), there have done Since the use of appropriate strategies allow learners
much valuable works in the field of Language Learning to take more responsibilities for their own learning, LLSs
Strategies (LLSs). are seen as particularly important in henchmen of
To our knowledge, a review of the relevant literature autonomy (Dickinson, 1987). In such manner, one of the
considering LLSs shows that after decades of research in important objectives in the study of LLSs is to determine
the related field, LLSs have received considerable effectiveness of LLSs in learning second/foreign
attention in the literature. The researchers came to language (O'Malley & Chamot, 1990). Therefore, if
conclusion that a vast number of strategies have been learners use LLSs efficiently, they can learn by
reported to be used by language learners (Cohen,1990) themselves and self-examine their own progress.
through various used methods such as survey tools and Therefore, having such situation for LLSs can improve
written questionnaire (Gu & Johnson, 1996; Fan, 2003), learners’ performance and enhance their abilities of
interview (Gu, 2003; Parks & Raymond, 2004), think- language learning. In this way, Chamot (2005) comes to
aloud or verbal reports (Goh,1998; Nassaji, 2003), diaries conclude that LLSs as procedure which facilitate learning
or dialogue journal (Carson & Longhini, 2002), and re- task. However, the welter of research, previous research
collective narratives (Oxford et al.,1996). Such has failed to reveal the significant importance of individual
measurements are used in the single form of method differences in second/foreign language learning (Griffiths,
(separately) or as component methods (single set of 1991; Ellis, 1985).
methods) based on nature and goals of research works. Classification systems of language learning strategies
The SILL, as a survey tool to measure LLSs, plays an Although a number of researchers attempted to
important role in the field of English as a second/ foreign develop a classification scheme of LLSs, one of the
language. Based on the earlier research, the researcher important general problematic issues is the issue of
aims to check its psychometrics in order to find whether it typologies that have been formulated for classification of
can be as a standard measurement when it is translated LLSs. For instance, sometimes one strategy belongs to
and adapted into Persian language. one category can be classified under another category
Sci.Technol.Edu. “Persian language learning” S.H.Fazeli
Indian Society for Education and Environment (iSee) http://www.indjst.org Indian J.Sci.Technol.
2. 2639
Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012) ISSN: 0974- 6846
(Johenson & Johenson, 1998), or as Cohen (1998) states O'Malley and Chamot (1990), and expanded it to
that they “are not clear–cut”. In such way, if there has not encompass 62 kinds of strategies. Moreover, she broke
been unanimous consensus on definition of strategies, down the social/affective category of O'Malley and
the same can be said for their classification. Chamot (1990) in two categories, Social and Affective
As Gould (1981) presents “Taxonomy is always a Strategies. Currently, Oxford and her colleagues are
contentious issue because the world does not come to developing a task-based questionnaire to complement
use in neat little packages”, and there is not a logical and the SILL (Oxford, et al., 2004).
well-accepted system for describing of strategy (Oxford, Methodology
1994). In this way, finding a particular classification of Participants
LLSs as a universal basic classification that can be as a The descriptive statistics are such type of numerical
LLSs’ complete classification system, what everybody representation of participants (Brown, 1996). The sample
agrees upon, is impossible. However, a considerable drawn from the population must be representative so as
progress has occurred in this field regarding the to allow the researchers to make inferences or
classification of LLSs (Ellis, 1994), and even it is clearly generalization from sample statistics to population
to find comprehensive taxonomies (O'Malley & Chamot, (Maleske, 1995). As Riazi (1999) presents “A question
1990; Ellis, 1994; Oxford, 1990). that often plagues the novice the researcher is just how
From point of view of extensive review of the large his sample should been in order to conduct an
literature, Oxford (1990) gathered literature on LLSs, and adequate survey or study. There is, of course, no clear-
the Oxford’s taxonomy is “perhaps the most cut answer”. If sample size is too small; it is difficult to
comprehensive classification of learning strategies to have reliable answer to the research questions. If sample
date” (Ellis, 1994). is too large its difficulty how to do the research. To leave
There are many significant differences between a margin of about 20% for ineffectual questionnaires
Oxford’s taxonomy and other ones. For example, firstly, slightly bigger numbers were chosen. In this way, initially
Oxford classifies heterogeneous strategies into more a total of two hundred and fifty Iranian female learners of
specific categories (Ehrman et al., 2003), secondly English language as a university major at the Islamic
according to O'Malley & Chamot (1990), Oxford’s strategy Azad University Branches of three cities named Abadan,
classification is an inclusion of every strategy that has up Dezful and Masjed-Solyman in Khuzestan province in the
to then been cited in the learning literature; and thirdly southwest of Iran, were asked to participate in this
Oxford’s taxonomy links individual strategies and groups research work. It must bear in mind that number of
of strategies with each of the four language skills (Oxford participants may affect the appropriateness of particular
& Burry-Stock, 1995). In this way, Griffiths (2004) tool (Cohen & Scott, 1996).The intact classes were
suggests Oxford’ classification system of LLSs can be as chosen.
a useful base for understanding LLSs. The chosen participants for this study were female
Based on the Oxford’s taxonomy, the SILL (Version students studying in the third year of English major of B.
