Investigating the Effect of Process-based Instruction of Writing on the IELTS Writing Task Two Performance of Iranian EFL Learners: Focusing on Hedging &amp; Boosting

Firoozjahantigh, Mojgan; Alamdari, Ebrahim Fakhri; Marzban, Amir

doi:10.1080/2331186x.2021.1881202

Cited by 9 publications

(10 citation statements)

References 38 publications

(62 reference statements)

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“…The findings of the present study are similar to (Argudo Alfah et al, 2021;Firoozjahantigh et al, 2021) in that they showed a teacher having more than 15 years of experience with bachelor degree and teachers having less than 5-year experience with a master degree had a high positive performance in using quality standards in their teaching experience in comparison to teachers having less than 5-year experience with bachelor degree. Also, the finding of the study relating to performing instruction domain was in agreement with another study conducted by Al-Thumali (2011).…”

Section: Teacher Performance and Teaching Experiencesupporting

confidence: 90%

“…Building mutual trust between principals, teachers, and students can be a means to improve teaching and thus student learning (Argudo Serrano et al, 2021). To have effective instructors, we cannot just rely on preservice training programs or employment, and recruitment mechanisms, but in the age of information bombardment, teachers need to be able to adapt to continuous change through adaptation and continuous learning, thus developing teachers' knowledge, a key component of quality education (Firoozjahantigh et al, 2021). Their evaluation is another necessary mechanism to ensure the competence and conscientiousness of teachers.…”

Section: Introductionmentioning

confidence: 99%

“…In other words, one of the most prevalent ways of teacher evaluation is observation all over the world. But it should be taken into account that there are many different strategies such as portfolios, self-evaluation, student evaluation of teachers, peer evaluation, and parent evaluation that can be used to evaluate teacher performance (Borg, 2018;Firoozjahantigh et al, 2021). In addition, using different sources for collecting evidence provides a more comprehensive tool of evaluation.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Mashhadlou

Izadpanah

2021

Lang Test Asia

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In recent years, there has been an increasing interest in the assessment of Iranian English teachers’ performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was used to develop a questionnaire and the reliability of the Delphi questionnaire based on Cronbach’s alpha was .982. In the first round, 25 experts including university lecturers and experienced instructors in the field of English teaching were asked to answer open-ended questions regarding important issues in the evaluation of an English teacher. Then, the related themes emerged. Using emerged themes, a questionnaire including 100 questions was designed and measured on a linear scale (1 = not important to 5 = absolutely essential). After calculating the frequency of each item, the results were resent to the panel to rate the questions. In the last phase, three criteria including 1—the mean 4 and more, 2—standard deviation less than 1, 3—less than 10% of the participants do not answer to the item were considered to decide on the final questions and components of the questionnaire. The questionnaire was distributed using Google forms. One hundred and fifty questionnaires were filled correctly and analyzed using SPSS 22. Then, the validity of questionnaire was checked. Overall, it was seen that there was not any significant difference between teachers’ performance based on gender difference and teaching experience. The findings of the present study might have some implications for researchers, instructors, language teachers, school administrators, and the ministry of education.

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Section: Teacher Performance and Teaching Experiencesupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Mashhadlou

Izadpanah

2021

Lang Test Asia

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“…Due to the lack of conceptual background and practical experiences, even if they are at the tertiary level, academics often fail to understand where and how to use cautious language in their studies. Thus, many researchers support the contribution of explicit instruction on the use of hedging devices (e.g., Firoozjahantigh et al, 2021; Hyland, 1994, 2000, 2004) too.…”

Section: Discussionmentioning

confidence: 99%

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Kaya,

Yağız

2023

SAGE Open

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This study aimed to determine non-native speakers of English academics’ knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on the mixed methods evaluation design. The participants were nine academics in educational and social sciences at a state university in Turkey. An online professional development model encompassing eight themes related to AW was developed. Data were collected through pre- and post-tutorial semi-structured interviews and writing tasks. Textual and content analyses were used for the qualitative data, and the Wilcoxon Signed Rank Test was performed for quantitative analysis. The results showed that before the tutoring, the participants acknowledged various difficulties regarding AW conventions and norms. The data after the online asynchronous tutoring showed that explicit instruction increased the participants’ knowledge and awareness, and the proposed model contributed to their writing performances, and promoted their AW skills. However, participants’ hedging use was found limited to modal verbs use. Paraphrasing tasks also showed significant differences between before and after tutoring writing tasks. Participants highlighted the importance of long-term implementational writing instruction.

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“…Within research on hedging in EFL academic writing (see, for example, Feng 2019; Firoozjahantigh et al 2021;Zhao and Liu 2021), there is still little on texts produced by Italian natives. Neff et al (2003) examine the use of evidential hedges in the writings of NS and NNS with five different L1s (Italian was among those).…”

Section: Hedging In L2 Academic Writing Hedging In L2 Academic Writingmentioning

confidence: 99%

Data Possibly Suggest... Hedging in Second Language Writing: A Study on Advanced Italian EFL Learners

Ghia¹,

Petrocelli²,

Pizziconi³

2022

Belgrade English Language and Literature Studies

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This paper explores the use of hedges in academic thesis abstracts among L1-Italian advanced university EFL learners drawing on a corpus of 217 abstracts written in English. Two rounds of contrastive analysis are carried out: 15 hedges are first compared to boosters and modals of logical possibility and inferential certainty. Secondly, a comparison is drawn against the MICUSP Corpus. Results show that EFL students tend to use fewer hedges than their L1-English peers in favor of boosters and modals of epistemic certainty. However, patterns in the two corpora follow certain parallelisms and suggest awareness of hedging strategies by EFL learners. Given its complexity as a linguistic phenomenon, hedging deserves greater attention in academic writing courses and textbooks.

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Investigating the Effect of Process-based Instruction of Writing on the IELTS Writing Task Two Performance of Iranian EFL Learners: Focusing on Hedging & Boosting

Cited by 9 publications

References 38 publications

Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English

Data Possibly Suggest... Hedging in Second Language Writing: A Study on Advanced Italian EFL Learners

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