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In the field of English as a foreign language teaching, an examination of learner needs involves multiple interacting and contextualized variables. The current descriptive study explored the motivational needs of Iranian EFL university students. The NEO-FFI, a validated 60-item instrument based on the Five-Factor Model (Costa & McCrea, 1992), was administered to categorize participants into introverts, extroverts and ambiverts using standardized thresholds. A total of 56 participants completed the Persian version of NEO-FFI questionnaire. This questionnaire measures 5 personality dimensions, yet in this research only the extroversion scale was used. Then, the responses to NEO-FFI items were analyzed to identify the participants’ personality orientations. This was followed by 12 in-depth interviews with four subgroups of introverted/extroverted learners studying in hard and soft academic disciplines who volunteered to communicate their motivational needs. The results show that introverted students in soft sciences required to have emotional involvement with their learning, curiosity and a chance to connect their identity with English. The introverted learners in hard sciences described their motivational needs by focusing on development through future academic and career goals, precision in learning and structured learning around long-term planning. These learners required content that justified English as a viable tool within their professional framework. Extroverted learners in soft disciplines expressed motivational needs associated with peer engagement and participation in class as well as teacher feedback. They were especially motivated in educational environments where there was social support and cultural integration through English. The extroverted learners in hard sciences placed their motivational needs within the scope of external validation along with competitive tasks and goal-driven instruction to secure outcomes such as job or academic success. These learners were also highly sensitive to in-class recognition and praise from instructors. This study concludes that motivational needs of students are not homogeneous but vary according to both personality orientation and academic discipline. Incorporating the findings into practice could enable more learner-centered pedagogy and foster broader insights into motivation in EFL pedagogies to support sustain motivation across diverse learner profiles.
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In the field of second language acquisition, individual differences are one the most critical factors that influence learning a second language and learners’ use of strategies. Among individual differences, motivation has proved its significant role in language achievement. Therefore, this study investigated the relationship among Iranian EFL learners’ regulatory focus, regulatory mode and deep learning selfregulated strategies. The participants of this causal study were 429 Iranian EFL learners who all were undergraduate students from both genders. The participants completed regulatory focus, regulatory mode, and deep learning self-regulated strategies questionnaires. The data analysis showed significant relationships among participants regulatory focus (promotion and prevention), regulatory mode (assessment and locomotion), and deep learning strategies (basic learning selfregulation strategies, visual elaboration and summarizing strategies, deep information processing strategies, and social learning self-regulation strategies). The findings showed that there was a significant positive relationship between regulatory focus, critically promotion-focus and deep learning strategies. The relationship between learners’ promotion foci and their use of each subset of deep learning strategies was about equal and there were no meaningful differences among them. In addition, data analysis showed a significant positive relationship between regulatory mode and deep learning strategies. Moreover, locomotion-oriented learners had better operation in using deep learning strategies and their subset strategies. On the other hand, assessment learners used only basic learning self-regulation and deep information processing strategies. This study has implications for language educators, practitioners, and policymakers to address individual differences and create supportive learning environments.
