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All Journal English Review: Journal of English Education ELT Forum: Journal of English Language Teaching LLT Journal: A Journal on Language and Language Teaching Academic Journal Perspective : Education, Language, and Literature Studies in English Language and Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Namaziandost, Ehsan
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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MALES AND FEMALES DISCREPANCIES IN READING FLUENCY: FOCUSING ON ADVANCED EFL LEARNERS Namaziandost, Ehsan; Fadhly, Fahrus Zaman; Solihat, Dadang
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1818

Abstract

THE IMPACT OF USING AUDIO-VISUAL AIDS ON TEACHING LISTENING AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS Namaziandost, Ehsan; Nasri, Mehdi
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 2 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.79 KB)

Abstract

The present study aimed to investigate the effects of audio-visual aids on teaching listening among Iranian pre-intermediate EFL learners. In order to fulfill the objectives of the study, the researcher selected 40 homogeneous pre-intermediate students and divided them into two equal groups. The two groups were the experimental groups (n=20) and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment which took 15 sessions, the researcher administered a post-test to find out the effect of audio-visual aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The results showed that the EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). The implications of the study suggest that using audio-visual aids can help EFL learners to develop their listening comprehension.DOI: 10.24071/llt.2019.220209
FORMULAIC LANGUAGE OF TOURISM IN ENGLISH FOR ACADEMIC PURPOSE (EAP) COURSE BOOK: A CORPUS-DRIVEN APPROACH Namaziandost, Ehsan; Ziafar, Meisam; Dwiniasih, Dwiniasih
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (327.584 KB) | DOI: 10.33603/perspective.v8i1.3285

Abstract

One approach to taking advantage of corpora in language teaching would be adding to a textbook through enriching it through employing corpus-based research. When it comes to using English for Academic Purposes (EAP) materials, the inclusion of corpora in teaching language becomes even more urgent. In the current study, the authors did their best to investigate and describe the presence of formulaic language in an EAP textbooks titled: English for international tourism: Pre-intermediate students? book written by Dubicka and O?keeffe (2003) through a case study, and corpus-driven method as a research methodology. Therefore, this study aims to investigate to what extent the EAP course book designed for tourism titled English for international tourism (EIT) is compatible with a corpus-driven formulaic approach. Findings show that this EAP textbook falls fairly short of presenting the necessary formulas as frequently employed in tourism English. Supplementing such materials with corpora and the formulaic they provide may boost the quality of EAP education and practice.
Texts with Various Levels of Hardness, Reading Comprehension and Reading Motivation: I+1 Versus I-1 Namaziandost, Ehsan; Rahimi Esfahani, Fariba; Nasri, Mehdi
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.30992

Abstract

Considering the vital role of comprehensible input, this study attempted to compare the effects of input with various difficulty levels on Iranian EFL learners’ reading comprehension and reading motivation. To fulfil this objective, 54 Iranian pre-intermediate EFL learners were selected from two intact classes (n = 27 each). The selected participants were randomly assigned to two equal groups, namely “i+1” (n=27) and “i-1” group (n=27). Then, the groups were pretested by a researcher-made reading comprehension test. After carrying out the pre-test, the treatment (i.e., extensive reading at different levels of difficulty) was practiced on the both groups. The participants in “i+1” group received reading passages beyond the current level, on the other hand, the “i-1” group received those reading passages which were below their current level. After the instruction ended, a modified version of pre-test was conducted as posttest to determine the impacts of the treatment on the students’ reading comprehension. The obtained results indicated that there was a significant difference between the post-tests of “i+1” and “i-1” groups. The findings showed that the “i+1” group significantly outperformed the “i-1” group (p < .05) on the post-test. Moreover, the findings indicated that “i+1” group’s motivation increased after the treatment. The implications of the study suggest that interactive type of input is beneficial to develop students’ language skills. Keywords: Comprehensible Input; Extensive reading; Foreign language reading motivation; Input; Reading comprehension; Text difficulty level
How do senior English teachers experience Global Englishes in language teaching? Narratives from within Rifiyani, Andri Jamaul; Namaziandost, Ehsan; Ubaidillah, M. Faruq; Langgeng, Budianto
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.38114

