The credibility of conclusions arrived at in quantitative research depends, to a large extent, on the quality of data collection instruments used to quantify language and non-language constructs. Despite this, research into data collection instruments used in Applied Linguistics and particularly in the thesis genre remains limited. This study examined the reported reliability of 211 quantitative instruments used in two samples of domestic and international theses in Applied Linguistics. The following qualities in measuring instruments were used to code the data: the instrument origin, instrument reliability, reliability facets examined, reliability computation procedures utilized, and the source of reliability reported (i.e., primary or cited). It was found that information about instrument origin was provided in the majority of cases. However, for 93 instruments, no reliability index was reported and this held true for the measurement of both language and non-language constructs. Further, the most frequently examined facet of reliability was internal consistency estimated via Cronbach’s alpha. In most cases, primary reliability for the actual data was reported. Finally, reliability was more frequently reported in the domestic corpus than in the international corpus. Findings are discussed in light of discursive and sociomaterial considerations and a few implications are suggested.
This study examined the effect of Jigsaw technique as a part of cooperative learning on Iranian EFL learners’ reading comprehension. To this end, 40 intermediate participants were selected out of 73 EFL learners based on the results of Oxford Quick Placement Test (OQPT). The participants were divided into two groups; control and experimental. Then, the participants of both groups were pretested on reading comprehension. After pre-testing, the cooperative learning activities (Jigsaw technique) were practiced with the participants of the experimental group during 5 sessions. The experimental participants were assigned to five-member teams to work on reading texts. Each team member read an assigned section and then members from different teams who had studied the same sections met in ‘expert groups’ to discuss their sections. Then, students returned to their own teams and taught their team-mates about their section. On the other hand, the control group received traditional teacher-fronted instruction throughout the classroom time. After the treatment sessions, a teacher-made reading comprehension post-test was given to the participants of both groups to measure their reading comprehension ability after the treatment. The results of paired samples t-test and independent samples t-test revealed that the experimental group outperformed the control group on the post-test. The findings also showed that there was a significant difference between the post-tests of both groups in favor of the experimental group.
This study investigated Iranian doctoral students' attitudes toward World Englishes (WEs). To meet the end of this study, 30 Iranian doctoral English students from Chamran and Islamic Azad Universities of Ahvaz, Iran were selected. Then, a Likert questionnaire with 20 items was administered to the participants. After answering the questionnaire, the collected data were analyzed by using One-Sample T-test. The results indicated that all the participants presented positive attitudes toward WEs and they considered WEs as valuable as SE. For example, participants stated that WEs can help us to communicate with all nations. between individuals, companies, and organizations (Garside, 2019). Nowadays, English language not only belongs to the American, British, Canadian, and Australian people, but it is also the language of the whole world (Hashemifardnya, 2014;Namaziandost, & Çakmak, 2020). It is widely used all around the world.English language is an instrument to exchange experience and information through travel, email, phone and video-conferencing, so it is welcomed by many people. Tahmasbi, Hashemifardnia, and Namaziandoost (2019) say that "nobody can deny the powerful presence of English language in the world; it is seen everywhere serving different purposes. It is the universal language of diplomacy, academic conferences, business, commerce, manufacturing, and tourism (p. 1)."Concerning the importance of WEs, students need to be familiar with them.The diversity of Englishes that international students will be exposed to in their future education and employment should be reflected in their exposure as learners. If not, there is a risk that their flexibility with language will not be sufficient to deal
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