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In the increasingly competitive landscape of the global hospitality industry, hotel websites play a pivotal role in attracting and engaging international clients. This study investigates the generic move structure of written promotional content of hotel websites within expanding, outer, and inner circle countries. It also demonstrates the keywords which are highly characteristic of the promotional genre in the hospitality sector. Established in genre analysis frameworks from English for Specific Purposes and Systemic Functional Linguistics, the research examines how promotional texts are strategically constructed to fulfill particular communicative purposes. The study adopted a corpus-driven approach in conducting move analysis and keyword analysis. The analysis was inherently qualitative, while also a supplementary quantitative analysis was used to show the differences observed across the expanding, outer, and inner circles of English usage. The findings revealed a set of core promotional moves common across all three circles, while also highlighting significant variations in the frequency and realization of the identified moves and sub-moves, suggesting contextual influences on genre development. Additionally, keyword analysis, using AntConc software, further uncovered distinct linguistic resources which enhanced the persuasive power of the promotional texts. The results can contribute to the literature on promotional genres by offering a context-sensitive model for understanding promotional texts of hotel websites. As a consequence, the study offers valuable guidance for ESP instruction, aiming to prepare authors of promotional content for real-world business communication. By illustrating how promotional content is rhetorically structured across the three English circles, the study can support more informed instructional practices aimed at enhancing the communicative effectiveness of learners in business and hospitality fields. The insights are also relevant to digital marketing, where keyword use can significantly increase online visibility and audience engagement. Keywords: Expanding circle; Hotel; Inner circle; Keyword analysis; Move analysis; Outer circle; Promotional strategies
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In the recent decades, the use of technology in the classroom to teach English as a Foreign Language (EFL) has significantly increased. Advances in technology are reshaping learning, and digital storytelling is one such emerging field that can help teachers and students. This provides many incredible opportunities for schools and instructors to integrate technology into the classroom and improve teaching effectiveness. While the literature contains research on the use of digital storytelling in various educational contexts , research on the efficacy of DS in Iranian public schools in terms of vocabulary acquisition, grammatical knowledge, and studentsʹ speaking abilities is very limited. Therefore, the present study investigated the extent to which digital storytelling could contribute to an increase in students’ vocabulary repertoire, grammatical knowledge, and speaking proficiency. It also examined students’ attitudes on the use of digital storytelling in learning environments. The current study included 86 EFL female students. In this quasi-experimental study, the experimental group (n = 43) created 6 digital stories within a 9-month implementation process. The Oxford Placement Test (OPT) was used to divide the participants into the control and experimental groups, and a teacher-made test of vocabulary and grammar and the speaking test were used as data collection tools. After 36-session (9 months) of the program, students were again evaluated regarding their knowledge of grammar and vocabulary as well as their speaking ability. Finally, to evaluate the learners’ attitudes and feelings towards the effectiveness of the digital storytelling instruction, semi-structured interviews were carried out. The results indicated significant improvements in students’ vocabulary repertoire, grammatical knowledge, and speaking proficiency after digital storytelling activity. Learners with digital storytelling treatment had high scores on the post-tests. Therefore, it can be claimed that digital storytelling does improve participants’ acquisition of vocabulary, grammar knowledge, and their oral skills. Moreover, another finding was that the effect of digital storytelling was more significant in participants’ acquisition of vocabulary and grammar rather than speaking. Furthermore, the results obtained from the interviews were indicative of the participants’ beliefs in the superiority of the digital storytelling instruction in comparison to what they had already come across in English classes. Overall, the findings revealed that digital storytelling might be an essential and successful tool that can be used in learning environments to assist studentsʹ development of language skills. As for the implications of the study, the findings of the current study can assist teachers in becoming familiar with digital storytelling and learning how to take advantage of this area to enhance students’ language skills. Besides, the results indicate that digital storytelling (DST) provides students with valuable opportunities such as enhancing their language skills, increasing self-confidence and improving communication skills, becoming familiar with technology resources applicable in education, developing 21st-century literacy skills, and assisting learners to learn interactively during covid-19 pandemic. Finally, material developers can take advantage of integrating digital technologies to the learning tasks.
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Isfahan University of Technology English Language Center TitleA Coh Metrix Analysis of Language Varieties between theAbstracts of the Journal Articles of Iranian American and British researchers A Thesis Presented to The English Language Center Isfahan University of Technology In Partial Fulfillment of the Requirements for the Master s Degree in Teaching English as a Foreign Language Supervisor Gholam Reza Zarei PhD Advisor Hassan Jalali PhD By Farzaneh Tamizi January 2018
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Isfahan University of Technology English Language CenterLexical Bundles in the Abstract and Conclusion Sections of Research Articles The Case of Applied Linguistics and Information Technology A Thesis Presented to The English Language Center Isfahan University of Technology In Partial Fulfillment of the Requirements for the Master s Degree in Teaching English as a Foreign Language Supervisor Dr Hassan Jalali Advisor Dr Momene Ghadiri Modarres By Nahid Shahmoradi June 2020 ii
