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Researchers have asserted that the sense of uncertainty of the other person’s nonverbal cues during a conversation, could become an inhibitor for good communication and accordingly create anxiety. Since not much has been done to empirically prove such assumptions, this study explores the effect of Nonverbal Communication training on Iranian EFL learners’ perception of communication apprehension and communicative competence. In order to conduct this quasi-experimental study, intermediate level Iranian EFL learners from two intact classes studying in a language institute were selected through convenience sampling. These study participants were assigned to the Control Group (n=27) and the Experimental Group (n=32), respectively. Both groups were trained in speaking skills within a span of ten sessions in accordance with the regular method used in the study venue. The only difference was that the Experimental Group was trained in non-verbal communication incorporated into their regular speaking classes as an intervention program. The SPCC and PRCA-24 self-report questionnaires were used to collect learners’ perception of communicative competence and communication apprehension prior and subsequent to the intervention program. These pretest and posttest measures were then analyzed to test the null hypotheses of this study using two sets of the Analysis of Covariance. The results showed an empirically significant increase in the self-perceived communication competence and a simultaneous decrease in the personal report of communication apprehension scores of the Iranian EFL learners in the experimental group who participated in the intervention program. On the other hand, the control group students, who were not provided with the non-verbal communication training, perceived no significant changes in neither their communication competence nor their communication apprehension. This empirical evidence suggests that familiarity with non-verbal cues of the target language could positively affect learners’ perception of their speaking ability and lower speaking anxiety. Thus, this study not only provides evidence as to the effectiveness of incorporating non-verbal communication training in speaking classes in decreasing apprehension and increasing communicative competence but it also provides a sample within which this training can be integrated into a regular language learning class. The findings contribute to EFL research on the importance of nonverbal communication in the teaching and learning of the speaking skill and provide input for further analysis in this context.

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The main aim of this study was to see if a significant relationship existed among Iranian EFL learners’ Learning Styles, Writing Strategies and Writing Anxiety. To this effect, 183 EFL learners studying English in three language institutes from the upper intermediate and advanced proficiency levels were selected based on convenient nonrandom sampling procedure. They completed the Kolb Learning Style (KLS), the Inventory of Learning Strategies for writing (ILS) and the Foreign Language Writing Anxiety Scale (FLWAS) self-report questionnaires. However, after the initial screening, 21 cases were discarded as their answers were incomplete, leaving 162 participants in the final sample. The relationship among EFL learners learning styles, writing strategies and writing anxiety were analyzed using the Spearman rank order coefficient of correlation. Since, the results indicated statistically significant relationships among them, multiple regression analyses were run to see if significant predictors of EFL learners’ writing anxiety could be identified. Interestingly, the analyses showed that pragmatist learning style made the strongest statistically significant unique contribution to predict writing anxiety while activist learning style failed to make such a significant contribution. To clarify, the negative relationship suggests that the more pragmatic the preferred learning style is, the lower the writing anxiety. Furthermore, only memory writing strategy made a statistically significant unique contribution to predicting writing anxiety while the other five writing strategies did not. To explain further, their positive relationship implies that learners who apply memory strategies more, face higher levels of writing anxiety. Thus, this study identified learners’ pragmatist learning style and memory writing strategy as significant predictors of writing anxiety in the EFL context. As a result, not only does this study provide statistical evidence of the relationship among these variables but it also stresses the importance of EFL learners’ language learning styles and writing strategies to their writing anxiety.

