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

the relationship between locus of control and iranian efl university students’ beliefs about language learning

this exploratory study aimed to investigate a possible relationship between learners’ beliefs about language learning and one of their personality traits; that is,locus of control (loc). both variables, beliefs and locus of control, are assumed to influence the language learning

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

the effects of integrative vs. instrumental motivation, learning strategy use and gender on iranian efl learners’ language proficiency

this study was carried out to investigate the effects of integrative vs. instrumental motivation, learning strategy use and gender on iranian efl learners. to this end, 120 efl learners both male and female majoring in english language and literature at shiraz university particip

effect of listening strategy training on iranian efl learners listening comprehension and use of strategies

this study aimed to investigate the effects of listening strategy training on iranian efl learners listening comprehension and use of such strategies. this work, employing an experimental methodology, was conducted among 60 adult efl learners from a language institute in isfahan,

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

relationship between learning styles of advanced iranian efl learners and their achievment

this study investigated language learning styles of iranian efl learners and their class achievement. to this end, sixty female ad- vanced learners of instruction and different ages (15-30), studying at a language institute in shiraz were asked to take part in the study. a 30- it

The Relationship between HEXACO Personality Traits and Iranian EFL Learners’ Speaking Ability

This study aimed to investigate the relationship between HEXACO personality traits and Iranian EFL learners’ speaking ability. In order to achieve the purpose of the study, among all the language institutes (fifteen institutes) in Amol, Mazandaran Province, 8 were selected random

The Relationship between HEXACO Personality Traits and Iranian EFL Learners’ Speaking Ability

This study aimed to investigate the relationship between HEXACO personality traits and Iranian EFL learners’ speaking ability. In order to achieve the purpose of the study, among all the language institutes (fifteen institutes) in Amol, Mazandaran Province, 8 were selected random

The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Performance on the Listening Section of IELTS

This study was an attempt to explore the role of emotional intelligence on the whole and its components particularly problem solving in EFL learners’ listening comprehension performance in the IELTS tests. For this purpose, a total of 39 advanced learners homogenized according to

The Relationship between the Emotional Intelligence of Iranian EFL Learners and Their Performance on the Listening Section of IELTS

Levels and Sources of Language Anxiety and Fear of Negative Evaluation among Iranian EFL Learners

Anxiety, as an important affective variable, has been found to be a significant factor adversely affecting language learning (Aydin 2008). Many studies have explored sources and causes of anxiety among learners (Young, 1991; Tanveer, 2007; Aydin 2008; Williams& Andrade, 2008). Ho