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Öğe 004-USING GOOGLE KEYBOARD IN L2 WRITING: IMPACTS ON LEXICAL ERRORS REDUCTION(12’inci Uluslararası Eğitimde Yeni Yönelimler Kongresi 19-20 Haziran/June, 2021, Turkey www.iconte.org, 2021) Valizadeh, MohammadrezaThe current study investigated the effects of integrating Google keyboard (Gboard) into L2 writing and the associated effects on lexical error reduction. The participants were 47 intermediate Turkish English as a foreign language (EFL) learners. The learners were divided into four groups (one control group and three experimental groups), and during the study, they were asked to write paragraph-length responses to a number of topics during classroom hours. The participants in the control group used pencil and paper in their writing, yet the participants in two experimental groups produced four responses using Gboard and four responses using pencil and paper at different weeks, and one experimental group used Gboard for writing about all the topics. Data analyses indicated that the use of Gboard resulted in a significant reduction of various lexical errors and increased accuracy ratios in the participants’ written responses. The implications of the study have been discussed.Öğe A Comparative Study of Recast vs. Explicit and Intensive vs. Extensive Correction Regarding Speaking Ability(Turkish Online Journal of English Language Teaching (TOJELT), 2021) Valizadeh, MohammadrezaThe current study explored the effectiveness of oral recast versus explicit correction when provided intensively and extensively. The main purpose was on the impacts of feedback in learning English. Intensive recasts are known as those given feedbacks on a specific subject while extensive feedback is known as errors on different subjects and areas. Forty students from an institute in Shiraz were divided into four classes of ten students. The instruments used in this study were a general English book, named Top Notch 2A book, a storybook, and an English grammar book, named Grammar in Use. They received explicit or implicit and intensive or extensive feedbacks according to the objectives of the study. The results indicated that there was not much difference among students who received explicit and implicit feedback. It was also found that all the methods affect students’ speaking ability in the same way.Öğe A Comparison of the Effects of Revision-mediated and Attention-mediated Indirect Coded Feedback on EFL Learners’ Written Syntactic Accuracy(International Journal of Education, 2021) Valizadeh, MohammadrezaThis study investigated the immediate and sustained effects of revision-mediated (RICF) and attention-mediated (AICF) indirect coded corrective feedback on the written syntactic accuracy development of 50 upper-intermediate Iranian EFL learners who were assigned to two RICF and AICF groups. They received eight-session treatments, followed by an immediate posttest, and then a delayed posttest after a four-week time interval. The collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. A descriptive and inferential statistical analyses were conducted with SPSS 21. The Wilcoxon Signed Rank Test and the paired-samples t-tests revealed that each treatment separately (i.e., revision-mediated and attention-mediated CF) had statistically significant impact on EFL learners’ written syntactic accuracy both in the short and long term. Moreover, the independent samples t-tests indicated no significant difference between the effects of revision-mediated and attention-mediated CF on EFL learners’ written syntactic accuracy both in the short and long term. The paper provides discussion and implications.Öğe A Corpus Based Study of General and Academic Vocabulary in Psychology Research Articles(LINELT 2022, 2022) Valizadeh, MohammadrezaA Corpus Based Study of General and Academic Vocabulary in Psychology Research Articles Department of Translation and Interpretation ( Faculty of Humanities, Cappadocia University, Cappadocia, Turkey, 50420. E mail: mrvalizadeh2015@gmail.com Abstract English lan guage vocabulary has been classified generally into four major categories including general service, academic, technical, and low frequency words. General service words are those frequently used function and content words that constitute the majority of ru nning words (around 90%) in spoken and written discourse. Knowledge of this vocabulary is essential for understanding various text types. Academic vocabulary refers to those words that are used more frequently in academic texts such as research articles. I t has been argued that in language learning courses, general vocabulary should be prioritized, and then the focus on instruction should be directed to academic words. Recent developments in corpus based study of language provided more efficient ways to ide ntify vocabulary items relevant to specific subject areas and the number of field specific vocabulary lists are growing. Within this line of research, the current study investigated the lexical profile of psychology research articles based on New General S ervice List ( (Browne et al., 2013a), and the New Academic Word List ( (Browne et al., 2013b). The findings revealed that 1,682 general service and 361 academic words occurred frequently in the corpus of psychology research articles. These words accounted for 84.20% of the corpus, and the list developed based on them might be employed in instructional programmes for setting vocabulary learning goals for psychology students. Given that vocabulary is an essential component writing proficiency for un iversity students, the findings of the study can also inform materials development in English for Academic Purposes ( courses.