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International Journal of Language Studies

A Quarterly Journal of Applied Linguistics

ISSN: 2157-4898 | eISSN: 2157-4901

Sherpa/RoMEO Color: Yellow

 

Editor: Mohammad A. Salmani Nodoushan

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Impact Factor (IF): NA

Five-Year Impact Factor: NA

Source Normalized Impact per Paper (SNIP): NA

SCImago Journal Rank (SJR): NA

 

This journal is peer reviewed and indexed in: ERA, LB, IBZ, LLBA & more


Papers in Press

NOTE: The order of appearance of abstracts on this page does not necessarily show the order of the final publication of the accepted papers.

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Parental perceptions toward and practices of heritage language maintenance: Focusing on the United States and Canada

Feng LIANG, University of Cincinnati, USA | Contact Author

International Journal of Language Studies, 12(2), **-**. Download PDF | Add Print to Cart

This study reviews 17 studies since the year of 2000 on the perceptions and practices of immigrant parents who reside in the United States or Canada with respect to their children’s heritage language maintenance (HLM). The findings suggest that parental perceptions may change due to practical considerations and vary with different degrees of expectation, emphases, and reasons. To apply their attitudes into practice, the body of literature shows that parents take the responsibility to make efforts, through trying to make full use of the in-house and external resources such as creating language environment and attending heritage language school and church. However, some of them have little enthusiasm and some of them change their language practices. Also, there are discrepancies between what they think and what they practice. Several challenges are synthesized including children’s changing language practices, their resistance to attending heritage language school, and parents’ lack of time and energy. Further implications are discussed regarding children’s bilingual/ multilingual development, parental efforts, and external resources. It is concluded that joint efforts from parents, educational institutions, governments, and other organizations should be made to tackle the issues in HLM.

Citation: Liang, F. (2018). Parental perceptions toward and practices of heritage language maintenance: Focusing on the United States and Canada. International Journal of Language Studies, 12(2), **-**.

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The effect of mediational artifacts on EFL learners’ reading comprehension performance

Parisa DAFTARIFARD, Islamic Azad University, South Tehran Branch, Iran | Contact Author

International Journal of Language Studies, 12(2), **-**. Download PDF | Add Print to Cart

Drawing upon Vygotsky’s (1986) Sociocultural Theory (SCT), the present research aims at investigating the effect of mediational artifacts of Response Based (based on Vygotsky’s Dynamic Assessment) and Task Based (based on Bruner’s Scaffolding) incorporated into the reading test on EFL learners’ Reading Comprehension (RC) performance. To this end, the assisted and unassisted RC performance of 185 learners forming three groups (two mediation groups and one control group) was compared. The groups were selected based on convenience method of sampling. Two experimental groups received mediations as they answered the RC items. The results of independent t-tests revealed that mediation types have differential effects on learners’ RC performance. Specifically, those who were trained based on Bruner’s principle of scaffolding outperformed those in Vygotsky’s group. Furthermore, the participants in the Response Based group were not able to Transfer what they had learned during the mediational stage into the new context.

Citation: Daftarifard, P. (2018). The effect of mediational artifacts on EFL learners’ reading comprehension performance. International Journal of Language Studies, 12(2), **-**.

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Gender differences in Iranian EFL learners’ textese and digitalk

Azizeh CHALAK, Islamic Azad University, Isafahan (Khorasgan) Branch, Iran | Contact Author

International Journal of Language Studies, 12(2), **-**. Download PDF | Add Print to Cart

This study aimed at investigating gender differences in the textese of Iranian EFL learners, written in English, by scrutinizing the linguistic features through a qualitative design. In doing so, 700 messages were collected from 36 MA Iranian EFL learners of both sexes (18 males and 18 females). Using a coding scheme, the linguistic features were categorized and analyzed. The frequencies and percentages of the textese were calculated, tabulated, and then analyzed. The findings of the study showed that there were differences between boys and girls in choosing textese features and also in the frequency and percentage of their textese. The findings showed that the female participants followed standards of writing, punctuation, spelling, and capitalization more attentively than their male counterparts. There were no significant differences regarding the use of contractions, shortening, clipping, or initials, but females used emoticons and stickers much more frequently than males. The findings of the study have implication for sociolinguistic purposes and for practitioners in the field who aim to raise Iranian EFL students’ awareness of gender differences. This can help them to choose the right kind of the message and features when they e-communicate with others in English.

