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International Journal of Language Studies

A Quarterly Journal of Applied Linguistics

ISSN: 2157-4898 | eISSN: 2157-4901

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Editor: Mohammad A. Salmani Nodoushan

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List of published papers


Accepted (or in Press) Papers

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Training IELTS candidates for writing tasks: A comparative study of product-based and process-based approaches

Mojgan FIROOZJAHANTIGH, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran | Contact Author

Ebrahim FAKHRI ALAMDARI, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran | Contact Author

Amir MARZBAN, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran | Contact Author

International Journal of Language Studies, 15(2), 1-20. | Download PDF | Add Print to Cart

Foreign language writing has been taught through the traditional focus-on-product (or product-based) approach, but the recent demands for training IELTS candidates for better test performance has highlighted the pressing need for crash coaching courses that empower IELTS test takers to gain the ability to perform much more efficiently on the test. To see if the process-based approach to FL writing has any merit over the traditional product-based approach, 76 (N=76) upper-intermediate IELTS-trainee candidates took part in the current study. They were matched into the control (or product-based) and experimental (or process-based) groups (38 each) to make sure both groups were homogeneous at the onset of the study. The appropriate teaching approach was adopted for the teaching of IELTS writing tasks to each group. The pre-test and post-test data were analyzed using a mixed between-within design ANOVA. It was found that the process-based approach to the teaching of writing in IELTS training courses results in much greater achievement.

Citation: Firoozjahantigh, M., Fakhri Alamdari, E., & Marzban, A. (2021). Training IELTS candidates for writing tasks: A comparative study of product-based and process-based approaches. International Journal of Language Studies, 15(2), 1-20.

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A comparative study of interactional metadiscourse markers in EFL textbooks written by native and Iranian authors

Mozhgan HOOSHMAND, Yasouj University, Iran | Contact Author

Faranak GOLTAJI, Yasouj University, Iran | Contact Author

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

The present study analyzed the distribution of interactional markers—as a subcategory of metadiscourse—applied in TEFL textbooks written by authors with different first languages. We used Wordsmith software as our instrument and were able to scrutinize a pool of textual data in voluminous books. The findings revealed that all of the books under scrutiny were dotted with these devices, but their distribution were not the same. Variations in using these markers among writers with the same language were less noticeable. It was concluded that writers in the same language learn the same linguistic-cultural conventions, and they roughly use the same range of interactional markers. The slight differences observed could be explained on the assumption that each writer has their own idiosyncratic writing style.

Citation: Hooshmand, M., & Goltaji, F. (202*). A comparative study of interactional metadiscourse markers in EFL textbooks written by native and Iranian authors. International Journal of Language Studies, **(*), ***-***. [ACCEPTED AND IN PROOF STAGE]

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Emotional intelligence and cultural quotient as predictors of pragmatic performance in EFL

Hamideh MERATI, Kish International Campus, University of Tehran, Iran | Contact Author

Behzad GHONSOOLY, Ferdowsi University of Mashhad, Iran | Contact Author

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

The purpose of this study was to examine the impacts of emotional intelligence (EI) and cultural quotient (CQ) on participants’ pragmatic competence (PC). A sample of 70 (N=70) graduate and postgraduate TEFL students, selected through convenient sampling, completed two questionnaires: (1) EI developed by Bar-On (1997), and (2) CQ developed by Ang et al. (2007). Each participant’s viva session was recorded and was then used to assess their pragmatic competence through a PC checklist. The study showed positive relationships between the participants’ EI and CQ and their PC. It was found that EI and CQ predict TEFL students’ PC. The adaptability and intrapersonal components of EI, and the cognitive and metacognitive components of CQ, were found to be the best predictors of PC. It was concluded that a high level of EI will guarantee foreign language learners’ excellence in learning and their efficient use of pragmatically-suitable forms in real situations.

Citation: Merati, H., & Ghonsooly, B. (202*). Emotional intelligence and cultural quotient as predictors of pragmatic performance in EFL. International Journal of Language Studies, **(*), ***-***. [ACCEPTED AND IN PROOF STAGE]

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Hedging and boosting in process-based instruction: Their impact on Iranian EFL Learners’ performance of IELTS writing task 2

Mojgan FIROOZJAHANTIGH, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran | Contact Author

Ebrahim FAKHRI ALAMDARI, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran | Contact Author

Amir MARZBAN, Department of English, Islamic Azad University, Qaemshahr Branch, Qaemshahr, Iran | Contact Author

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

This paper comes from the second part of a PhD dissertation and follows the first paper already published in the IJLS. The teaching of meta-discourse markers to L2 writers has been recommended by several scholars, yet there is still a dearth of research on the impact of the process-based instruction of hedging and boosting devices on Iranian EFL learners’ written performance. To fill this gap, the present study engaged 115 (N=115) Iranian IELTS candidates grouped into three independent groups matched for language proficiency; it then compared the writing samples obtained from these groups who had received three different instruction types: (a) hedging- and boosting-focused process-based writing instruction, (b) process-based writing instruction, and (c) conventional writing instruction. It was found that hedging- and boosting-focused process-based writing instruction results in much higher performance of IELTS writing task 2.

Citation: Firoozjahantigh, M., Fakhri Alamdari, E., & Marzban, A. (202*). Hedging and boosting in process-based instruction: Their impact on Iranian EFL Learners’ performance of IELTS writing task 2. International Journal of Language Studies, **(*), **-**. [ACCEPTED AND IN QUEUE FOR FUTURE]

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