Applied Research on English Language

1. Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model

Zeinab Sazegar; Hamid Ashraf; Khalil Motallebzadeh

Volume 10, Issue 1 , January 2021, Pages 1-32

http://dx.doi.org/10.22108/are.2020.121574.1540

Abstract

Whether acknowledged or neglected by educators, the hidden curriculum is present in every institute. Therefore, studying the hidden curriculum is essential to understand how it functions ... Read More Whether acknowledged or neglected by educators, the hidden curriculum is present in every institute. Therefore, studying the hidden curriculum is essential to understand how it functions within an English language institute’s setting and among those within it. The purpose of this study was to design and validate a scale to measure language teachers’ perspectives on English as a Foreign Language (EFL) hidden curriculum by the application of the Rasch model. The review of the literature indicated the lack of sufficient research on the investigation of EFL hidden curriculum components in the view of EFL teachers. To fill the existing gap in the literature, a 40-item questionnaire was devised and validated, then 164 Iranian EFL teachers, teaching at different language institutes were asked to reply to the questionnaire. In this study, hidden curriculum components were based on Saylor, Alexander, and Lewis’ (1981) perspectives. Accordingly, items were classified into three different constructs, namely the social atmosphere (including 15 items), the organizational structure of the English Language Institute (consisting of 14 items), and the interaction between teachers and learners (including 11 items). The results showed that the questionnaire items fitted the Rasch model after removing six items from the scale. Moreover, it was confirmed that the scale enjoyed suitable reliability. This proposes that the questionnaire is potentially valid and can be used as a measure of EFL hidden curriculum. One of the study implications is that the questionnaire designed and validated in this study can be used as a research tool in future research to assist policymakers and material designers, institutions’ administrators, and language teachers to be considered for future decision making, and designing materials. It also can be used as a research tool to measure the relationship between EFL hidden curriculum and other variables in future research.

1. The Most Frequent Idioms Used in Contemporary American English: A Corpus-based Study

Elaheh Rafatbakhsh; Alireza Ahmadi

Volume 9, Issue 2 , April 2020, , Pages 205-228

http://dx.doi.org/10.22108/are.2019.114449.1389

Abstract

As a fascinating and colorful part of English language, idioms highly affect fluency, but they are quite difficult to teach and learn, and they have often been neglected particularly ... Read More

2. The Effectiveness of Critical Thinking on Enhancing Productive Skills among Iranian EFL Pre-Intermediate Learners

Maryam Kaviani; Davood Mashhadi Heidar

Volume 9, Issue 3 , July 2020, , Pages 303-324

http://dx.doi.org/10.22108/are.2019.118748.1489

Abstract

In regard to recent revolution in the education domain, English Language Teaching (ELT) assigns a sociopolitical dimension to itself in the light of Critical Pedagogy. The present study, ... Read More

3. A Study of the Effect of Dictogloss as a Medium of Form-focused Instruction on Vocabulary versus Grammar Development of Iranian EFL Learners

Mohammad Zohrabi; Zahra Tahmasebi

Volume 9, Issue 2 , April 2020, , Pages 183-204

http://dx.doi.org/10.22108/are.2019.117960.1473

Abstract

Vocabulary and grammar are two significant components of English which learners often find challenging in their process of learning English as a foreign language (EFL). Therefore, finding ... Read More

4. The Role of Corrective Feedback Timing in Task Engagement and Oral Performance

Karim Sadeghi; Javad Belali

Volume 9, Issue 2 , April 2020, , Pages 229-252

http://dx.doi.org/10.22108/are.2019.116060.1444

Abstract

: Corrective Feedback (CF) provision on performance involves calling attention to learners' erroneous utterances, which stimulates classroom language learning. Despite widespread research ... Read More

5. Language Learners' Imagined Communities: Model and Questionnaire Development in the Iranian Context

Nahid Soltanian; Zargham Ghapanchi; Reza Pishghadam

Volume 9, Issue 2 , April 2020, , Pages 155-182

http://dx.doi.org/10.22108/are.2019.115161.1418

Abstract

This study aimed to overcome the researchers' extreme attention to essentially qualitative methods in research on language learners' imagined communities and move towards quantification ... Read More

