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Papers by Farzad Mahmoudi Largani

Research paper thumbnail of Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities

The Journal of AsiaTEFL

This study investigated whether metacognitive instruction affected, first, Iranian EFL learners' ... more This study investigated whether metacognitive instruction affected, first, Iranian EFL learners' listening comprehension and, second, skilled vs. less-skilled listeners' comprehension. Fifty nine upper-intermediate level learners were selected from two intact classes to participate in 16 sessions. The classes were randomly assigned to the experimental and the control groups. Participants in the experimental group were further divided into skilled and less-skilled listeners based on their listening pretest scores. The treatment in the experimental group centered on practicing integrated experiential listening activities while the control group practiced the product approach. All the participants took listening comprehension tests as a pretest, immediate posttest, and delayed posttest. Results showed significant differences between the experimental and the control groups at immediate and delayed posttests, and a significant progress in the experimental group's performance over time. Comparing the skilled and less-skilled listeners' performance showed a significant difference at the pretest. Track of changes indicated significant improvements in the less-skilled listeners over time, while the skilled listeners' performance only improved significantly from pretest to immediate posttest. The findings expanded on the previous findings that metacognitive listening instruction is an invaluable approach to fostering listening comprehension. Additionally, it presented important implications to be considered in listening classrooms.

Research paper thumbnail of The Interplay between Ethnic Identities and Social Attitude toward Foreign Language Learning and Language Proficiency of Young Gilak EFL Learners

As a social-psychological phenomenon, language learning involves several factors. The two signifi... more As a social-psychological phenomenon, language learning involves several factors. The two significant factors that attracted scholars’ attention recently are ethnicity and social attitude toward L2. Taking in to account this issue, the present study sought to investigate the relationship between Gilak ethnic identity, social attitude toward foreign language, and L2 proficiency. Using purposive sampling, 109 BA students (both male and female) majoring in the fields of English literature and Translation were selected from two branches of Islamic Azad University in Gilan province, Iran. The age of the participants ranged from 19 to 24. Three instruments including the TOEFL Test, General Ethnicity Questionnaire, and Attitudes towards Foreign Language Learning Scale were used for the purpose of data collection. The results of Pearson correlation coefficient and multiple regressions revealed that there was no significant correlation between learner’s social attitude towards L2 and their e...

Research paper thumbnail of The potentiality of computer-based feedback in fostering EFL learners’ writing performance, self-regulation ability, and self-efficacy beliefs

Journal of Computers in Education

Research paper thumbnail of The Interplay between Ethnic Identities and Social Attitude toward Foreign Language Learning and Language Proficiency of Young Gilak EFL Learners

As a social-psychological phenomenon, language learning involves several factors. The two signifi... more As a social-psychological phenomenon, language learning involves several factors. The two significant factors that attracted scholars’ attention recently are ethnicity and social attitude toward L2. Taking in to account this issue, the present study sought to investigate the relationship between Gilak ethnic identity, social attitude toward foreign language, and L2 proficiency. Using purposive sampling, 109 BA students (both male and female) majoring in the fields of English literature and Translation were selected from two branches of Islamic Azad University in Gilan province, Iran. The age of the participants ranged from 19 to 24. Three instruments including the TOEFL Test, General Ethnicity Questionnaire, and Attitudes towards Foreign Language Learning Scale were used for the purpose of data collection. The results of Pearson correlation coefficient and multiple regressions revealed that there was no significant correlation between learner’s social attitude towards L2 and their e...

Research paper thumbnail of Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count?

Education and Information Technologies

Research paper thumbnail of Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching

International Journal of Research in English Education

By the advent of communicative language teaching, the view of language researchers has altered fr... more By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning-based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers' attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers' knowledge and attitude toward Task and Task-based Language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.

Research paper thumbnail of Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching

International Journal of Research in English Education

By the advent of communicative language teaching, the view of language researchers has altered fr... more By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning-based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers' attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers' knowledge and attitude toward Task and Task-based Language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.