7.0) was developed. The SILL is used with learners of A. degree, ranging age from 19 to 28 (Mean=23.4,
English as a second or foreign language, and it consists SD=2).Their mother tongue was Persian which is the
of 50 items. It was tested among learners of English who official language of Iran, according to Act 15 of the Iranian
are native speakers of different languages which include Constitution.
translated version of 23 languages such as Chinese, The socio-economic status of participants, such as
French, Germen, Italian, Japanese, Korean, Spanish, the participants’ social background and parents’ levels of
Thai, and Turkish (Oxford, 1990), and used in more than education was controlled as well by a background
120 dissertations and theses (Lan, 2005). questionnaire, based on some indicators such as the
The Oxford’s taxonomy includes “direct” and “indirect” parents’ socio-educational background and occupation.
strategies, which is as a fundamental feature of Oxford’s The participants were matched as closely as possible for
taxonomy (Ghasedy, 1998). Direct strategies are socio-economic background to minimize the effect of
classified into three sub-categories that are Memory social class. Accordingly, the participants were classified
Strategies (9 items), Cognitive Strategies (14 items), and as a middle class. Moreover, most of the participants from
Compensation Strategies (6 items). Indirect strategies the Islamic Azad University in Khuzestan province, Iran,
include three sub-categories that are Meta-cognitive have middle-class and similar socio-economic
Strategies (9 items), Affective Strategies (6 items), and background.
Social Strategies (6 items). Oxford (1996b) presents Because of the nature of this work (regarding the use
“each sub-scale would have an adequate number of of the ELLSs), a general English proficiency test was
items to facilitate more in-depth understanding of the used to determine the language proficiency level of
learning strategies” (p. 3). participants in English in order to minimize the effect of
The comparison and analysis between Oxford’s English language proficiency. As Jafarpour (2001)
classification (1990) and other LLSs classifications show defines “the percent classification of subjects by the
that Oxford (1990) developed the strategy classification of experimental test that corresponds to those by the
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Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012) ISSN: 0974- 6846
criterion” (Golkar & Yamini, 2007), top of subjects are the case of the SILL, translated it into Persian. However,
27% and bottom of subjects are 27% (Golkar & Yamini, to check the accuracy of translation, the back translation
2007), the participant who were classified as intermediate was used by three English teachers and three
subjects, were asked to participate in the current study. psychologists who are fully proficient in both languages
Instrumentation in the current study (English & Persian). The items were corrected until full
Three instruments were used to gather data in the agreement among the translators was achieved, and the
current study. They were as follows: pilot study confirmed such translated items of the SILL.
Strategy Inventory for Language Learning (SILL): The Moreover, the balance between spoken and written
Strategy Inventory for Language Learning (SILL) is a kind Persian was checked.
of self-report questionnaire that has been used One must bear in mind that the translation/back
extensively by researchers in many countries, and its translation is one of more effective ways to solve the
reliability has been checked in multiple ways, and has equivalent concepts of translated and original version of
been reported as high validity, reliability, and utility one questionnaire (Behling & Law, 2000), and one
(Oxford, 1996a). researcher can be an ideal translator if she or he is fluent
Initially the SILL used in North America with foreign in target language.
language learners by different researchers such as The original inventory includes 50 items, but the
Ehrman and Oxford (1989) and Oxford and Nyikos adapted version includes 49 items which adapted for the
(1989), and it has increasingly been used in the Asia- current study. In adapted version of the SILL, one item
Pacific region by researchers such as Yang (1999), Hiso was taken out. The item was deleted based on the
& Oxford (2002) and Griffiths (2003). feedback from participants in the pilot study. The
The SILL is a structured survey (Oxford, 1990), which omission was in the part of Cognitive Strategies including
according to Oxford & Nyikos (1989) the strategies which the deletion of item number 22 “I try not to translate word
were included in the SILL were gathered from extensive for word”.
