As assessment plays an important role in the process of teaching and learning, this research explored the impacts of formative and summative assessments on academic motivation, attitude toward learning, test anxiety, and self-regulation skill of EFL students in Iran. To fulfill the objectives of this research, 72 Iranian EFL learners were chosen based on the convenience sampling method assigned to two experimental groups (summative group and formative group) and a control group. Then, the groups took the pre-tests of test anxiety, motivation, and self-regulation skill. Then, one experimental group was trained by following the rules of the formative assessment and the other experimental group was taught according to the summative assessment. The control group was instructed without using any preplanned assessment. After a 15-session treatment, the post-tests of the test anxiety, motivation, and self-regulation skill were administered to all groups to assess the impacts of the instruction on their language achievement. Lastly, a questionnaire of attitude was administered to both experimental groups to examine their attitudes towards the impacts of formative and summative assessment on their English learning improvement. The outcomes of one-way ANOVA and Bonferroni tests revealed that both summative and formative assessments were effective but the formative one was more effective on academic motivation, test anxiety, and self-regulation skill. The findings of one sample t-test indicated that the participants had positive attitudes towards summative and formative assessments. Based on the results, it can be concluded that formative assessment is an essential part of teaching that should be used in EFL instructional contexts. The implications of this study can help students to detect their own weaknesses and target areas that need more effort and work.

No abstract

No abstract

There is a growing interest in understanding dyslexia and the mechanisms involved in reading difficulties. Inquiries into the morphological and physiological changes of the brain have contributed to our increased understanding of reading ability and dyslexia. Similarly, inquiries into brain chemistry and reading provide a neurometabolic framework of dyslexia in terms of poor reading and phonological measures. Also, studies of the genetic etiology of reading yield substantial evidence of genes and SNPs associated with dyslexia. However, little is known about the interface between these distinct areas of knowledge. Therefore, we offer an exhaustive perspective on dyslexia using the idea of modularity by assimilating the findings and implications from the brain morphological, neurophysiological, neurochemical, genetic, and educational insights into dyslexia. We contend that this endeavor will provide a beneficial foundation for aiming at the possibilities of a holistic intervention and informed solutions for reading difficulties.

A great deal of studies have explored the effects of electronic-portfolios (e - portfolios) on various measures of language learning, including writing and speaking in English. However, the effects of e-portfolios on vocabulary, motivation, and attitudes of EFL learners have remained unexplored. Thus, this study aimed at disclosing the effects of e-portfolios on Afghani EFL learners’ vocabulary, motivation, and attitudes. For this purpose, after homogenizing, a total of 100 EFL male learners were selected and randomly assigned to an experimental group (n = 50) and a control group (n = 50). Afterward, they went through pretest, interventions, and posttest procedures. The interventions lasted 18 one-hour sessions held twice a week where the experimental group was trained through e-portfolios (Mahara: the electronic portfolio software) and the control group was trained using conventional methods. The collected data were analyzed through running an independent-sample t-test and calculating mean and percent. Results evidenced that the experimental group outperformed the control group concerning their gains of vocabulary knowledge on the posttest. Additionally, the findings documented that there was a statistically significant difference between the two groups in terms of motivation at the end of the interventions. Furthermore, the findings indicated that the participants had very positive attitudes toward the e-portfolios. The study concludes by offering some implications for relevant stakeholders and opening some windows for further research.

Studies have shown the potentials of reading on the development of language. Especially, the literature on second language reading is replete with evidence that unearths the incidental acquisition of vocabulary through reading. Free and pleasurable reading, which has a marked effect on the frequency of reading, contributes significantly to the incidental acquisition of vocabulary. However, only a few studies have explored the interconnection among vocabulary acquisition, free and/or pleasure reading, and the reading frequency. To this end, this study manifests the incidental acquisition of vocabulary through reading and foregrounds the importance of free reading, reading pleasure, and reading frequency for vocabulary development. By confirming the strong correlation between reading frequency and the vocabulary test scores of the participants we attest that the reading frequency is significantly associated with free and/or pleasure reading (in our case, liking towards self-selected reading). We also theoretically contextualize and support the argument of incidental vocabulary learning through reading from a biological perspective. Given that the acquisition of any language subskill is enabled by the amalgamation of nature and environment, insights into the biological system of reading implicates a better understanding of the incidental acquisition of vocabulary through reading.

No abstract

Dyslexia is a specific learning disorder characterized by difficulties in reading, writing, and spelling due to compromised phonological processing skills. Treatment of dyslexia solely with medical support is far-fetched. However, it can be surmounted by the combination of special education interventions and supportive psychosocial care. Suitable approaches coupled with beneficial learning strategies enable dyslexic learners with consummate linguistic achievement. Although dyslexia research offers an increased understanding from a biological standpoint, the knowledge gap on the educational front is unfortunately persistent. To this end, this paper revisits the teaching-learning aspects of dyslexia. Teaching principles and approaches, strategies to support learning, and personalized educational plans are discussed in detail. Acknowledging the difficulty, familiarizing with the approaches, and attaining successful outcomes via essential practices emphasize the inclusiveness of dyslexic learners in the curriculum. We contend that the educational insights into dyslexia will provide informed teaching and learning solutions.