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The main aim of this study was to see if any major difference(s) existed between ISI and Non-ISI English medical research articles in their application of major moves. To this effect, 36 randomly selected online articles from each group were subjected to analysis using Fryer’s moves analysis framework. These articles were chosen on the basis of ease of accessibility, publication frequency and reputation. To test the hypotheses of this study, a Chi-Square Test of Independence was run to see if there were any significant differences between the number of moves employed in each section of ISI articles with those found in non-ISI articles. Overall, findings revealed that articles in both groups had significantly adhered to the major moves specified in the study’s framework. Detail descriptive data analysis showed significant differences between the two groups in the use of Move11 (State the Limitation). It was found that 72% of the researchers in Type 1(ISI journals) had described the limitations of their studies while only36% of the authors in articles of Type 2(Non-ISI journals) had done so. However, the most striking similarities were seen in Move1 (Present Background Knowledge) and Move 12 (Conclusion). These moves were employed by all the articles in both Types of journals. In addition, two new moves named, Introduce Methods (M3) in the Introduction Section and Sample Selection (M6) in the Method Section were identified during analysis. Though the use of M3 was found to be insignificant, M6 was used by more than half of the articles in both groups. Overall, it was concluded that since articles in both groups had significantly adhered to the major moves specified in the study framework, other underlying criteria besides the application of common moves may exist in choosing articles to be published in Iranian ISI medical journals. These findings contribute to genre research and provide input for further analysis in this context.
 

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The main aim of this descriptive survey study was to explore Iranian EFL teachers’ knowledge, attitude, and practice of Critical Thinking (CT) skills. This study differs from previous studies in that the knowledge construct assessed was framed to find out if participants knew what the concept of core-skills of CT skills meant. Also, contrary to previous studies, the type(s) of CT skills (core and sub-skills) practiced within individual language skills training classes was studied in this study. To this effect, 276 male and female EFL teachers completed the Knowledge of CT skills, the California Critical Thinking Disposition Inventory and the Classroom Practice of CT skills pre-tested self-report questionnaires. Subsequent to running non-parametric one sample Wilcoxon Rank Order tests on the data collected, the most important finding in the present study was that the EFL teachers demonstrated poor overall knowledge of the concept of core CT skills though their attitude towards CT was significantly positive. The results also showed that overall, not much CT skills practice was implemented in language skill-based classes, especially in the listening classes where a significant number did not practice any of the CT sub-skills assessed. On the contrary, a significant number of teachers reported practicing almost all the CT sub-skills in their speaking classes. Thus, this study suggests that another important contributing factor of the lack of practice of CT skills in the EFL context to probably be teachers’ lack of understanding of the concept and skills related to the theory of CT. This is significant as it is believed that when teachers understand how theory informs practice, they usually come to be more open to the possibility that theory really matters in the context of education.

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The present study used a type of digital game-based language learning (DGBLL) application, called serious games (SGs), to seek its effect on vocabulary learning and retention. To this aim, young EFL learners from a language institute were assigned to a Control Group (n=26) and an Experimental Group (n=28). They were taught 40 words within 8 sessions of vocabulary instruction classes. In each class, both groups were taught the target words of the day as per the conventional mode of teaching, for the first 20 minutes. However, for the next 40 minutes, the Experimental Group was instructed to use the Fun Easy Learn application, which contained the words taught in class, while the Control Group continued with their regular mode of vocabulary instruction. To measure vocabulary learning and retention, vocabulary pretest, posttest and delayed posttest, comprising the target words, were administered to both groups before, immediately and six weeks after the intervention program, respectively. The results of data analysis using repeated measures ANOVA, comparing within-subjects and between-subjects' effects, showed that in comparison to the control group, the increase in the scores of the experimental group participants over time was statistically significant in their learning and, to a greater extent, their retention of vocabulary. Also, the data collected from interviews to gain learner perception of the intervention program showed that overall, the study participants were more motivated to use the application during online classes than during in- person learning. Elicited responses also revealed that teacher- centered online instruction, frustration due to lack of social communication with their classmates, and the ineffectiveness of the internet system were contributing to their increasing lack of interest in learning. Thus, this study provides empirical evidence of the potential effectiveness of serious games used as interventions during online vocabulary instruction to reinforce learning and retention. The qualitative data suggests that SGs could help maintain learner motivation especially when learners become disengaged with online teacher centered instructions, and when learning environments and conditions are not conducive to learning such as those that are prevalent these days due to the COVID-19 pandemic.