Öğe An Investigation into the Effects of Demographic Factors on EFL Learners’ Self-Efficacy Beliefs(International Journal of Education, 2021) Valizadeh, MohammadrezaThis study investigated the level of self-efficacy beliefs of Turkish university learners majored in English. Moreover, the effects of demographic factors of gender, grade level, types of initial motivation to enter a university, and living circumstances on participants’ self-efficacy levels were explored. The participants were 301 undergraduate Turkish university learners majored in English. Their self-efficacy was evaluated using a students’ self-efficacy scale, which measured their self-efficacy within the category of self-efficacy for self-regulated learning. The data were analyzed quantitatively. A relatively good (moderate) level of self-efficacy for self-regulated learning was found for Turkish English as a Foreign Language (EFL) university learners. There was a significant difference between the self-efficacy of males and females in favor of females. However, the magnitude of the differences in the means was below medium. Moreover, the participants’ self-efficacy level did not vary by grade level and living circumstances (i.e., living alone, living with parents, living in a shared room/apartment, living in a dormitory) during the academic year. Additionally, there was not a significant difference in the self-efficacy levels of the group with initial intrinsic motivation and the group with initial extrinsic motivation to enter a university. The results of this research can be insightful for the field of educational psychology.Öğe Applied strategies in translating idiomatic expressions: Cultural-bound analysis in Brida novel by Paulo Coelho(RumeliDE Journal of Language and Literature Studies, 2020) Valizadeh, Mohammadreza; Vazifehkhah, Ahmad EzzatiThe main purpose of this paper is to throw some light on applied strategies at an idiomatic expressional level in a contrastive analysis framework by investigating the cultural-bound in Brida novel by Paulo Coelho from English translation into Persian. It is worthy to point out that the main theoretical framework of the present paper is based on Baker’s (2011) model of translation in rendering idiomatic expressions. Further, within the text, there are some certain comparisons which are conducted to highlight the matches and mismatches in translation of idiomatic expressions both in English language and the Persian one. Hence, the core properties of this issue are described both in English and Persian. In addition, other researchers, translators, teachers and students may well take this information into account as one of the main platforms from which they find out some strategies in translation of idiomatic expressions. Moreover, to make the comparison clear any strategy has been classified and exemplified by the researchers. The result indicates the fact that Idiomatic expression of similar meaning but dissimilar form at 32.48% is the most applicable strategies in translating idiomatic expressions when a translator faces cultural-bound obstacles.Öğe Attrition of Oral Communicative Ability among English Language Graduates in Turkey(2021) Valizadeh, MohammadrezaThis study explored the relationship between the period of Turkish EFL (English as a Foreign Language) graduates’ not using English as well as their ages with the attrition of their oral communicative ability. The study also indicated the language maintenance strategies the Turkish EFL graduates pursue to prevent the attrition of their oral communicative ability. To investigate the issues, the present study used a quantitative design and the convenience sampling. The participants included 153 Turkish graduates majoring in English fields. A test of oral communicative ability as well as a checklist including 20 ‘Language Maintenance Strategies’ were used to collect the required data. The results showed that the longer the period of language non-use, the more likely the attrition of oral communicative abilities of Turkish EFL graduates will occur. As for the language maintenance strategies, the item ‘watching movies with its corresponding subtitle in English’ was the most frequent, followed by ‘listening to English songs’, whereas ‘speaking in English with Turkish friends’ was the least frequent one, and this was followed by ‘speaking in English with foreigners’. The study highly recommends enhancing the conditions and quality of the EFL teacher education programs in Turkey.