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IJALEL Future, Current & Past Issues by Mohammad ali ayatollahi
by International Journal of Applied Linguistics & English Literature [IJALEL], Muhammed Ali, Mahdi Araghi, Irum Abbasi, Sami Alanazi, Amna Al Neyadi, Mohammad ali ayatollahi, Nandinerdene Osorjamaa, Malahat Yousefzadeh, Godarz Alibakhshi, Fatemeh Takallou, Majid Mobasheri, Ailar Moghaddam, Gh. F. Khalili, milad mahtabi, Khalid Al Hariri, Abdunasir Sideeg, and DOSSOUMOU Michel
Papers by Mohammad ali ayatollahi
Vision: Journal for Language and Foreign Language Learning, Aug 29, 2022
Language Related Research
English Language Teaching, 2016
Many studies have been conducted on peer feedback in the fields of education in general and appli... more Many studies have been conducted on peer feedback in the fields of education in general and applied linguistics in particular. In spite of peer feedback’s popularity and benefits, there are some gaps in the peer feedback research. To fill the gaps, this study, through using a quasi-experimental design, tried to compare the effects of classroom peer-feedback with those of teacher-feedback on improving self confidence among Iranian EFL learners. Recruiting two classes with 30 and 29 participants as control and experimental groups, the researchers gathered the data through administering a questionnaire. The data gathered from pretest and posttest questionnaires, were compared through t-test statistical procedure. The results indicated that both teacher and peer feedback resulted in higher self confidence among advance language learners. However, peer-feedback overrode teacher feedback in improving students' self confidence. The findings have implications for EFL teachers and mater...
English Language Teaching, 2017
This study investigated the effects of Interactive and Collaborative Instructional pedagogies on ... more This study investigated the effects of Interactive and Collaborative Instructional pedagogies on Iranian EFL learners' writing. It adopted pre-test and post-test control group quasi-experimental design with two experimental and one control groups. The participants were 90 college students in two branches of Islamic Azad University. The main data collection tool was an essay writing task. Data were analyzed using ANCOVA. Pre-test post-test comparisons revealed that students who received interactive pedagogy gained the most from the instruction t= -18.302; p = 0.000; p 0.5. The total variance accounted for by all the independent variables taken together was 51% (i.e. W2 = 0.51%). Findings indicated that interactive pedagogies befitted students more than collaborative ones.
Vision: Journal for Language and Foreign Language Learning, 2021
The present study aimed to detect and compare the most preferred teaching styles by Iranian Engli... more The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in ...
Quarterly Journal of Research and Planning in Higher …
Sultan Qaboos University Medical Journal [SQUMJ]
Infants usually say their first word at the age of 12 months; subsequently, within the next 6–12 ... more Infants usually say their first word at the age of 12 months; subsequently, within the next 6–12 months, they develop a vocabulary of approximately 50 words, along with the ability to make two-word combinations. However, late talkers (LTs) demonstrate delayed speech in the absence of hearing impairments, cognitive developmental issues or relevant birth history. The prevalence of late language emergence (LLE) in toddlers is reported to be 10–15%. Studies of LTs are both theoretically and clinically significant. Early diagnosis and clinical intervention may result in relatively stable speech capabilities by the early school years. The present article aimed to review both theoretical and empirical studies regarding LLE within the process of first language acquisition, as well as methods for the early diagnosis of delayed speech in children and the authors’ own clinical and theoretical recommendations. Keywords: Infants; Speech; Language Development; Speech-Language Pathology; Language ...
The purpose of this research paper was to investigate what level of guidance Iranian EFL instruct... more The purpose of this research paper was to investigate what level of guidance Iranian EFL instructors and students deem as optimal. For this purpose a theoretical framework which positions teaching styles on a continuum from the one which provides maximal guidance to the one which provides minimal guidance was employed. The participants in this study were 306 college students and 36 faculty members. The results showed that whereas the students consistently preferred teaching styles that provided moderate guidance, the instructors preferred different teaching styles with varying degrees of guidance depending on the nature of the course they taught.
