Zahra Zohoorian

Background:Attention is a basic neurocognitive function which is a prerequisite for performance on more complex cognitive tasks. The Ruff 2 & 7 test is a well-known measure of attention with a well-supported theoretical and empirical underpinnings.Objective:The Ruff 2 & 7 test, has not been subjected to rigorous item response theory analysis yet. The purpose of this research was to examine the fit of the Ruff 2 & 7 test to the Rasch Poisson Counts Model (RPCM).Methods:Responses of 138 nonclinical subjects to the Ruff 2 & 7 test were analyzed with the RPCM measurement model using ‘lme4’ package in R. The fit of the individual items (blocks) and the overall test to the model were examined.Results:Findings showed that three out of seven scoring techniques fit the Rasch model. The scoring techniques which fitted the model were total number of characters cancelled, total number of characters correctly cancelled, and total number of characters correctly cancelled minus errors of commissio...

The purpose of this study is to examine the cognitive processes underlying the listening comprehension section of IELTS and to investigate if they vary in terms of difficulty. For this purpose, a checklist of possible cognitive operations was prepared based on the literature and the candidates’ feedback. The checklist consisted of six cognitive operations. A sample of IELTS listening test was given to 310 upper intermediate and advanced students of English. Linear logistic test model was employed to analyse the data. Findings showed that keeping up with the pace of the speaker and understanding reduced forms were the most difficult operations for the listeners. Altogether, the six operations explained 72% of the variance in item difficulty estimates. Implications of the study for the testing and teaching of listening comprehension are discussed.

Although the emergence of the idea dates back to 1890s by Henry Sweet, many teachers involved in foreign language teaching have encouraged and discussed that using authentic materials is beneficial during the last decade. However, the use of authentic materials in learning contexts such as ESP (English for Specific Purposes) has always been a matter of controversy and as Khaniya (2006) mentioned, a larger number of teachers are starting to identify the benefits of authentic materials and the options that such materials may provide for professional English teaching settings rather than traditional intensive ESL (English as a Second Language). The present paper will present a short review of authentic materials while comparing them with textbook-based materials. Moreover, it will focus on the nature and quality features of authentic materials and particularly the motivating role these materials may play. Finally, the paper will present a list of authentic materials recommended in the literature for ESP as well as some guidelines for the selection and instruction of authentic reading materials in ESP courses.

Authenticity and authentic materials are advocated for language teaching extensively. This criterion is also recommended for English language teaching settings such as EAP where the students are to deal with real-world and authentic language use. The present study aims at evaluating the current status of the EAP textbooks and the materials included in them in Iran by the administration of the authenticity evaluation checklist. Accordingly, seeking to find data both qualitatively and quantitatively, the study was conducted to seek for the lecturers’ views on the authenticity level of the EAP textbooks. Thus, the results of the interview and the evaluation checklist reveal that although authenticity of context, teacher, student, and text is deemed as essential by this group of teachers, the current textbooks for EAP have limited authenticity and in some aspects authenticity is even absent. The interview results revealed that the majority of the EAP teachers believed that the cur...

The C-test as a measure of first and second language proficiency suffers from ceiling effect. That is, the C-test is very easy for native speakers and for advanced second language learners and many examinees obtain full scores. Therefore, the test cannot distinguish among advanced learners or native speakers. Speeded C-test is suggested as a remedy for this problem. Previous research has showed that if C-test is administrated under time constraint it can better differentiate among advanced learners and native speakers. In this study we aimed to compare the psychometric characteristics of speeded and standard C-tests and investigate their relationship with reading comprehension. One-hundred Iranian undergraduate English students were selected to take part in this research. A standard (power) C-test, a speeded C-test, and a reading comprehension test were given to the students. Findings revealed that both speeded C-test and standard C-test could measure reading comprehension ability b...

The issue of using authentic materials in language classrooms has been influential over the past two decades. Moreover, many practitioners involved in foreign language teaching and research have argued about the benefits of using authentic materials (Shrum & Glisan, 2000; Paltridge, 2001; Guariento & Morley, 2001; Kelly & Kelly & Offner & Vorland, 2002). These benefits may range from highlighting comprehension, presenting real language, providing opportunities to introduce cultural issues, to enhancing motivation, and creating language awareness. However, the use of authentic materials in learning contexts such as ESP has always been a matter of controversy. In this respect, the present paper aims at reviewing the implementation of authentic materials in ESP contexts. To this end, there will be a review of authenticity and authentic materials as opposed to textbook-based materials focusing on the nature and quality features as well as the approaches which advocate the use of authent...