Öğe Attrition of Oral Communicative Ability among English Language Graduates in Turkey(2021) Valizadeh, MohammadrezaThis study explored the relationship between the period of Turkish EFL (English as a Foreign Language) graduates’ not using English as well as their ages with the attrition of their oral communicative ability. The study also indicated the language maintenance strategies the Turkish EFL graduates pursue to prevent the attrition of their oral communicative ability. To investigate the issues, the present study used a quantitative design and the convenience sampling. The participants included 153 Turkish graduates majoring in English fields. A test of oral communicative ability as well as a checklist including 20 ‘Language Maintenance Strategies’ were used to collect the required data. The results showed that the longer the period of language non-use, the more likely the attrition of oral communicative abilities of Turkish EFL graduates will occur. As for the language maintenance strategies, the item ‘watching movies with its corresponding subtitle in English’ was the most frequent, followed by ‘listening to English songs’, whereas ‘speaking in English with Turkish friends’ was the least frequent one, and this was followed by ‘speaking in English with foreigners’. The study highly recommends enhancing the conditions and quality of the EFL teacher education programs in Turkey.Öğe CHEATING IN ONLINE LEARNING PROGRAMS: LEARNERS’ PERCEPTIONS AND SOLUTIONS(Anadolu University, 2022) Valizadeh, MohammadrezaThis study aimed at highlighting the Turkish higher education learners’ perceptions of cheating on online learning programs, the ways of, causes for, and some suggestions to minimize cheating. Both quantitative and qualitative data were gathered from 163 online learners via a questionnaire including both open-ended and close-ended questions. Data from the close-ended items in the questionnaire were analyzed in terms of frequencies and percentages of the responses using SPSS 22. The open-ended questions were analyzed thematically and manually. Over half of the respondents believed that cheating is more frequent and easier in an online course and they take this opportunity. They cheated by ‘using online sources like Google to copy and paste the answers’, ‘consulting with others, and ‘using personal class notes or coursebook’. They cheated because of ‘lack of knowledge’, ‘getting higher marks’, ‘some technical problems’, ‘no proctoring’, and ‘exam stress’. To prevent cheating the respondents suggested that universities should disable the copy and paste features. Teachers should create different quizzes for each student, require all students to start their webcam during the online test, use alternative methods of assessment, prepare essay like thought-provoking questions, and create awareness of the problem. However, some students clearly stated that nothing can be done either due to some technical infrastructure problems or even lazy teachers.Öğe Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs(Kutahya Dumlupinar University, School of Foreign Languages, 2022) Valizadeh, MohammadrezaThis experimental quantitative study, including pretest-treatment-posttest design, compared the effects of collaborative writing on Google Docs and individual writing practice on EFL learners’ descriptive paragraphs. The study was conducted during the covid-19 crisis. The participants were 48 Turkish EFL learners at pre-intermediate level of proficiency. The participants were assigned to two groups. One group, including 24 participants, experienced collaborative writing on Google Docs plus researchers’ comments as feedback (CWGD group). The other group, including 24 participants, experienced individual writing practice plus researcher’s direct corrective feedback (IWP group). The results of the independent samples t-test indicated that the CWGD group significantly outperformed the IWP group.Öğe Collaborative Writing on Google Docs: Effects on EFL Learners’ Descriptive Paragraphs(English Department, Teacher Training and Education Faculty, State Islamic Institute of Samarinda, 2022) Valizadeh, MohammadrezaGoogle Docs has recently been suggested as an efficient collaborative tool for group writing. This experimental quantitative study, including pretest-treatment-posttest design, aimed at comparing the effects of collaborative writing on Google Docs and individual writing practice on EFL learners’ descriptive paragraphs. The participants were 48 Turkish EFL learners at pre-intermediate level of proficiency, based on their performance on Oxford Placement Test. The participants were assigned to two groups. One group, including 24 participants, experienced collaborative writing on Google Docs plus researchers’ comments as feedback (CWGD group). The other group, including 24 participants, experienced individual writing practice plus researcher’s direct corrective feedback (IWP group). The results of the independent samples t-test indicated that the CWGD group significantly outperformed the IWP group. In conclusion, collaborative writing Google Docs environment can enhance the writing skill of the EFL learners. Therefore, the study highly recommends utilizing collaborative writing on Google Docs to practice English language writing skill.