exploring the relationship between iranian efl learners multiple intelligences, locus of control and reading proficiency

the relationship between iranian efl learners multiple intelligences and their reading comprehension ability

in the new age, in regard to human success in education in the globalizing world, one can consider english proficiency and individual differences as two important issues. in efl settings, reading skill plays an important role in education. it seems that using multiple intelligenc

the relationship between iranian efl learners beliefs about rote learning, their use of vocabulary learning strategies and their success in vocabulary learning: a think-aloud protocol study

the purpose of this study was to investigate iranian efl learners’ beliefs about the role of rote learning (rl) in vocabulary learning strategies; besides, the study examined if english proficiency would influence learners’ vocabulary learning strategy use. this study addresses t

this thesis attempts to investigate the effects of prelistening activities on enhancing iranian efl learners` listening comprehension. the present study investigated ways in which learners` background knowledge could be activated in order to enhance their l2 listening comprehension by limiting the number of possible text interpretations prior to listening. the experiments conducted in this study examined the effect of prior knowledge and vocabulary teaching on iranian efl learners listening comprehension. the current study has two purposes: one is to investigate the effect of background knowledge on the second language listening comprehension of iranian intermediates and the other is to determine whether second language is facilitated by the introduction of unknown vocabularies in the form of prelistening activities. to conduct the study different instruments such as listening proficiency test and four listening tests such as pre and posttests were used and various statistical processes and techniques including paired-sample t-test, and analysis of variance (anova) were used. the findings of this study supported all three hypotheses tested. differences were found between the means of preteaching vocabulary variable, the background knowledge activation variable, and mean difference between these two strategies variable. subjects scored higher when the unknown words were taught in advance. likewise, subjects scored higher when they were asked some relevant questions about the topic than on those without them. there was, in addition, a significant difference between the means of preteaching vocabulary strategy and background knowledge activation strategy. in fact, preteaching vocabulary had a better effect in enhancing the students’ listening comprehension, in comparison to background knowledge activation strategy.

this thesis attempts to investigate the effects of prelistening activities on enhancing iranian efl learners` listening comprehension. the present study investigated ways in which learners` background knowledge could be activated in order to enhance their l2 listening comprehensi

on the relationship between actual vs. perceived difficulties of a text and iranian efl learners reading anxiety

abstract this study examines the relationship between reading anxiety and difficulty of texts as well as the relationship between reading anxiety and students perceived difficulty of the texts. since difficulty is a relative concept, i limited its definition by sticking to the re

examining the relationship between fear of negative evaluation and communication strategies by iranian efl learners

the purpose of the present study was to investigate the relationship between fear of negative evaluation (fne) and communication strategies (css) among iranian efl learners. it was aimed to examine the differences in the use of communication strategies between speakers with high

the relationship between topic familiarity and guessing lexical meaning and retention among iranian efl learners

the skill of reading in english as a foreign language is an important and challenging one which is affected both by linguistic and extra linguistic factors. since vocabularies are part and parcel of every reading comprehension text, knowing enough vocabulary always facilitates th

the relationship between iranian efl learners' multiple intelligences and language proficiency in two age groups

the present study was an attempt, in the first place, to find out whether there is any relationship between iranian efl learners' multiple intelligences and their language proficiency. the second objective was to explore whether one of intelligences or combination of intelli

The Relationship between Iranian EFL Learners' Multiple Intelligences and Language Proficiency in Two Age Groups

The present study was an attempt, in the first place, to find out whether there is any relationship between Iranian EFL learners' multiple intelligences and their language proficiency. The second objective was to explore whether one of intelligences or combination of intelligence

The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders

After Gardner’s Multiple Intelligences Theory (MIT), some language teaching practitioners set out to teach students in a way to help their dominant intelligence(s) blossom. In an EFL context, usually teachers’ main focus is to develop communication skills. Nowadays, writing is on

The Relationship between Iranian EFL Learners’ Emotional Intelligence and Metacognitive Reading Strategies Use

Exploring Relationships Between Field (In)dependence, Multiple Intelligences, and L2 Reading Performance Among Iranian L2 Learners

L2 learners’ individual differences are crucial factors that deserve attention in L2 education. Focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with L2 reading performance. Partici

exploring relationships between field (in)dependence, multiple intelligences, and l2 reading performance among iranian l2 learners

l2 learners’ individual differences are crucial factors that deserve attention in l2 education. focusing on 2 main areas of individual differences (i.e., field (in)dependence and multiple intelligences), this study explored their relationships with l2 reading performance. partici