Citation: Chalak, A. (2018). Gender differences in Iranian EFL learners’ textese and digitalk. International Journal of Language Studies, 12(2), **-**.

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English teachers’ beliefs about teaching and learning a second language: Iranian high school teachers’ beliefs in focus

Zohre GOONIBAND SHOOSHTARI, Shahid Chamran University of Ahvaz, Iran | Contact Author

Mohsen JANNEJAD, Shahid Chamran University of Ahvaz, Iran | Contact Author

Kumars RAZAVIPOUR, Shahid Chamran University of Ahvaz, Iran | Contact Author

Masoud VARNASSERI, Shahid Chamran University of Ahvaz, Iran | Contact Author

International Journal of Language Studies, 12(2), **-**. Download PDF | Add Print to Cart

This investigation into teachers’ beliefs is trying to find out information about the underlying structure of teachers’ decision making, behavior, practice and management of the classroom. Pajares (1998) called teachers’ beliefs the “messy construct”. Studying the messy construct in Iran is a new field of investigation. In this paper, the researchers focused on high school English teachers’ beliefs. The content of beliefs and source of them are important. For achieving this aim, two questionnaires, IKTS and TABS, administered to 261 high school English language teachers in Khuzestan province, were used to cover the qualitative section of the research. Qualitative data were collected through semi-structured interviews and observations to obtain meaningful insights about the beliefs of English teachers. Sixty teachers participated in a semi-structured interview, thirty of whom were randomly selected for classroom observation. By transferring their responses into written form, the researchers found out a number of themes related to teaching, learning and schooling in the speech of the participants, and the themes were discussed in order to disclose the hidden part of participants’ minds and consequently their performances in the classrooms. The results of quantitative and qualitative analyses were integrated and discussed to reveal the English teachers’ belief maps about the importance of teaching language knowledge and the nature of teaching ability.

Citation: Gooniband Shooshtari, Z., Jannejad, M., Razavipour, K., & Varnasseri, M. (2018). English teachers’ beliefs about teaching and learning a second language: Iranian high school teachers’ beliefs in focus. International Journal of Language Studies, 12(2), **-**.

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On the relationship between personality factors and self-assessment of language proficiency among Iranian English learners

Farid GHAEMI, Islamic Azad University, Karaj Branch, Iran | Contact Author

Parisa TAHAN SHIZARI, Islamic Azad University, Karaj Branch, Iran | Contact Author

International Journal of Language Studies, 12(2), **-**. Download PDF | Add Print to Cart

The present study aimed at investigating the relationship between personality factors and self-assessment of Iranian EFL learners. A group of 200 male students within the age range of 18 and 27 years, studying English at Language and Thought Academy, participated in this study and a TOEFL test was administered to homogenize the participants. Then 150 students were selected. Before taking the TOEFL test, all the participants self-assessed themselves for reading and grammar. The Myers-Briggs Type Indicator was used to identify students’ personality types. Upon completing this stage, the Michigan test was administered. Subjects were required to self-assess their general proficiency out of 100. They were, also, asked to self-assess themselves on grammar (out of 40), vocabulary (out of 40), and reading comprehension (out of 20) separately. Descriptive statistics, correlation, and t-test, and Chi square test were the data analysis techniques performed. The findings of the current study emphasized the importance of the self-assessment in language teaching.

Citation: Ghaemi, F., & Tahan Shirazi, P. (2018). On the relationship between personality factors and self-assessment of language proficiency among Iranian English learners. International Journal of Language Studies, 12(2), **-**.

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