Abstract

Extensive research on Global Englishes (GE) experiences has been investigated in response to the calls for using English as a global language and multicultural communication tool. However, previous studies were entirely concerned with higher education and language course teachers. Thus, to fill this lacuna, this current research dispensed the experiences of five senior English teachers dealing with GE in Islamic boarding school settings in Indonesia using a narrative inquiry. The five participants in this study were selected purposefully based on their teaching experience of more than 20 years. The data were gathered using individual in-depth interviews and analysed following Braun and Clarkes thematic analysis procedure. Results revealed that most participating teachers were unaware of the GE variations. Their inadequate knowledge of GE was seen in how they perceived issues of native-speaker ideology, the use of L1, the inclusion of Western culture, and the use of English textbooks in their classes. The studys findings suggest that raising GE awareness of English teachers is essential since the paradigm shift of English as a global language has received considerable and critical attention in academia. In addition, the findings demand GE awareness to be included in the secondary school English curriculum. Finally, the use of narrative inquiry in this study is also promising in revealing teachers lived experiences personally and professionally.
The possibilities of implementing pragmatic instruction with Mental Grounding Techniques in EFL college students context Al-Obaydi, Liqaa Habeb; Pikhart, Marcel; Namaziandost, Ehsan
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.28517

Abstract

The use of psychological techniques to deal with language problems is a well-known strategy in the process of teaching foreign languages as learners can sometimes suffer from anxiety and stress, so it is essential to help students overcome the psychological barriers they face to cope with the process of learning. This study attempts to deal with pragmatic problems by using a mix of mental grounding techniques and pragmatic activities (awareness-raising activities). The sample of the study comprised participants from Iraq and the Czech Republic. They were first-year college students. The researchers depended on learning zones to determine the suitable time for the experiment (fear zone). The researchers applied self-report surveys in addition to interviews to determine the students with pragmatic problems. Then, at the end of the experiment, the participants were interviewed again to evaluate the experiment in addition to the same self-report survey. Results showed that the two samples responded positively to the mix of techniques used. Moreover, the division of learning zones seems ideal to be dependent in the present study as it specifies the time of challenge the students experienced. The results also clarified that the mix of the two types of activities (pragmatic and grounding activities) demonstrates a kind of remedy that could enhance students level of pragmatics. In the end, no sharp differences were mentioned in the two contexts of the study (Iraq and the Czech Republic); both gained approximate positive results.
A Narrative Inquiry into EFL Teachers’ Emotional Geographies in Online Grammar ‘Funtainment’ Assessment Sujiatmoko, Ahmad Heki; Setyowati, Lestari; MR, Elvira Rasyida; Ubaidillah, M. Faruq; Namaziandost, Ehsan
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4197

Abstract

In EFL classrooms, each teacher is expected to be able to act professionally in teaching and assessing the students through the ability to control emotions. However, studies that capture such phenomenon are lacking. This study investigated the narratives of Indonesian EFL teachers’ emotional geographies who conducted online assessments using 'Funtainment Assessment' in 'Grammar' classes. The study employed a narrative inquiry as the design by collecting individual in-depth interview data over four months. Findings unveiled five aspects that influenced changes in the participants' emotional geographies: physical, moral, sociocultural, professional, and political. Participants had a variety of attitudes in response to the emotions that arose when assessing the students' grammar competence online. Interestingly, the participants experienced continuous adaptation to the practice of negotiation to the emotional changes Thus, it did not distract the professional developments they had done through agentive actions. The study's empirical results also suggest that the 'emotional geography dimensions' contributed to future teachers' professional developme
Co-Authors Ahmad Heki Sujiatmoko Al-Obaydi, Liqaa Habeb Dadang Solihat Dwiniasih Fahrus Zaman Fadhly Langgeng, Budianto Lestari Setyowati MR, Elvira Rasyida Nasri, Mehdi Pikhart, Marcel Rahimi Esfahani, Fariba Rifiyani, Andri Jamaul Ubaidillah, M. Faruq Zariholhosseini, Elnaz Ziafar, Meisam