Öğe CROSS-CULTURAL ANALYSIS AND ITS IMPACT ON RELIGIOUS INTERPRETATION(Kültür Araştırmaları Dergisi, 2022) Valizadeh, MohammadrezaThe present study made an effort to analyze the effect of cross-cultural factors on interpretation by concentration on religious expressions as one of the main chal-lenges in translation of holy books and religious texts. Interpreters' strategies such as adaptation, explanation and omission to confront this difficult task were ana-lyzed as well. To conduct the study, researchers selected 50 common holy expres-sions in Iranian culture which were used by political and cultural speakers in speeches. A questionnaire, released by Supreme Council for Cultural Revolution (SCCR) in Iran, was utilized. The participants were 30 professional interpreters. The questionnaire was distributed among 30 professional interpreters; then the re-searchers classified the most common strategies for interpretation of religious ex-pressions in utterances. The result demonstrated that adaptation strategy at 60% was interpreters' priority in translation of religious expressions. This originates in the fact that explanation and omission strategies only used in 17% and 23% of orders. Moreover, it was found that religious expressions take time to interpret and that is why adaptation was chosen as the main strategy. In addition, it was found that in-terpreters are supposed to have perfect knowledge of both Iranian and American cultures to choose the most appropriate equivalent to convey the message and take the time in the interpretation.Öğe Dialogue Journal Writing: Effects on the Quality of EFL learners’ Descriptive Writing(2021) Valizadeh, MohammadrezaThis study investigated the effect of dialogue journal writing on descriptive writing performance of English as Foreign Language (EFL) learners in Turkey. Participants were 53 EFL upper-intermediate learners who were selected based on their performance on Oxford Quick Placement Test and assigned randomly to experimental and control groups. Whereas the members in the control group participated in descriptive writing pre and post-tests only, the participants in the experimental group were required to write two journals a week for one month (four weeks) in the period between the pre- and post-tests. The teacher-researcher only tried to model the correct usage of the error in her responses, but did not explicitly correct the errors or did not provide any type of explicit feedback. Results of independent sample t-test showed a significant difference between the experimental and control group regarding the overall descriptive writing performance.Öğe Effects of L1 and L2 Subtitled English Movies on Pre-Intermediate Learners’ Comprehension and Speaking Abilities(St. Theresa Journal of Humanities and Social sciences, 2021) Valizadeh, MohammadrezaThe review of the related studies on the advantages of subtitled movies in EFL classrooms indicates that there is no consensus among the researchers. While one group of researchers advocates L2 subtitled movies, the other group supports the use of L1 subtitled movies. This study addressed the impact of L1 and L2 subtitled movies on the language learners' comprehension of and speaking about the movies. A mixed-method research design was used. Three groups of participants (60 pre-intermediate learners) were exposed to three types of subtitles: L1 (Turkish), L2 (English), and standard (no subtitles). The data were collected through researcher-developed tests of comprehension and speaking as well as a semi-structured interview checklist. Results of ANOVA tests revealed that L1 subtitled movies were more effective than L2 subtitled movies which in turn were more effective than original movies. The thematic analysis of the interviews also showed that the participants found subtitled movies interesting, motivating, and authentic. In conclusion, subtitled movies can serve as mediators and facilitators. Results can be practically implied by EFL teachers and learners.Öğe EFL Teachers' Writing Assessment Literacy, Beliefs, Practices, and Training Needs: The Context of Turkey(2020) Valizadeh, MohammadrezaTeachers’ assessment literacy, beliefs, and practices contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of Turkish EFL (English as a Foreign Language) teachers’ writing assessment literacy (WAL) and identified their training needs in this area. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Moreover, the teachers’ writing assessment practices were studied. The participants were 152 Turkish EFL teachers. The data was collected through a questionnaire. A vast majority of the participants (over 90%) expressed their needs for receiving training in all the investigated WAL areas. Nearly half of the teachers (over 45%) reported that they seldom or never integrate writing with other skills, use portfolios, use computer technology, and ask students to do self-assessment. It also seems that there is not enough collaboration among the teachers. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey had better be addressed.Öğe EFL Teachers’ Writing Assessment Literacy, Beliefs, and Training Needs in the Context of Turkey(Australian International Academic Centre, 2019) Valizadeh, MohammadrezaTeachers’ assessment literacy and beliefs contribute to encouraging or undermining students’ learning; therefore, investigating such literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of 152 English as a Foreign Language (EFL) teachers’ writing assessment literacy (WAL) in Turkey and identified their training needs in this area by means of a questionnaire. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Although 80.9% of the teachers stated that they had already received prior training in WAL, a vast majority of the participants (over 90%) stated they need to receive training in all the investigated WAL areas. The training need areas which stood on the highest six ranks included “Using pre-designed integrated writing tasks”, “Designing integrated writing tasks”, “Giving feedback to students based on information from tests/assessment”, “Designing good writing tasks/tests”, “Using the scoring rubrics”, “Designing the scoring rubrics”, “Using self-assessment”, “Using peer-assessment”, and “Using assessment portfolio”. