Saeid Najafi Sarem | Islamic Azad University, Hamedan Branch - Hamedan (original) (raw)

Papers by Saeid Najafi Sarem

ELLTER Journal, 2020

The study aims to investigate the motivational strategies used by English teachers in teaching EF... more The study aims to investigate the motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and analysed it based on four motivational aspects as proposed by Zoltan Dornyei (2001). The focus question of the study was the way of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang. The sub-focus questions of the study were the frequency of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and the implementation of motivational strategies that the English teachers used in teaching EFL in secondary Islamic schools in Tangerang. To answer the questions, the study employed a qualitative approach that applied a case study design through questionnaire, semi-structured interview and observation to collect the data. The participants of this study were twenty-five English teachers. Six English teachers were selected for individual inte...

In the past, vocabulary teaching and learning were often given little priority in second language... more In the past, vocabulary teaching and learning were often given little priority in second language programs but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. Although most teachers might be aware of the importance of technology, say, computer, rarely teachers use it for teaching vocabulary. Thus, the current study aims at exploring the effects of CALL on vocabulary learning of Iranian EFL Learners. In this study, 40 intermediate EFL learners, both male and female aged from 16 to 18 studying New Interchange, book III, were chosen randomly from a language institute in Tehran. They were divided into two twenty-member groups. The experimental group was given the VTS.S (a computer program for teaching vocabularies), a computerized dictionary and provided with teacher efeedback. The control group received no special software and vocabularies were taught using the conventional ways with the help of a paper dictionary. A vocabul...

and TBLT methodologies in recent years. Much attempt has been made both by researchers and langua... more and TBLT methodologies in recent years. Much attempt has been made both by researchers and language instructors to make use of the most efficient teaching practices aimed at enhancing language production and affecting learning outcomes in a positive way. In the same direction, during 1950s an approach emerged in the United Kingdom based on behaviorist teaching practices known as PPP, which soon popularized the field of language teaching and employed by many professional schools throughout the world. However, due to ignoring the communication as a main goal of language learning, this approach came under serious attacks and criticisms by various scholars from 1990s onwards. The present paper is an attempt to critically look at this issue from several perspectives: First, in order to know the three Ps approach, this article will present its main characteristics and principles. Second, it will elaborate on the main challenges and criticisms posed against this approach by various scholar...

Abstract English language teaching has left behind many ups and downs... more Abstract English language teaching has left behind many ups and downs until the introduction of CLT and TBLT methodologies in recent years. Much attempt has been made both by researchers and language instructors to make use of the most efficient teaching practices aimed at enhancing language production and affecting learning outcomes in a positive way. In the same direction, during 1950s an approach emerged in the United Kingdom based on behaviorist teaching practices known as PPP, which soon popularized the field of language teaching and employed by many professional schools throughout the world. However, due to ignoring the communication as a main goal of language learning, this approach came under serious attacks and criticisms by various scholars from 1990s onwards. The present paper is an attempt to critically look at this issue from several perspectives: First, in order to know the three Ps approach, this article will present its main characteristics and principles. Second, it will elaborate on the main challenges and criticisms posed against this approach by various scholars. Finally, the advantages of applying the three Ps will be discussed as a useful teaching technique rather than an approach or method. Also, the implications will be pointed out both for language teachers and learners. Find more at:https://www.edusoft.ro/brain/index.php/brain/article/view/442

In the past, vocabulary teaching and learning were often given little priority in second<br&gt... more In the past, vocabulary teaching and learning were often given little priority in second language programs but recently there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. Although most teachers might be aware of the importance of technology, say, computer, rarely teachers use it for teaching vocabulary. Thus, the current study aims at exploring the effects of CALL on vocabulary learning of Iranian EFL Learners. In this study, 40 intermediate EFL learners, both male and female aged from 16 to 18 studying New Interchange, book III, were chosen randomly from a language institute in Tehran. They were divided into two twenty-member groups. The experimental group was given the VTS.S (a computer program for teaching vocabularies), a computerized dictionary and provided with teacher efeedback. The control group received no special software and vocabular...

