Thursday, 20 July 2017 04:47

Automaticity Level of Language Performance in Iranian English Language Teachers

Hashamdar, M., & Shahhosseini, H. (2017).
 
Abstract:
The present study attempted to reveal whether Iranian English teachers would reach automatic level of language performance. A total of 30 teachers at different language institutes in Bushehr, Iran as EFL teachers took part in this study. The purpose of this study was to determine automaticity level of English teachers in language performance. The outcomes of this study showed that 44% of English teachers had automatic level in language performance and 56% of English teachers did not have automatic level in language performance. Also, the results of this study showed that the main reason of non automaticity in Iranian English Teachers was the lack of interest to use English in unfamiliar questions that was about 24%. The results of the study revealed that Iranian EFL Teachers did not reach automatic level of language performance and they used Persian in unfamiliar questions.
 
 
Monday, 10 July 2017 17:31

‘Language Education Studies’ Volume 3, issue 2 June, 2017 Contents

Exploring Factors for Undergraduate Students’ Absenteeism in English Language Classrooms
 
Niknezhad, F., & Mashhadi Heidar, D. (2017).

 

Automaticity Level of Language Performance in Iranian English Language Teachers
 
Hashamdar, M., & Shahhosseini, H. (2017).

Abstract | Access Full Paper
 

 

Monday, 10 July 2017 17:25

Exploring Factors for Undergraduate Students’ Absenteeism in English Language Classrooms

Niknezhad, F., & Mashhadi Heidar, D. (2017).
 
Abstract:
This study aimed at detecting factors affecting undergraduate students' absenteeism in English classes. In so doing, a total of 145 students at three majors including law, psychology and teaching English as a foreign language, were considered the participant pool of the study. They were asked to fill out a researcher-made questionnaire. To probe the perceived reasons for the non-attendance, descriptive statistics and regression analysis was run. The results indicated that teachers' function was the most perceived reasons for absenteeism in English classes out of the four factors of non-attendance, i.e., teachers' function, problems in curriculum, family and personal problem, and position of major in the society. More precisely, teachers' characteristics, teaching oratory, incorporating new techniques, timing of the class, and challenging classroom were the determinants cited subcategories by the students as a motivator for a class attendance. This paper illustrated some practical suggestions for motivating students' classroom attendance.
 
 
Monday, 05 June 2017 00:38

‘Language Education Studies’ Volume 3, issue 1 March, 2017 Contents

The Effect of Using CALL-Based Paragraph Writing Tasks on Iranian Upper-Intermediate EFL Learners’ Writing Skill
 
Rostami, S., Seidi, A., Najafi Amree, S. F., & Fallahi, H. (2017).