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    A Proposed Rubric for Assessing Student Performance in Sight Translation
    (2023) Khezerlou, Ebrahim
    Rubrics are scoring tools used to assess student performance based upon a specific set of criteria. They enable instructors to provide a more accurate, unbiased and consistent scoring, and they can, on the other hand, give students a clear sense of the expectations in a given assignment or task. It has been observed that the assessment of students’ abilities in the sight translation course offered in the English Language Translation and Interpreting departments of Turkish universities is not enough efficient and consistent. So, the goal of the present study is to establish a simple, reliable and effective rubric for assessing the undergraduate students’ nonverbal and verbal communicative skills when they read a written text in English and then translate it orally into their mother tongue (Turkish). While using the validity model of Lawshe (1975), the content validity of the proposed rubric in a triple period was tested by 5 experts in the first trial, 8 ones in the second trial and 10 ones in the third trial. The interrater reliability of the tool was also substantiated in the assessment of the recorded performance of eighteen students by three ratters. The results disclosed the highest content validity ratio for the nonverbal criterion of Eye Contact and the lowest for the verbal criterion of Enthusiasm.
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    Iranian EFL Students’ Perceptions of Foreign Language Writing Anxiety and Perfectionism in Essay Writing
    (Journal of English Language Teaching and Linguistics, 2023) Khezerlou, Ebrahim
    Mastering the writing skill is an important criterion for EFL students who desire to fully invest in their academic discipline. While it is essential to develop numerous writing abilities to communicate effectively, the research shows that the affective variables, such as self-esteem, perfectionism, stress, anxiety, and burnout exert a deep negative influence both on the process and product of writing. To explore the devastating effects of these constructs beyond, the study aims to investigate the interactive impact of anxiety and perfectionism on essay writing among the Iranian EFL students (n=85). The Second Language Writing Anxiety Inventory of Cheng (2004) and the Multidimensional Perfectionism Scale of Hewitt and Flett (1990) were employed to measure the participants’ perceived writing anxiety and perfectionism. The results proved moderate levels of FLWA and perfectionism among the participants. They also revealed that the most prevalent type of anxiety and perfectionism among them were cognitive and self-oriented, respectively. Finally, the results revealed a strong positive relationship between their anxiety and perfectionistic tendencies. Thus, it was concluded that anxiety and perfectionism may interactively challenge EFL students more in their writing activities. The results are beneficial in deepening the understandings of teachers and researchers in the field pedagogically and practically.
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    Note-Producing and Note-Reading Patterns of Turkish Students in Consecutive Interpreting
    (2023) Khezerlou, Ebrahim
    Consecutive interpreting (CI) is a mode of verbal translation between a source and target language (TL) which “involves listening to what someone has to say and then, when they have finished speaking, reproducing the same message in another language” (Gillies, 2017, p. 5). Note taking, a fundamental skill in the process of long CI, refers to the activity of jotting down a speech in a highly individualised style and then recreating the original speech by the help of a combination of notes, memory, and general knowledge (Albl-Mikasa, 2008; Gillies 2017). To better understand the CI proficiency of the students in the context of Turkey, the study examined the idea-identifying, note-producing, and note-reading patterns of 26 undergraduate students majoring in English Language Translation and Interpreting. The data for the study were obtained from the papers of three official exams: a midterm, a quiz, and a final exam. In analysing data, the identified test items were divided into their composing components and were assigned one score for each. Then, their total scores were calculated as a hypothesized value (In task one: midterm= 12 and final= 12, in task two: midterm= 38 and final= 49, and in task three: midterm= 23 and final= 48). Next, students’ responses to test items in idea-identifying, note-producing, and note-reading tasks were computed to obtain their true scores. Finally, their performance results were statistically analysed to answer the research questions. The results revealed a preference for the use of word note form over the other ones among the students. They also confirmed a better idea-identifying, note-producing, and note-reading performance among the high-level students. Moreover, it was found that note-reading patterns of the students were better than their note-producing ones. The findings of the study are pedagogically and practically useful for teachers and practitioners in the field.