Following the paradigm shift in the area of language teaching from the previous teacher-centered ... more Following the paradigm shift in the area of language teaching from the previous teacher-centered methodologies towards learner-centeredness, attempts were made to bring up the learners who could take responsibility for their own learning. The ultimate goal of this new trend was to make language learners autonomous and independent in the process of language learning. Thus, new studies focused on investigating the characteristics of language learners in order to determine and highlight the characteristics of good language learners and make them available to other learners. The conducted explorations revealed that one of the areas in which good language learners were reported to excel other learners was known as language learning strategies (LLSs). These studies showed that instructing the appropriate strategies could enable language learners to process the language more efficiently and in the long run could lead to the development of communicative competence, enhanced proficiency, and...

Teachers, students, and textbooks are considered as the three major elements in the process of ed... more Teachers, students, and textbooks are considered as the three major elements in the process of education. Against the common belief that students are the key in this direction, many scholars hold the view that textbooks are the heart of education with regard to the fact that both teachers and students are to a large extent dependent on the books. Based on this view, textbooks control teacher, students as well as the dynamics of the classroom. Therefore, great care has to be taken in selecting the most appropriate textbooks capable of meeting such factors as teachers’ interests and expectations, students’ needs, and finally the course objective as well. This is not a goal achieved overnight; rather it requires careful scrutiny and analysis. One solution to this problem is opting for evaluation checklists which have been designed mostly by material developers based on which they can analyze available textbooks in order for the selection and development of the most perfect ones. In thi...

English language teaching has left behind many ups and downs until the introduction of CLT and TB... more English language teaching has left behind many ups and downs until the introduction of CLT and TBLT methodologies in recent years. Much attempt has been made both by researchers and language instructors to make use of the most efficient teaching practices aimed at enhancing language production and affecting learning outcomes in a positive way. In the same direction, during 1950s an approach emerged in the United Kingdom based on behaviorist teaching practices known as PPP, which soon popularized the field of language teaching and employed by many professional schools throughout the world. However, due to ignoring the communication as a main goal of language learning, this approach came under serious attacks and criticisms by various scholars from 1990s onwards. The present paper is an attempt to critically look at this issue from several perspectives: First, in order to know the three Ps approach, this article will present its main characteristics and principles. Second, it will ela...

Following the 1960s and paradigm shift from teaching to learning, many researchers began to explo... more Following the 1960s and paradigm shift from teaching to learning, many researchers began to explore factors affecting communicative competence in the L2. One of these learner variables which exerts a great influence upon second language learning is willingness to communicate. Accordingly, the present study attempted to investigate the relationship between Iranian EFL Learners’ age and their willingness to communicate (WTC). To this end, 30 upper Intermediate learners (19 females and 11 males) were randomly selected from an English language Institute in Hamedan. Participants were asked to fill out the WTC questionnaire developed by MacIntyre et al. (2001). The results revealed that there is not a significant relationship between age and WTC of the participants. Therefore, to explore whether age has any influence on the WTC performance, four age groups were defined. Before running the ANOVA test, the homogeneity of variance test was examined. The results of the ANOVA test revealed th...

Applied Linguistics, 2019

Listening is referred to by many scholars as the most important as well as the most complicated s... more Listening is referred to by many scholars as the most important as well as the most complicated skill in the language, which can cause mental fatigue in the learners. This study was an attempt to investigate the relationship between L2 listening comprehension and listening fatigue among Iranian EFL learners. For this purpose, 86 intermediate and upper-intermediate Iranian EFL learners randomly selected after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized in order to gather the necessary data. Afterwards, during the qualitative phase, oral interviews were employed to obtain 30 % of the participant’s’ attitudes about the relationship between listening comprehension and listening fatigue. Applying a Pearson product-moment correlation revealed that there was a significant relationship between ...

