Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Research Paper

Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication

Zahra Alimorad; Mostafa Tajgozari

Volume 42, Issue 2 , May 2023, Pages 1-23

https://doi.org/10.22099/tesl.2023.45241.3161

Abstract

This study sought to investigate how doctoral candidates are positioned by journal editors and reviewers and how they establish their own position while attempting to get published, ... Read More

Research Paper

Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning

Amir Arsalan Sharifi; Hossein Heidari Tabrizi; Azizeh Chalak

Volume 42, Issue 2 , May 2023, Pages 25-50

https://doi.org/10.22099/tesl.2023.45107.3158

Abstract

Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity ... Read More

Research Paper

Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development

Faramarz Kazemainy; Hamed Barjesteh; Nassim Golaghaei; Atefeh Nasrollahi Mouzirji

Volume 42, Issue 2 , May 2023, Pages 51-80

https://doi.org/10.22099/tesl.2023.44854.3141

Abstract

Juxtaposing the ubiquitous facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & Cogo, ... Read More

Research Paper

Fairness in Classroom Language Assessment from EFL Teachers' Perspective

Somaye Tofighi; Mohammad Ahmadi Safa

Volume 42, Issue 2 , May 2023, Pages 81-110

https://doi.org/10.22099/tesl.2023.46825.3173

Abstract

The significance of fairness in assessment is not a subject of doubt for educationalists even with fundamentally contrastive perspectives, but the study of methodological means for ... Read More

Research Paper

Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity

Reza Bagheri Nevisi; Nikoo Arab

Volume 42, Issue 2 , May 2023, Pages 111-148

https://doi.org/10.22099/tesl.2023.46955.3177

Abstract

To date, with the everyday growth of technology and the increase of online classes, busy modern teachers seek to lighten their burdens and boost their learners’ autonomy. Thus, ... Read More

Research Paper

Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy

Parviz Ghasedi; Hooshang Yazdani; Moussa Ahmadian

Volume 42, Issue 2 , May 2023, Pages 149-171

https://doi.org/10.22099/tesl.2023.46753.3171

Abstract

COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted ... Read More COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publisher.This study set out to explore the efficacy of EFL teachers' digital literacy in improving language learners' speaking fluency and accuracy through the development of virtual languaculture tasks. To this end, 52 male and 68 female EFL teachers from different areas of Kurdistan province participated in the study by completing a digital literacy scale developed by Ng (2012). Moreover, three groups of teachers, 12 high and 12 low-digitally literate teachers who used virtual languaculture tasks and 10 teachers who used traditional teaching methods participated in semi-structured interviews, and their teachings were observed for 8 sessions. Besides, by conducting an IELTS speaking test, 121 male and 122 female EFL learners of the three groups of teachers were selected to participate in this study. After conducting 16-session treatments, a speaking test was used as the posttest. The qualitative and quantitative data were analyzed via MAXQDA and SPSS. The results of one-way between-groups multivariate analysis of variance indicated the efficacy of the implementation of languaculture tasks in developing students' speaking fluency and accuracy. On the other hand, the qualitative phase of the study showed that being digitally literate influenced the development, implementation, variety, and complexity of languaculture tasks. Moreover, the attained results supported the superiority of the languaculture task as a mediator between instructors' digital literacy and learners' verbal ability. Accordingly, enhancing teachers' digital literacy and learners' critical languaculture awareness are suggested as useful strategies to improve language learners' speaking fluency and accuracy.

Volume & Issue: Volume 42, Issue 2, May 2023

Construction of Iranian TEFL Doctoral Candidates’ Scholarly Position during Writing for Publication

Abstract

Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning

Abstract

Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development

Abstract

Fairness in Classroom Language Assessment from EFL Teachers' Perspective

Abstract

Computer-Generated vs. Direct Written Corrective Feedback and Iranian EFL Students’ Syntactic Accuracy and Complexity

Abstract

Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy

Abstract