Ideology plays an important role in our life. Translation and language are always sites of ideolo... more Ideology plays an important role in our life. Translation and language are always sites of ideological encounters. Translation is represented through a dominant ideology of any society. If translation theories and ideology put under scrutiny, evidences regarding the influence of cultural conflicts will be found in them. This paper is firstly aimed at investigating the analytical framework proposed by Hatim & Mason (1990, 1991, and 1997) to study and analyze the issues of Genre, discourse and text; and then for the purpose of studying the issue of ideology and its angles in translations. The focus of this study is the application of Hatim & Mason's analytical framework on J. D. Salinger's "The Catcher in the Rye " and its two Persian translations by Ahmad Karimi and Mohammad Najafi. From the ideological standpoint which affects the process of translation, enough probing has again been carried out into the very same work of literature. Worthy of mention would be th...
Language teacher assessment, like many aspects of second language teacher education, is changing.... more Language teacher assessment, like many aspects of second language teacher education, is changing. To understand factors that are driving the change, such as work of teaching generally, language teaching in particular, and the role of teachers' knowledge in teaching, this study examined language teacher assessment schemes across the globe. The aim was to arrive at a set of shared beliefs, attitudes, and values that specify the minimum knowledge, skills, and values that are necessary for foreign language teachers. In this study after reviewing the literature the opinions of a number of stakeholders were sought through Delphi method. The results indicated that Iranian stakeholders mainly thought of language teacher competency as knowledge of language- knowing about language, its grammar, form, and uses, so in their view assessing language teachers was simply a matter of testing teachers' knowledge of language.
Reflection is a professional development strategy that equips language teachers with opportunitie... more Reflection is a professional development strategy that equips language teachers with opportunities to explore, articulate and represent their own teaching practices. This research was conducted to evaluate the impact of English teachers’ reflection on EFL learners’ speaking proficiency as measured in terms of accuracy, fluency and complexity. Employing a quasi-experimental design, the researchers collected the required quantitative data through the audio recording of interviews conducted with the participants in the study and through a measure of teacher reflection. Sixty students (30 males and 30 females) and thirty instructors (15 males and 15 females) were randomly selected from English institutes in Bandar Abbas as the sample of the study. The results revealed that teachers’ reflectivity significantly affects Iranian EFL learners’ oral performance in terms of fluency and learners’ syntactic complexity of oral speech but it was found that those instructed by the high reflective ...
Journal of Modern Research in English Language Studies, 2017
This study investigated the effects of Interactive and Collaborative Instructional pedagogies on ... more This study investigated the effects of Interactive and Collaborative Instructional pedagogies on Iranian EFL learners' writing. It adopted pre-test and post-test control group quasi-experimental design with two experimental and one control groups. The participants were 90 college students in two branches of Islamic Azad University. The participants of the study were 90 male and female sophomore Iranian EFL students, 19 to 24 years of age. The main data collection tool was an essay writing task. This study used a factorial design with one control and two experimental groups. The Control Group (CG) received the usual traditional class. Experimental Group One (EG 1) received treatment in Interactive Writing for 13 weeks, while, Experimental group two (EG2) received treatment in Collaborative Writing. Data were analyzed using ANCOVA. Pre-test post-test comparisons revealed that students who received interactive pedagogy gained the most from the instruction t= - 18.302; p = 0.000; p&...
English Language Teaching, 2016
Many studies have been conducted on peer feedback in the fields of education in general and appli... more Many studies have been conducted on peer feedback in the fields of education in general and applied linguistics in particular. In spite of peer feedback's popularity and benefits, there are some gaps in the peer feedback research. To fill the gaps, this study, through using a quasi-experimental design, tried to compare the effects of classroom peer-feedback with those of teacher-feedback on improving self confidence among Iranian EFL learners. Recruiting two classes with 30 and 29 participants as control and experimental groups, the researchers gathered the data through administering a questionnaire. The data gathered from pretest and posttest questionnaires, were compared through t-test statistical procedure. The results indicated that both teacher and peer feedback resulted in higher self confidence among advance language learners. However, peer-feedback overrode teacher feedback in improving students' self confidence. The findings have implications for EFL teachers and ma...
