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Taki, Saeed
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Engagement and Stance in Academic Writing: A Study of English and Persian Research Articles Taki, Saeed; Jafarpour, Fatemeh
Mediterranean Journal of Social Sciences Vol. 3 No. 1 (2012): January 2012
Publisher : Richtmann Publishing

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Written texts of any kind embody some interactions between writers and their potential readers. This study focused onacademic writing to find about linguistic features used by writers to create such interactions. Following Hyland’s (2005) model ofinteraction in which stance and engagement are introduced as two discoursal features having an effective role in constructingwriter-reader interactions, this study aimed at investigating the ways in which English and Persian academics express theirposition to discover the strategies used to bring readers to their writing. To this end, 120 English and Persian research articles intwo disciplines of Chemistry and Sociology were analyzed for the purposes of cross-linguistic and cross-disciplinary comparison.The results demonstrated that the writers of both disciplines, especially the sociologists, considered the expression of stanceand engagement markers in their writing important. However, in sociology articles there was a greater effort to interact withreaders. Further, in Persian there seemed to be more cases of readers’ involvement.
Online Reading Strategy Use and Gender Differences: The Case of Iranian EFL Learners Taki, Saeed; Soleimani, Gholam Hossein
Mediterranean Journal of Social Sciences Vol. 3 No. 2 (2012): May 2012
Publisher : Richtmann Publishing

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This study investigated the online reading strategies used by Iranian EFL students and the differences between maleand female learners in terms of online reading strategy use. It also made an attempt to answer the question of whether skilledstrategy users in the offline environment are skilled strategy users in the online environment. Participants in this study were 30students (15 males and 15 females) selected from among 50 MA students at IAU University of Shahreza, Iran. The Survey ofReading Strategies (SORS) and Online Survey of Reading Strategies (OSORS) were adapted to the purposes of this study. Theresults indicated that participants used online reading strategies moderately. Problem-solving strategies and global readingstrategies were used the most. The findings revealed while there were no overall significant differences between males andfemales in terms of online reading strategy use, they did differ significantly on a number of individual strategies. The findings alsoindicated that active strategy users in the offline environment were active strategy users in the online environment. The findingshold implications for EFL teachers, students, material developers, and for researchers.
Co-Authors Jafarpour, Fatemeh Soleimani, Gholam Hossein