This study aimed to investigate the relationship between Iranian EFL learners’ gender and their w... more This study aimed to investigate the relationship between Iranian EFL learners’ gender and their willingness to communicate (WTC). It was also an attempt to investigate the relationship between WTC inside and outside the classroom, in general, and among male and female Iranian English language learners inside and outside the classroom situations, in particular. To this end, 30 advanced learners consisting of 15 males and 15 females were randomly selected from an English Language Institute in Asadabad, Hamedan. They were asked to fill out the WTC questionnaire developed by MacIntyre, Baker, Clément, and Conrod (2001). Applying an independent t-test, it was revealed that Iranian EFL female learners are more willing to communicate compared to their male counterparts. Also, the results of another independent t-test showed that Iranian EFL learners’ willingness to communicate does not differ significantly inside and outside the classroom contexts. Finally, the results of a Two-Way ANOVA r...

Modern Journal of Language Teaching Methods, 2015

IntroductionDeveloping a coherent and cohesive piece of writing that communicates effectively is ... more IntroductionDeveloping a coherent and cohesive piece of writing that communicates effectively is probably the most demanding task top perform in a second/foreign language (Nunan, 1999). In fact, the difficulty of producing high-quality writing is up to a degree that even the majority of educated individuals do not master the skills of writing in their native language (Celce-Murcia, 2001). This difficulty is out there due to the fact that writing is a complicated and multifaceted skill, and it involves much more than just the language (Tsai & Lin, 2012). Thinking, reflecting, generating ideas, selection of ideas, arrangement of ideas, adhering of ideas, paraphrasing and summarizing ideas, grammar, structures, vocabulary, cohesion, coherence, and many other qualifications should collaborate effectively for a piece of writing to come to existence (Zamel, 1983).Besides various techniques that have been devised and implemented throughout years in order to develop the skills of writing in...

Modern Journal of Language Teaching Methods, 2015

IntroductionMeisel (2011) argues that the two acquisition types differ in fundamental ways and ca... more IntroductionMeisel (2011) argues that the two acquisition types differ in fundamental ways and can be justified through various parallels and differences between first and second language acquisition. There is this fact that important differences (and parallels) can be observed in L2 studies. What is controversial among researchers is whether they just reflect superficial deviations from what is typically found in L1 development or whether they are essential in what they illustrate that the knowledge underlying those systems are distinct .Bley-Vroman (1990, cited in Meisel, 2011) believes that there are 10 differences between the two types of language acquisition.1. Lack of success2. General failure3. Variation in success, course, and strategy4. Variation in goals5. Correlation in age and proficiency6. Fossilization7. Indeterminate intuitions8. Importance of instruction9. Negative evidence10. Role of affective factors.Meisel (2011) in his paper argues that there is a contrast betwee...

Modern Journal of Language Teaching Methods, 2015

1. IntroductionMost learners may take it for granted that the intended meaning of the author hes ... more 1. IntroductionMost learners may take it for granted that the intended meaning of the author hes in the written text, and reading is no more than a process of obtaining meaning from the source. Unfortunately, they approach reading passively, mostly utilizing a bilingual dictionary, thus wasting their time over direct sentence-by-sentence translations. Despite ah the efforts, their reading comprehension remains poor. To increase the reading comprehension ability in English, Alfassi (2004) states that students should grasp the meaning of text, critically evaluate the message, remember the content, and flexibly use the new-found knowledge. Since reading is a complicated cognitive process, it is very significant for teachers to instruct students to take active control of their own comprehension processes.Mastering learning is a significant part of learning a foreign language. Not only can it assist language learners to learn vocabulary, acquire basic structures, and improve the necessar...

Journal of Applied Linguistics and Language Research, Oct 1, 2014

The realm of language acquisition, either first or second language, has been under the influence ... more The realm of language acquisition, either first or second language, has been under the influence of three major theories, namely Behaviorism, Innativism, and Interactionism. The key figures in these schools of thought are Skinner, Chomsky, and Vygotsky respectively. Each theory has contributed to the field by highlighting a specific aspect of the language acquisition process. Behaviorist theory has given the main role to the environment, introducing the concepts of imitation and habit-formation. On the other hand, the innativist theory has focused on the role of mind and cognitive processes in language learning. Taking advantage of both the behaviorist and innativist theories, in the 19th century, the interactinist approach emerged which concentrated on the role of social interaction in language learning. Based on this approach, learners should be exposed to comprehensible, negotiated, or modified input in their attempts to acquire a language. In the same line, the present article tries to provide a critical literature on the interactionist approach in second language learning. Therefore, this review first sheds light on the major theoretical points introduced by this theory; then it tries to discuss some of the main implications and applications of the social interactionist approach in the domain of second language learning.