International Journal of Applied Linguistics and English Literature
by International Journal of Applied Linguistics & English Literature [IJALEL], Muhammed Ali, Mahdi Araghi, Irum Abbasi, Sami Alanazi, Amna Al Neyadi, Mohammad ali ayatollahi, Nandinerdene Osorjamaa, Malahat Yousefzadeh, Godarz Alibakhshi, Fatemeh Takallou, Majid Mobasheri, Ailar Moghaddam, Gh. F. Khalili, milad mahtabi, Khalid Al Hariri, Abdunasir Sideeg, and DOSSOUMOU Michel
Vision: Journal for Language and Foreign Language Learning, Aug 29, 2022
Language Related Research
English Language Teaching, 2016
Many studies have been conducted on peer feedback in the fields of education in general and appli... more Many studies have been conducted on peer feedback in the fields of education in general and applied linguistics in particular. In spite of peer feedback’s popularity and benefits, there are some gaps in the peer feedback research. To fill the gaps, this study, through using a quasi-experimental design, tried to compare the effects of classroom peer-feedback with those of teacher-feedback on improving self confidence among Iranian EFL learners. Recruiting two classes with 30 and 29 participants as control and experimental groups, the researchers gathered the data through administering a questionnaire. The data gathered from pretest and posttest questionnaires, were compared through t-test statistical procedure. The results indicated that both teacher and peer feedback resulted in higher self confidence among advance language learners. However, peer-feedback overrode teacher feedback in improving students' self confidence. The findings have implications for EFL teachers and mater...
English Language Teaching, 2017
This study investigated the effects of Interactive and Collaborative Instructional pedagogies on ... more This study investigated the effects of Interactive and Collaborative Instructional pedagogies on Iranian EFL learners' writing. It adopted pre-test and post-test control group quasi-experimental design with two experimental and one control groups. The participants were 90 college students in two branches of Islamic Azad University. The main data collection tool was an essay writing task. Data were analyzed using ANCOVA. Pre-test post-test comparisons revealed that students who received interactive pedagogy gained the most from the instruction t= -18.302; p = 0.000; p 0.5. The total variance accounted for by all the independent variables taken together was 51% (i.e. W2 = 0.51%). Findings indicated that interactive pedagogies befitted students more than collaborative ones.
Vision: Journal for Language and Foreign Language Learning, 2021
The present study aimed to detect and compare the most preferred teaching styles by Iranian Engli... more The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in ...
Quarterly Journal of Research and Planning in Higher …
Sultan Qaboos University Medical Journal [SQUMJ]
Infants usually say their first word at the age of 12 months; subsequently, within the next 6–12 ... more Infants usually say their first word at the age of 12 months; subsequently, within the next 6–12 months, they develop a vocabulary of approximately 50 words, along with the ability to make two-word combinations. However, late talkers (LTs) demonstrate delayed speech in the absence of hearing impairments, cognitive developmental issues or relevant birth history. The prevalence of late language emergence (LLE) in toddlers is reported to be 10–15%. Studies of LTs are both theoretically and clinically significant. Early diagnosis and clinical intervention may result in relatively stable speech capabilities by the early school years. The present article aimed to review both theoretical and empirical studies regarding LLE within the process of first language acquisition, as well as methods for the early diagnosis of delayed speech in children and the authors’ own clinical and theoretical recommendations. Keywords: Infants; Speech; Language Development; Speech-Language Pathology; Language ...
The purpose of this research paper was to investigate what level of guidance Iranian EFL instruct... more The purpose of this research paper was to investigate what level of guidance Iranian EFL instructors and students deem as optimal. For this purpose a theoretical framework which positions teaching styles on a continuum from the one which provides maximal guidance to the one which provides minimal guidance was employed. The participants in this study were 306 college students and 36 faculty members. The results showed that whereas the students consistently preferred teaching styles that provided moderate guidance, the instructors preferred different teaching styles with varying degrees of guidance depending on the nature of the course they taught.