literature review. In addition, Oxford (1996a) claims in Sample of the pilot study
general, SILL reliability has been high, and the reliability The sample for the pilot study, as “A small-scale
remains “very acceptable” (Oxford & Bury-Stock, 1995,). replica and a rehearsal of the main study” (Riazi, 1999),
Moreover, Green & Oxford (1995) claim that its reliability was selected as it represented the entire sample for
by using Cronbach's alpha ranges from 0.93 to 0.95 participants who were asked to participate in the main
depending on whether the survey is taken in the learner’s study. Since the sample size in the pilot study ranges
own language or in the target language. In addition, its from 20 to bigger of 65 (Hinkin,1998), thirty and nine
reliability was reported in many studies as highly reliable female students of English language as a university major
in the translated version of different languages (Oxford & at Islamic Azad University Branches of three cities named
Nyikos, 1989; Grainger, 1997; Park, 1997; Griffiths, 2002; Abadan, Dezful and Masjed-Solyman were asked to
Abu Shamis, 2004; Sharp, 2008; Szu-Hsin et al., 2006; participate in the pilot study.
Yang, 2007). Data collection procedures in the main study
Regarding the validity of the SILL, Oxford and Burry- The data for the study described in this study was
Stock (1995), claims that the all types of validity are very collected between September 2010 and November 2010
high. In addition, factor analysis of the SILL is confirmed in Iran, at the Islamic Azad University Branches of three
by many studies (Oxford & Burry-Stock, 1995; Oxford, cities that are named Abadan, Dezful, and Masjed-
1996a; Hsiao & Oxford, 2002). Moreover, several Solyman. The period of time to administrate each of
empirical studies have been found moderate stages was assigned based on the pilot study.
intercorrelation between the items of six categories in the Stage One: At this stage, the participants were asked to
SILL (Oxford & Ehrman, 1995). In this way, as Ellis answer TOEFL test. Approximately 80 minutes were
(1994) believes the Oxford’s taxonomy is possibly the taken to answer the test (The first week).
most comprehensive currently available. Stage Two: At the second stage, the respondents were
Test of English as a Foreign Language (TOEFL): TOEFL asked to fill the adapted the SILL. The respondents were
(Structure and Written Expression, and Reading asked to respond to the questions within 10-15 minutes.
Comprehension parts) as a general English proficiency Alongside the adapted SILL, Background Questionnaire
test was used. was administrated as well (The second week).
A Background Questionnaire: The socio-economic status Data analysis
of participants was controlled as well through a After data collection, the data was entered onto
background questionnaire. database (SPSS) to enable data analysis to be carried
The procedure of adaptation of SILL out.
In adaptation of Instruments from one language to Results, discussion, and conclusion
another in research works, some problems occur, such as It is noteworthy to mention that the classification of
the problem of translation one questionnaire to another strength of correlation is not well accepted among
language (Perera & Eysenck, 1984). The researcher, in different researchers, and there are different
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Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012) ISSN: 0974- 6846
classifications such as the classification suggested by strategies, the level of correlation was found at strong
Cohen (1988), Delavar (2010) and Ghiasvand (2008). In level.
the current study, the classification that was suggested by Moreover, Table 2 illustrates that for the category of
Cohen (1988) was chosen as a criterion to interpret and the affective strategies and each of categories of
discuss about the strength of the correlation (Table 1). memory strategies, cognitive strategies, meta-cognitive
Table.1 The classification suggested by Cohen, J (1988) strategies, and social strategies, the level of correlation
Level of strength Amount of the strength was found at medium level. For the category of affective
Low r = .10 to .29 strategies and compensation strategies, the level of
Medium r = .30 to .49 correlation was found at low level. Based on Table 2, for
Strong r = 50 to 1 the category of social strategies and each of categories
The correlation holding between scores of the of memory strategies, compensation strategies, and
Persian adapted version of SILL are shown in Table 2. affective strategies, the level of correlation was found at
According to Table 2, all categories were significant medium level for the category of social strategies and
positively correlated with each other at the p<0.01 level. each of categories of cognitive strategies and meta-
Accordingly, for the category of Memory strategies and cognitive strategies, the level of correlation was found at
each of categories of cognitive strategies, meta-cognitive strong level.