Advances in English Linguistics, Dec 14, 2012

Due to the emergence of new approaches and theories, a lot of changes have occurred in all aspect... more Due to the emergence of new approaches and theories, a lot of changes have occurred in all aspects of language teaching and learning. Language syllabus as an important part of each teaching methodology has not been an exception and has undergone the same changes through the processes of language curriculum development and syllabus design. Based on learners’ needs and course objectives essential to require, a variety of language syllabus types have been devised in every specific point of time. However, generally speaking, two extremes seem remarkable in this respect, which draw a dividing line between various syllabus types. At one end, there are Type A product-oriented synthetic syllabuses which focus on what to be learned in the language, whereas in the other end there are Type B process-oriented analytic syllabi which operate in terms of the purposes for which people are learning language and consequently concentrate on how a second language should be learned. In addition to these two general categories, a third type of syllabus, known as the proportional syllabus, emerged in 1980s which possessed a hybrid dynamic nature merging different features of the previous syllabus types. The current article attempts to first take a short look at the syllabuses involved in these two extremes, and second focuses on the features and advantages of the proportional syllabus over the previous ones. Finally, the implications and applications of applying the proportional syllabus will be discussed both for syllabus designers and language teachers.

Considering the importance of computer technology, the current study aimed at finding the effects... more Considering the importance of computer technology, the current study aimed at finding the effects of CALL on vocabulary learning of Iranian intermediate EFL Learners. For this purpose, sixty-two intermediate EFL learners, both male and female, aged from 16 to 18, studying New Interchange book 3 at Poya-Simin language institute in Iran were invited to take part in this research. The Oxford Proficiency Test was administered in order to have homogenized participants. Forty homogenized participants were chosen. They were then randomly put into two twenty-member groups. The experimental group was given the vocabulary teaching software (a computer software designed by the researcher for learning vocabularies) and Longman computerized dictionary version 2011. They were also provided with teacher e-feedback through email during the treatment sessions. The control group received no software and vocabularies were taught using the conventional ways with the help of a paper dictionary. A thirty...

ELLTER Journal, 2020

Applied Linguistics, 2019

Modern Journal of Language Teaching Methods, 2015

Journal of Applied Linguistics and Language Research, Oct 1, 2014

Advances in English Linguistics, Dec 14, 2012

This study investigated the use of language learning strategies by Iranian EFL learners beginning... more This study investigated the use of language learning strategies by Iranian EFL learners beginning to learn English at different ages. Both quantitative and qualitative data were collected through questionnaires and interviews. The quantitative results of the study showed that there was no statistically significant difference in the frequency of use and choice of language learning strategies between the younger and older beginners. There was also no statistically significant relationship between the frequency of strategy use and the students' starting ages in learning English. However the qualitative results of the study showed that there were differences in the frequency and choice of strategy use between the younger and older beginners. Students with different starting ages used different language learning strategies and they had different reasons for their strategy choice. The results also indicated that students who started learning English at different ages had different attitudes and goals towards learning English. The older beginners regarded English as a subject which they needed for further studies and future careers. The young beginners regarded English as a language for communication. The present research reflected that strategy training was necessary to enhance second language learning as the students' frequency and choice of strategy use were greatly influenced by teachers' advice and explicit teaching.