Ideology plays an important role in our life. Translation and language are always sites of ideolo... more Ideology plays an important role in our life. Translation and language are always sites of ideological encounters. Translation is represented through a dominant ideology of any society. If translation theories and ideology put under scrutiny, evidences regarding the influence of cultural conflicts will be found in them. This paper is firstly aimed at investigating the analytical framework proposed by Hatim & Mason (1990, 1991, and 1997) to study and analyze the issues of Genre, discourse and text; and then for the purpose of studying the issue of ideology and its angles in translations. The focus of this study is the application of Hatim & Mason's analytical framework on J. D. Salinger's "The Catcher in the Rye " and its two Persian translations by Ahmad Karimi and Mohammad Najafi. From the ideological standpoint which affects the process of translation, enough probing has again been carried out into the very same work of literature. Worthy of mention would be th...
Language teacher assessment, like many aspects of second language teacher education, is changing.... more Language teacher assessment, like many aspects of second language teacher education, is changing. To understand factors that are driving the change, such as work of teaching generally, language teaching in particular, and the role of teachers' knowledge in teaching, this study examined language teacher assessment schemes across the globe. The aim was to arrive at a set of shared beliefs, attitudes, and values that specify the minimum knowledge, skills, and values that are necessary for foreign language teachers. In this study after reviewing the literature the opinions of a number of stakeholders were sought through Delphi method. The results indicated that Iranian stakeholders mainly thought of language teacher competency as knowledge of language- knowing about language, its grammar, form, and uses, so in their view assessing language teachers was simply a matter of testing teachers' knowledge of language.
Reflection is a professional development strategy that equips language teachers with opportunitie... more Reflection is a professional development strategy that equips language teachers with opportunities to explore, articulate and represent their own teaching practices. This research was conducted to evaluate the impact of English teachers’ reflection on EFL learners’ speaking proficiency as measured in terms of accuracy, fluency and complexity. Employing a quasi-experimental design, the researchers collected the required quantitative data through the audio recording of interviews conducted with the participants in the study and through a measure of teacher reflection. Sixty students (30 males and 30 females) and thirty instructors (15 males and 15 females) were randomly selected from English institutes in Bandar Abbas as the sample of the study. The results revealed that teachers’ reflectivity significantly affects Iranian EFL learners’ oral performance in terms of fluency and learners’ syntactic complexity of oral speech but it was found that those instructed by the high reflective ...
Journal of Modern Research in English Language Studies, 2017
This study investigated the effects of Interactive and Collaborative Instructional pedagogies on ... more This study investigated the effects of Interactive and Collaborative Instructional pedagogies on Iranian EFL learners' writing. It adopted pre-test and post-test control group quasi-experimental design with two experimental and one control groups. The participants were 90 college students in two branches of Islamic Azad University. The participants of the study were 90 male and female sophomore Iranian EFL students, 19 to 24 years of age. The main data collection tool was an essay writing task. This study used a factorial design with one control and two experimental groups. The Control Group (CG) received the usual traditional class. Experimental Group One (EG 1) received treatment in Interactive Writing for 13 weeks, while, Experimental group two (EG2) received treatment in Collaborative Writing. Data were analyzed using ANCOVA. Pre-test post-test comparisons revealed that students who received interactive pedagogy gained the most from the instruction t= - 18.302; p = 0.000; p&...
English Language Teaching, 2016
Many studies have been conducted on peer feedback in the fields of education in general and appli... more Many studies have been conducted on peer feedback in the fields of education in general and applied linguistics in particular. In spite of peer feedback's popularity and benefits, there are some gaps in the peer feedback research. To fill the gaps, this study, through using a quasi-experimental design, tried to compare the effects of classroom peer-feedback with those of teacher-feedback on improving self confidence among Iranian EFL learners. Recruiting two classes with 30 and 29 participants as control and experimental groups, the researchers gathered the data through administering a questionnaire. The data gathered from pretest and posttest questionnaires, were compared through t-test statistical procedure. The results indicated that both teacher and peer feedback resulted in higher self confidence among advance language learners. However, peer-feedback overrode teacher feedback in improving students' self confidence. The findings have implications for EFL teachers and ma...
International Journal of Applied Linguistics and English Literature