Research paper thumbnail of Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities

The Journal of AsiaTEFL

This study investigated whether metacognitive instruction affected, first, Iranian EFL learners' ... more This study investigated whether metacognitive instruction affected, first, Iranian EFL learners' listening comprehension and, second, skilled vs. less-skilled listeners' comprehension. Fifty nine upper-intermediate level learners were selected from two intact classes to participate in 16 sessions. The classes were randomly assigned to the experimental and the control groups. Participants in the experimental group were further divided into skilled and less-skilled listeners based on their listening pretest scores. The treatment in the experimental group centered on practicing integrated experiential listening activities while the control group practiced the product approach. All the participants took listening comprehension tests as a pretest, immediate posttest, and delayed posttest. Results showed significant differences between the experimental and the control groups at immediate and delayed posttests, and a significant progress in the experimental group's performance over time. Comparing the skilled and less-skilled listeners' performance showed a significant difference at the pretest. Track of changes indicated significant improvements in the less-skilled listeners over time, while the skilled listeners' performance only improved significantly from pretest to immediate posttest. The findings expanded on the previous findings that metacognitive listening instruction is an invaluable approach to fostering listening comprehension. Additionally, it presented important implications to be considered in listening classrooms.

Research paper thumbnail of The Interplay between Ethnic Identities and Social Attitude toward Foreign Language Learning and Language Proficiency of Young Gilak EFL Learners

As a social-psychological phenomenon, language learning involves several factors. The two signifi... more As a social-psychological phenomenon, language learning involves several factors. The two significant factors that attracted scholars’ attention recently are ethnicity and social attitude toward L2. Taking in to account this issue, the present study sought to investigate the relationship between Gilak ethnic identity, social attitude toward foreign language, and L2 proficiency. Using purposive sampling, 109 BA students (both male and female) majoring in the fields of English literature and Translation were selected from two branches of Islamic Azad University in Gilan province, Iran. The age of the participants ranged from 19 to 24. Three instruments including the TOEFL Test, General Ethnicity Questionnaire, and Attitudes towards Foreign Language Learning Scale were used for the purpose of data collection. The results of Pearson correlation coefficient and multiple regressions revealed that there was no significant correlation between learner’s social attitude towards L2 and their e...

Research paper thumbnail of The potentiality of computer-based feedback in fostering EFL learners’ writing performance, self-regulation ability, and self-efficacy beliefs

Journal of Computers in Education

Research paper thumbnail of The Interplay between Ethnic Identities and Social Attitude toward Foreign Language Learning and Language Proficiency of Young Gilak EFL Learners

As a social-psychological phenomenon, language learning involves several factors. The two signifi... more As a social-psychological phenomenon, language learning involves several factors. The two significant factors that attracted scholars’ attention recently are ethnicity and social attitude toward L2. Taking in to account this issue, the present study sought to investigate the relationship between Gilak ethnic identity, social attitude toward foreign language, and L2 proficiency. Using purposive sampling, 109 BA students (both male and female) majoring in the fields of English literature and Translation were selected from two branches of Islamic Azad University in Gilan province, Iran. The age of the participants ranged from 19 to 24. Three instruments including the TOEFL Test, General Ethnicity Questionnaire, and Attitudes towards Foreign Language Learning Scale were used for the purpose of data collection. The results of Pearson correlation coefficient and multiple regressions revealed that there was no significant correlation between learner’s social attitude towards L2 and their e...

Research paper thumbnail of Exploring the effect of computer-mediated teacher feedback on the writing achievement of Iranian EFL learners: Does motivation count?

Education and Information Technologies

Research paper thumbnail of Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching

International Journal of Research in English Education

By the advent of communicative language teaching, the view of language researchers has altered fr... more By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning-based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers' attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers' knowledge and attitude toward Task and Task-based Language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.

Research paper thumbnail of Exploring Iranian EFL Teachers’ Perspectives on Task-based Language Teaching

International Journal of Research in English Education

By the advent of communicative language teaching, the view of language researchers has altered fr... more By the advent of communicative language teaching, the view of language researchers has altered from focusing on grammatical form towards meaning-based approaches to second language acquisition. But, less inclination is found in researchers to investigate into teachers' attitudes regarding the implementation of such an approach to classroom instruction. The purpose of this study is to investigate Iranian high school and private institute teachers' knowledge and attitude toward Task and Task-based Language Teaching. Furthermore, the reasons for choosing or avoiding implementing TBLT in the classrooms are investigated. So, a questionnaire consisting of four main parts was administered to 117 high school and institute teachers in Shiraz. Descriptive analysis indicated that the high school and institute teachers had good knowledge of TBLT principles. Moreover, they had positive attitudes toward TBLT, indicating a welcoming atmosphere toward the implementation of TBLT. Generally, no significant difference was found between the two groups of teacher. The findings revealed that the basic reason for implementing TBLT was the fact that it integrates the four language skills. Large classroom size and unfamiliarity of learners with TBLT were the basic reasons for avoiding the implementation of TBLT. The results suggested that EFL teachers can be hopeful to successfully apply TBLT in their classes, in both contexts.