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey should be addressed.Öğe English as a Foreign Language Teachers’ Writing Assessment, Literacy, Beliefs, Practices, and Training Needs: The Context of Turkey(2021) Valizadeh, MohammadrezaTeachers’ assessment literacy, beliefs, and practices contribute to encouraging or undermining students’ learning. Therefore, investigating the literacy to fulfill the teachers’ training needs is essential. This quantitative survey study investigated the current level of Turkish EFL (English as a Foreign Language) teachers’ writing assessment literacy (WAL) and identified their training needs in this area. Further, this research explored the teachers’ beliefs about different writing assessment methods, general assessment issues in writing classrooms and then scoring accuracy in writing assessment. Moreover, the teachers’ writing assessment practices were studied. The participants were 152 Turkish EFL teachers. The data was collected through a questionnaire. A vast majority of the participants (over 90%) expressed their needs for receiving training in all the investigated WAL areas. Nearly half of the teachers (over 45%) reported that they seldom or never integrate writing with other skills, use portfolios, use computer technology, and ask students to do self-assessment. It also seems that there is not enough collaboration among the teachers. The detailed findings regarding the teachers’ beliefs in the above-mentioned issues are explained and discussed in the paper. To improve the situation, the shortcomings in the language teacher education programs in Turkey had better be addressed.Öğe Focused Direct Corrective Feedback: Effects on the Elementary English Learners’ Written Syntactic Complexity(2021) Valizadeh, Mohammadreza; Soltanpour, FatemehThis experimental study, using a pretest-treatment-posttest design, compared the effects of focused direct written corrective feedback and additional writing practice on L2 learners’ written syntactic complexity. The participants were 60 Iranian elementary EFL learners, whose L2 proficiency as well as L2 writing syntactic complexity and accuracy were controlled by administering the Oxford Quick Placement Test and a paragraph writing test. They were assigned to two groups: Focused direct corrective feedback (FDCF) and additional writing practice without feedback (No CF). The investigation included five sessions and lasted for three weeks. Every session, each participant wrote a paragraph of descriptive type in class. The experimental group received FDCF, while the control (i.e. No CF) group was provided only with additional writing practice. Lu's (2010) web-based L2 Syntactic Complexity Analyzer was utilized to calculate the five indices of syntactic complexity measures, including mean length of clause (MLC), mean length of sentence (MLS), mean length of T-unit (MLT), clauses per sentence (C/S), and verb phrases per T-unit (VP/T). The MANOVA test revealed no statistically significant difference between the two groupsÖğe Foreign Language Anxiety in Virtual Classrooms during the Covid-19 Pandemic in Turkey(St. Theresa Journal of Humanities and Social Sciences, 2021) Valizadeh, MohammadrezaThis mixed-methods study investigated Foreign Language Anxiety in virtual English as Foreign Language (EFL) classrooms during the Covid-19 pandemic in Turkey. The Turkish EFL university learners’ anxious feelings in traditional and virtual classrooms were compared. Then, the reasons for their feelings were explored. Data were gathered from 212 online learners via a questionnaire including both open-ended and close-ended questions. A large number of the students felt less stressed in a face-to-face classroom. Comparing the activities, a larger number of the respondents felt less stressed to participate in face-to-face classroom language activities than in online classroom activities. Over half of the respondents felt anxious thinking that others might see their home settings or hear the voices in their homes, recorded for every activity, physical and mental health due to long-time use of technology. The online classroom setting made a large number of the participants feel more suffocated and isolated. The existence of live interactions in face-to-face environments were mentioned as an effective factor. The other reasons included individual differences and preferences, lack of technological knowledge, and the technological infrastructure problem. In terms of the benefits of the online classes, several learners felt comfortable with answering questions while others are not looking at them, and that others do not see their physical appearance. The direct presence of eye contact with the teachers in face-to-face classrooms made several students more nervous. Some also referred to the Covid-19 pandemic and that it is risky for their health to be in face-to-face classrooms.Öğe Foreign Language Anxiety in Virtual Classrooms in Turkey(2021) Valizadeh, MohammadrezaThis mixed-methods study investigated foreign language anxiety in virtual English as a foreign language (EFL) classrooms in Turkey. The Turkish EFL university learners' anxious feelings in traditional and virtual classrooms were compared. Then, the reasons for their feelings were explored.
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