Editorial welcome


Editorial Welcome
 
It  is  a  great  pleasure  to  be  writing  an
editorial  welcome  for  the  first  inaugural
issue  of  Applied  Research  in  English.
Research  on  language,  teaching  practices,
and  communication  patterns  has  been
growing  rapidly  both  nationally  and
internationally.  Therefore,  I  believe  the
publication  of  Applied  Research  in  English
is  timely.  More  specifically,  research  is
growing  rapidly  in  such  areas  as  classroom
discourse, gender issues in education, use of
technology  in  language  teaching,  curricula
innovation  in  language  education  and
sociolinguistic  practices  in  society,  among
others.  Obviously,  it  was  the  intersection  of
these  issues  and  the  desire  to  reflect  inter-disciplinary research paradigms that spurred
the creation of this journal. Furthermore, the
journal  makes  an  endeavour  to  bring
together researchers whose work falls within
areas such as approaches to the teaching and
learning  of  modern  languages  in  higher
education  and  cultural  expression  through
teaching  and  reading  literature.  The  journal
welcomes  potential  contributions  in  any  of
these areas for future editions.
 
The  articles  comprising  the  journal’s
inaugural  issue  reflect  the  journal’s  broad
scope. In the first study, Furtado and Pastell
argue that the Question Answer Relationship
(QAR) strategy equips students with tools to
successfully  decode  and  comprehend  what
they  read. Their study is based on an  action
research project over 18 days.  
 
In  “A  contrastive  study  of  compliment
responses  among  Persians  and  Australians:
The  effects  of  exposure  to  a  new  speech
community”,  Motaghi-Tabari  and
Beuzeville investigate whether Persians who
have been  exposed to Australian culture are
still  affected  by  their  cultural  norms—in
particular  by  the  politeness  system  taarof—
in  responding  to  compliments  in  an
intercultural  interaction.  The  results  of  their
study  show  that  although  there  are
similarities  in  the  choice  of  compliment
response  types  by  Australians  and  Persians
living  in  Australia,  there  are  still  some
differences.  
 
In “The comparative effects of song, picture
and  the  keyword  method  on  L2  vocabulary
recognition  and  production”,  Zarei  and
Salimi  investigate  the  effect  of  three
methods  of  vocabulary  presentation,  i.e.,
picture,  song,  and  the  keyword  method,  on
Iranian EFL learners' vocabulary recognition
and  production.  The  group  instructed
through  picture  had  the  best  performance,
followed  closely  by  the  group  instructed
through  the  keyword  method.  The  group
taught  through  the  song  method  performed
significantly  worse  than  both  the  picture
group  and  the  Keyword  Method  group.  The
findings of Zarei and Salimi’s study have
theoretical  and  practical  implications  for
teachers and practitioners.
 
 
In “Crossing the threshold of Iranian TEFL:
State  of  the  art”,  Pishghadam  and  Zabihi
shed light on what it means to teach English
as a foreign language (TEFL) in an Islamic-Iranian  context.  The  authors  introduce
Iranian  TEFL  as  the  successful  assertion  of
Iranian local culture against the cultural and
ideological  domination  of  the  West,  which
can  be  an  antidote  to  the  harshness  of  all
marginalizations  Iranians  have  suffered  for
centuries.  
 
In  the  fifth  study,  “Bringing  Classroom-Based Assessment into the EFL classroom”,
Andrew  Finch  describes  how  English  as  a

Foreign  Language  (EFL)  teachers  can  bring
reliable, valid, user-friendly  assessment into
their  classrooms,  and  thus  improve  the
quality  of  learning  that  occurs  there.  While
acknowledging  the  place  of  standardized,
summative  tests  in  contemporary  society,
Finch  suggests  that  CBA  in  the  EFL
classroom  can  enhance  long-term  learning
and  consequently  enable  and  empower
students  to  prepare  for  their  future  learning
needs.
 
Shomossi,  Ketabi  and  Eslami-Rasekh’s
study  is  an  attempt  to  help  Persian  learners
develop  a  sense  of  audience  awareness  in
writing.  Thirty  five  Persian  students  of
English  were  trained  with  a  focus  on
process-oriented instruction. In sum, training
Persian  learners  resulted  in  their  enhanced
awareness  of  strategies  they  can  adopt  for
audience considerations.
 
Finally,  in  “On the  modernist  elements  of
‘Ithaca’ chapter in Joyce’s Ulysses”, Abbasi
and Datli Beigi take us to the amazing world
of literature by showing how the human race
is  perceived  by  Joyce.  Also,  the  authors
reveal  how  the  employed  elements  depict  a
modern  picture  of  the  modern  man.  In  this
connection,  some  modern  aspects  of  the
language  used  by  Joyce  and  the  narrative
structure of the work are discussed.  
 
We all have much to learn from each other.
Interdisciplinary  collaboration  is  now  more
expected than ever because of technological
advancements  which  have  facilitated  the
dissemination  of  scholarly  communication.
We  hope  to  establish  a  forum  for  academic
discussion.  We  very  much  welcome  your
feedback on our inaugural issue.
 
Best wishes,
Saeed Ketabi, PhD (Editor-in-Chief)