The vital role individual differences, such as personality variation, play has long been discussed as the origin of different learning abilities. Accordingly, a cross-sectional survey and a descriptive study was conducted. Data was gathered from a sample of 150 students of both genders (107 females and 43 males) with an age range of 19-22. The translated and validated versions of the Big Five personality traits questionnaire and Kolb's learning styles inventory were administered. Also, a combination of the three speaking courses scores were considered as the speaking ability. To analyze the data correlational analysis and regression were run. Based on the findings it was concluded that openness turned out to have small and positive unique contribution with speaking ability. Also, there was a negative relationship between extraversion, conscientiousness, and agreeableness factors and speaking ability. Moreover, no significant relationship was found between neuroticism and speaking ability. The results indicated that abstract conceptualization turned out to have a small and positive contribution with speaking ability. On the other hand, active experimentation, reflective observation, and concrete experience had negative relationship with speaking ability. Finally, it was found that the Big Five traits and learning styles explained 23% of variance in speaking ability.

The C-test as a measure of first and second language proficiency suffers from ceiling effect. That is, the C-test is very easy for native speakers and for advanced second language learners and many examinees obtain full scores. Therefore, the test cannot distinguish among advanced learners or native speakers. Speeded C-test is suggested as a remedy for this problem. Previous research has showed that if C-test is administrated under time constraint it can better differentiate among advanced learners and native speakers. In this study we aimed to compare the psychometric characteristics of speeded and standard C-tests and investigate their relationship with reading comprehension. One-hundred Iranian undergraduate English students were selected to take part in this research. A standard (power) C-test, a speeded C-test, and a reading comprehension test were given to the students. Findings revealed that both speeded C-test and standard C-test could measure reading comprehension ability but standard C-test is a better predictor of reading comprehension ability and enjoys a higher reliability. Exploratory factor analysis of the data resulted in a one-factor solution. All C-test passages (speeded and power) and reading comprehension passages loaded heavily on a single factor. Nevertheless, power C-test passages had higher loadings compared to speeded passages.

Authentic materials have many times been recommended to be introduced into the syllabus in order to simulate a real-world condition and also to teach the skills that students may encounter outside the safe environment of the classrooms (Graves, 2000; Shrum & Glisan, 2000; Paltridge, 2001; Guariento & Morley, 2001; Kelly & Kelly & Offner & Vorland, 2002; Khaniya, 2006). In this respect, from among all foreign language learning environments, ESP is not an exception. The present article tends to provide a report on Iranian EAP learners’(majoring in computer and Information Technology at university level) perceptions about some of the authentic materials recommended in the literature such as the articles as part of the literature, newspaper, scientific news, or advertisements. The findings of the survey suggest that from among ten different authentic materials, professional websites followed by scientific news were highly favoured; whereas, advertisements and product labels were the least preferred.

Although the emergence of the idea dates back to 1890s by Henry Sweet, many teachers involved in foreign language teaching have encouraged and discussed that using authentic materials is beneficial during the last decade. However, the use of authentic materials in learning contexts such as ESP (English for Specific Purposes) has always been a matter of controversy and as Khaniya (2006) mentioned, a larger number of teachers are starting to identify the benefits of authentic materials and the options that such materials may provide for professional English teaching settings rather than traditional intensive ESL (English as a Second Language). The present paper will present a short review of authentic materials while comparing them with textbook-based materials. Moreover, it will focus on the nature and quality features of authentic materials and particularly the motivating role these materials may play. Finally, the paper will present a list of authentic materials recommended in the literature for ESP as well as some guidelines for the selection and instruction of authentic reading materials in ESP courses.

The present study aimed at finding the degree of relationship between Iranian learners' learning styles and their preferences in using specific language learning strategies. The study was conducted on female EFL learners at the Iran Language Institute (ILI) in advanced levels and also university students of English teaching at Azad University of Mashhad. By employing such instrumentation as the Strategy Inventory for Language Learning (SILL) and also Language Learning Style (LLS) questionnaire the investigator found a significant relationship between learning styles and learning strategies used by the learners. Based on the results it can be concluded that learners scoring higher on the SILL performed better on the LLS, leading to the conclusion that SILL has a significant impact on LLS. Based on the factor analysis it was found out that cognitive, metacognitive, and most of all affective strategies showed a great correlation with the auditory style of learning. Also, metacognitive and most of all memory and social strategies showed a great correlation with the kinesthetic style.

Authenticity and authentic materials are advocated for language teaching extensively. This criterion is also recommended for English language teaching settings such as EAP where the students are to deal with real-world and authentic language use. The present study aims at evaluating the current status of the EAP textbooks and the materials included in them in Iran by the administration of the authenticity evaluation checklist. Accordingly, seeking to find data both qualitatively and quantitatively, the study was conducted to seek for the lecturers’ views on the authenticity level of the EAP textbooks. Thus, the results of the interview and the evaluation checklist reveal that although authenticity of context, teacher, student, and text is deemed as essential by this group of teachers, the current textbooks for EAP have limited authenticity and in some aspects authenticity is even absent. The interview results revealed that the majority of the EAP teachers believed that the current EAP textbooks need to be reengineered and the texts need revision. Thus, the findings can be used by EAP curriculum designers and materials developers in taking into consideration the authenticity feature as an important factor in designing EAP textbooks in future in Iran and in similar language teaching contexts.