Keywords: Language learning strategies, Iranian EFL learners, Strategy training

This study was an attempt to investigate the learning strategy use of monolinguals and bilinguals... more This study was an attempt to investigate the learning strategy use of monolinguals and bilinguals in approaching English as a foreign language. It is also an attempt to compare the strategy use of male and female bilinguals. For this purpose, 60 junior and senior students including 30 Persian-speaking monolinguals (15 males and 15 females) and 30 Kurdish-Persian speaking bilinguals (15 males and 15 females) were selected from among Iranian EFL learners studying English Literature at Ilam State and Azad universities. They were asked to fill out Oxford’s (1980, 1990) 50-item version of the Strategy Inventory for Language Learning (SILL). After data were gathered, descriptive statistics for the strategy use of monolinguals and bilinguals were calculated. The result of the independent t-test revealed that there wasn’t any significant difference between the two groups in their strategy use. Also, the use of separate t-tests for the six categories strengthened this conclusion and no significant difference was found between the two groups regarding the six categories of the SILL. The results of the chi-square test also indicated that there was not any significant difference in the strategy use for individual items between the two groups except for three items. After that, running the independent t-test showed that the difference between male and female bilinguals’ strategy use was statistically significant in favor of male bilinguals. The use of separate t-tests for the six categories of the SILL indicated that the strategy use was again statistically significant in favor of male bilinguals. Then, the use of chi-square test showed that for 12 items on the SILL the difference between the strategy use of male and female bilinguals was statistically significant in favor of males.

Keywords: Language Learning Strtaegies, Monolingual, Bilingual

Listening skill, Listening strategies

The present study was an attempt to investigate the relationship between language learners' anxie... more The present study was an attempt to investigate the relationship between language learners' anxiety and their achievement in language learning. For this purpose, 20 senior students were randomly selected from among Iranian EFL learners studying English Translation at Azad University of Toyserkan, Hamedan. They were asked to fill out a questionnaire developed by Stein et al. (2001) consisting of 20 statements describing worry reactions and attitudes toward testing situations. After data were gathered, descriptive statistics including the means and the standard deviations were computed to analyze the obtained data. The results of the independent t-test rejected the research null hypothesis and indicated that there is a relationship between students' anxiety and their achievement in language learning. The findings of this study can be used by syllabus designers and teachers in designing stress and time management programs along with a wellstructured curriculum in order to reduce test anxiety in students.
Keywords: Anxiety ,Language Achievement

With the use of drama, we want to find a systematic approach to education which invites pupils to... more With the use of drama, we want to find a systematic approach to education
which invites pupils to participate, to search, to use their creativity and aesthetic competence. In addition, we want them to learn to see and feel the experience of drama, and to invite them to communicate in a better way, improving their oral skills. This has not been developed in an adequate way, because teachers have focused their efforts on reading and writing. There are many reasons in favor of using drama as a pedagogic technique in the language classroom. It is fun and entertaining and can therefore provide motivation to learn. It can provide varied opportunities for different uses of language and because it engages feelings it can provide a rich experience of language for the participants. Drama is inevitably learner-centered because it can only operate through active cooperation. It is therefore a social activity and thus embodies much of the theory that has emphasized the social and communal, as opposed to the purely individual, aspects of learning Several dramatic activities such as scenarios, improvisation, role-play, different games, and simulation has been discussed in this paper.

Key Words: Drama; Communicative Language Teaching (CLT); Simulation; Role-Play; Scenario; Improvisation

In response to requests, invitations, offers, and suggestions, acceptance or agreement are usuall... more In response to requests, invitations, offers, and suggestions, acceptance or agreement are usually preferred and refusing or rejecting is not. Refusals and rejections can mean disapproval of the interlocutor's idea and therefore, a threat to the interlocutor's face. While acceptance or agreement tend to be used in direct language without much delay, mitigation, or explanation, refusals tend to be indirect, include mitigation, and/or delay within the turn or across turns. The delay probably shows that the refuser has a good reason for refusing and may imply that the refuser would accept or agree instead if it were possible or practical.
In this paper, the language patterns used to make refusals by both males and females with different status and in various situations are compared and whether the responses are direct or indirect is considered. The results show that there is no evidence of variation generally but in some situations a little variation was observed.

Key Words: Refusal, Direct Refusal, Indirect Refusal, Status Differentials.