strategies, affective strategies and social strategies, the Table 3. Internal consistency reliability coefficient for the
level of correlation was found at medium level. For the whole and six sub-categories of the Persian adapted
category of memory strategies and the category of version of SILL
compensation strategies, the level of correlation was Sub-category Alpha Number of items
found at low level. Memory strategies 0.67 9
Based on Table 2, for the category of cognitive Cognitive strategies 0.70 13
strategies and each of categories of memory strategies, Compensation strategies 0.58 6
compensation strategies and affective strategies, the Metacognitive strategies 0.81 9
level of correlation was found at medium level. For the Affective strategies 0.57 6
Social strategies 0.72 6
category of cognitive strategies and each of categories of
SILL (Whole scale) 0.89 49
meta-cognitive strategies, and social strategies, the level
of correlation was found at strong level. Internal consistency reliability coefficient for the
Table 2 shows that for the category of the whole and six sub-categories of the Persian adapted
compensation strategies and each of categories of version of sill are shown in Table 3. The internal
cognitive strategies, meta-cognitive strategies, and consistency reliability coefficient was found 0.89 for the
social strategies, the level of correlation was found at SILL. Moreover, for TOFEL, it was found 0.80. The
medium level. For the category of compensation reliability coefficient indicated the degree to which the
strategies and each of categories of memory strategies results on a scale can be considered internally consistent,
and affective strategies, the level of correlation was or reliable for the whole scale, some of sub-categories,
found at low level. and TOFEL (Nunnally & Bernstein, 1994; De Vellis, 2003;
According to Table 2, for the category of meta- Moemeni, 2007; Ghiasvand, 2008). Such findings of
cognitive strategies and each of categories of memory reliabilities for the four instruments confirmed the finding
strategies, compensation strategies and affective of reliabilities in the pilot study. The important point which
strategies, the level of correlation was found at medium must be considered it is that since the number of items
level. For the category of meta-cognitive strategies and affects the reliability, for some of sub-categories, the
each of categories of cognitive strategies, and social internal consistency reliability coefficient was found low.
Table 2. The summary of the correlation among the six categories of the Persian adapted version of SILL
Memory Cognitive Compensation Meta-cognitive Affective Social
strategies strategies strategies strategies strategies strategies
Memory ** ** ** ** **
1 0.457 0.214 0.410 0.327 0.325
Strategies
Cognitive ** ** ** ** **
0.457 1 0.409 0.582 0.325 0.559
strategies
Compensation ** ** ** ** **
0.214 0.409 1 0.316 0.255 0.384
strategies
Metacognitive ** ** ** ** **
0.410 0.582 0.316 1 0.401 0.569
strategies
Affective ** ** ** ** **
0.327 0.325 0.255 0.401 1 0.445
strategies
** ** ** ** **
Social strategies 0.325 0.559 0.384 0.569 0.445 1
**=Correlation is significant at the 0.01 level (2-tailed)
Sci.Technol.Edu. “Persian language learning” S.H.Fazeli
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Indian Journal of Science and Technology Vol. 5 No. 4 (Apr 2012) ISSN: 0974- 6846
The construct validity of the Persian adapted version of Moreover, some questionnaires such the SILL, do not
SILL was tested through confirmatory factor analysis. describe in detail how a student uses strategies in
According to Table 4, in the beginning results of response to any specific language task.
factor analysis, KMO was found 0.781. Such finding Regarding sample of the participants, the sample
confirms the factor analysis. Bartlett's test of sphericity may not be representative the population in general.
was found 3238.263 which was significant (sig=0.000). In However, generally, researchers often select a
such way, Table 4 shows that the data has accepted to convenience sample in order to complete a study (Gall et
assign the factor analysis. al., 2003).
Table 4. KMO and Bartlett's test Furthermore, concerning second/foreign language
Kaiser-Meyer-Olkin Measure of Sampling proficiency, determining proficiency in language learning
0.781
Adequacy for speakers of other languages is not an easy endeavor,
Approx. Chi-Square 3238.263 and has extensively been discussed by experts (Farhady,
Bartlett's Test of
df 1176
Sphericity 1982; Bachman, 1990). For instance, some studies used
Sig. 0.000
proficiency test scores (Green & Oxford, 1995; Dreyer &
Moreover, 9 items are available in the category of
Oxford, 1996) and the others used self-rating (Wharton,
memory strategies and factor loads were in the λ=0.23-
2000).
0.511 range; 13 items are available in the category of
Regarding statistical methods, there is an important
cognitive strategies and factor loads were in the λ=0.36-
issue in the statistical procedures, that it is the reliability
56 range; 6 items are available in the category of
estimates the internal consistency may not be appropriate
compensation strategies and factor loads were in the
to measure something that could fluctuate in short period
λ=0.39-0.54 range; 9 items are available in the category
of time which is common in the most of studies. The test-
of meta-cognitive strategies and factor loads were in the
retest reliability measure is better indicator of reliability in
λ=0.22-0.61 range; 6 items are available in the category
such type of research. The second limitation is response
of affective strategies and factor loads were in the
biases. As it is known, there are three prominent types of
λ=0.39-0.47 range; and 6 items are available in the
response biases, which are social desirable response,
category of social strategies and factor loads were in the
acquiescence, and extremely response bias (Herk et al.,
λ=0.37-0.60 range. One the examining the t values in the
2004).
simpls output, the regression coefficient of all the items in
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