Original Article

1. Productive or maladaptive immunity? Which one is more dominant among Iranian EFL Prospective Teachers?

Mojtaba Maghsoudi

Articles in Press, Accepted Manuscript, Available Online from 19 September 2020

http://dx.doi.org/10.22108/are.2020.124031.1595

Abstract

Teacher immunity as a novel construct, acts as a defense against the demands placed on teachers and the distressing experiences faced which result in emotional burnout. The main aim ... Read More

View Article

Original Article

2. A Comparative Study of Contextual and Personal Factors Associated with Burnout and Its Consequences: A Case of EFL Teachers in Public Schools and Private Institutes

marzieh Ghoreyshi; Mohammad Hassan Tahririan

Articles in Press, Accepted Manuscript, Available Online from 19 September 2020

http://dx.doi.org/10.22108/are.2020.120966.1522

Abstract

Abstract: So far, the roles and responsibilities of teachers have undergone massive changes and teachers have been inundated with constant transition and workload. Consequently, the ... Read More

View Article

Original Article

3. EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance

sara Ziaee; Mohsen Rezazadeh; Mansoor Tavakoli

Articles in Press, Accepted Manuscript, Available Online from 23 September 2020

http://dx.doi.org/10.22108/are.2020.122785.1571

Abstract

Task-based language teaching is defined as learning by doing or self-motivated learning. Instances regarding TBLT capabilities include team work,workshops, and constructivism . The ... Read More

View Article

Original Article

4. Covert Curriculum in ELT Coursebooks: Evidence from Top Notch and English File Series

Jaleh Hassaskhah; Alireza Abdollahi

Articles in Press, Accepted Manuscript, Available Online from 12 January 2021

http://dx.doi.org/10.22108/are.2021.121788.1547

Abstract

ELT coursebooks are the fertile soil for the transmission of cultural perspectives and also strong tools for shaping L2 learners' behaviors and expectations. This study investigated ... Read More

View Article

Original Article

5. EFL Teachers’ Professional Development, Job Satisfaction, and Reflective Thinking: A Structural Equation Modeling

Ibrahim Safari

Articles in Press, Accepted Manuscript, Available Online from 15 February 2021

http://dx.doi.org/10.22108/are.2021.126635.1672

Abstract

The demand for learning English as a foreign language has significantly heightened the need to recruit efficient teachers. Related literature confirms the lack of studies on teacher ... Read More

View Article

Number of Volumes	10
Number of Issues	27
Number of Articles	195
Number of Contributors	325
Article View	217,949
PDF Download	148,261
View Per Article	1117.69
PDF Download Per Article	760.31
-----------------------------------------
Number of Submissions	1,134
Rejected Submissions	883
Reject Rate	78
Accepted Submissions	177
Acceptance Rate	16
Time to Accept (Days)	156
Number of Indexing Databases	12
Number of Reviewers	164

Applied Research on English Language

Articles in Press

Current Issue

Volume 10 (2021)

Volume 9 (2020)

Volume 8 (2019)

Volume 7 (2018)

Volume 6 (2017)

Volume 5 (2016)

Volume 4 (2015)

Volume 3 (2014)

Volume 2 (2013)

Volume 1 (2012)

1. Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model

Abstract

1. The Most Frequent Idioms Used in Contemporary American English: A Corpus-based Study

Abstract

2. The Effectiveness of Critical Thinking on Enhancing Productive Skills among Iranian EFL Pre-Intermediate Learners

Abstract

3. A Study of the Effect of Dictogloss as a Medium of Form-focused Instruction on Vocabulary versus Grammar Development of Iranian EFL Learners

Abstract

4. The Role of Corrective Feedback Timing in Task Engagement and Oral Performance

Abstract

5. Language Learners' Imagined Communities: Model and Questionnaire Development in the Iranian Context

Abstract

1. Productive or maladaptive immunity? Which one is more dominant among Iranian EFL Prospective Teachers?

Abstract

2. A Comparative Study of Contextual and Personal Factors Associated with Burnout and Its Consequences: A Case of EFL Teachers in Public Schools and Private Institutes

Abstract

3. EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance

Abstract

4. Covert Curriculum in ELT Coursebooks: Evidence from Top Notch and English File Series

Abstract

5. EFL Teachers’ Professional Development, Job Satisfaction, and Reflective Thinking: A Structural Equation Modeling

Abstract

Indexing and Abstracting

Keywords Cloud