Formal Instruction Of Efl On Iranian Educational System

3. Methodology Formal instruction of EFL in Iranian educational system starts from the first year of junior high school. Jahangard (2007) states that dominant method of EFL teaching in Iran is Audiolingualism and Grammar Translation Method in which the emphasis is on learning new lists of vocabulary, explicit teaching of grammar, and reading and translating the texts followed by doing some drills and exercises. The design of this research was non-experimental and in correlation type. Considering the nature of hypothesis and aims of this study, it was of correlation type since it dealt with the relations among the variables, and the researcher could not manipulate or alter the given variables and the level of these relations would be evaluated according to their effects and results. 3.1. Participants The participants were chosen from Miyaneh Islamic Azad University, Iran. They were 100 university students (50 females and 50 males) studying different fields of studies. Their ages varied from 19 to 34 years old (M = 23.21, SD = 2.61); 13 learners did not specify their age. They were senior college students who were studying English as a general course at Islamic Azad universities of Miyaneh, Iran. 3.2. Instruments 3.2.1. Emotional Intelligence (EI) Questionnaire One instrument employed in this study was, the ‘Bar-On EI questionnaire, also called as the emotional quotient inventory (EQ-I). Designed by Bar-On in 1980, the Bar-On EI test is aShow MoreRelatedThe effect of assessment type (self vs. peer) on Iranian University EFL students course achivement4982 Words   |  20 PagesConference 2012 The effect of assessment type (self vs. peer) on Iranian university EFL s course achievement Zainab Abolfazli Khonbia* , Karim Sadeghib a/b Department of English Language, Faculty of Literature and Humanities, Urmia University, Urmia165, Iran Abstract For education to be improved, there must be some indications of the efficiency in its developmental stages toward the ultimate objectives. In educational settings, the outcomes have traditionally been evaluated by authoritiesRead MoreLearning Vocabulary And Impacts Of Reading Essay10232 Words   |  41 Pageslanguage learning and teaching and also the relation between reading, short story and vocabulary learning. Theattention of this section especially is on reviewing of the impacts of the reading story on English, especially, vocabulary learning of the EFL learners. For the first part of this chapter, it’s better to start with the definition of vocabulary. 2.2 The conceptual definition of vocabulary What is vocabulary? If we want to define the vocabulary, it is the knowledge of words their meaningsRead MoreThe Benefit of Code Switching14750 Words   |  59 Pagesregardless the fact that the medium of instruction is English, teachers would always resort to switch to vernacular in order to convey ideas. In this manner, the fluency of the language is somewhat affected. Like in other multilingual contexts, a related study conducted in Malaysia by Heller (1992) and Myers-Scotton (1992) wherein code-switching has gained a foothold as a verbal mode of communication among Malaysian bilingual speakers. It occurs in both formal and informal contexts of communicationRead MoreError Correction in Second Language Writing33512 Words   |  135 Pagesaccordance with student needs and course objectives. How to best achieve this is the concern of many ESL writing teachers and researchers (Polio, 2003). Providing feedback is viewed—both by teachers and students—as an important part of ESL writing instruction. One type of feedback that ESL writing teachers provide is error correction. It is perhaps the most widely used method for responding to student writing. For teachers, it represents the largest allocation of time they spend as writing instructors;