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TEFL teachers’ and non-TEFL teachers’ perceptions on the relationship between SLA research and language pedagogy

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Zand-Moghadam A. , Meihami H.

tom 4

nr 3

233-256

This study explores TEFL teachers’ and non-TEFL teachers’ perceptions about the relationship between second language acquisition (SLA) research and language pedagogy with regard to familiarity, involvement, accessibility, consultation, relevance, and usefulness of SLA research in L2 pedagogy. To this end, 83 teachers, 40 TEFL teachers and 43 non-TEFL teachers, participated in this study. They filled out a questionnaire addressing their perceptions about SLA research and language pedagogy. The results revealed that the majority of TEFL teachers involved in doing research, at least as their educational term projects, while mostly no contribution was reported by non-TEFL teachers. In addition, TEFL teachers insisted that L2 teachers need to be involved in SLA research to be successful in their teaching career, while non-TEFL teachers were of the opposite opinion. Moreover, it was revealed that TEFL teachers considered the knowledge gained from research studies relevant and useful to their classroom actions, whereas non-TEFL teachers saw their experience more important for managing their classroom actions. Although both groups had contradictory perceptions of the relationship between SLA research and language pedagogy, they showed some common points in this regard. That is, both groups reported on their difficulty in having access to the research materials; they also expressed their willingness to do research.

E-PORTFOLIO AS A CORRECTIVE PLATFORM TOWARDS EFL STUDENTS’ OVERALL/COMPONENTIAL WRITING PERFORMANCE

100%

Saeedi Z. , Meihami H.

tom 15

nr 4

76-97

This paper aims at accentuating and exploring the effect of using electronic portfolio (EP) platform in providing corrective feedback (CF) on EFL students’ overall and micro-componential writing performance. Moreover, by conducting a semi-structured interview, the study seeks to obtain students’ attitudes towards the use of EP in three aspects, namely awareness, work/activity, and pros and cons. A total of 34 intermediate EFL students ranging from 20-25 years of age participated in this study. While students in the experimental group (N=17) received their corrective feedback via EP, the control group’s (N=17) writing assignments were corrected using traditional paper-and-pen portfolio. An EP platform was designed using DOKEOS environment during eight instructional sessions. The results of this investigation revealed that providing corrective feedback on EFL students’ writing via EP has a constructive effect on students’ overall writing performance (p=.02) and on writing micro-components except for idea development and idea wrap-up. The information obtained from the interview indicated that the EFL students developed affirmative attitudes towards the three aspects of using EP, namely, awareness, work/activity, and pros and cons. The findings of this study bear some implications for material developers and writing teachers and highlight the effective role EP plays in expediting CF on students’ writing and equipping them with the ubiquitous technology to get involved in writing activities with a positive standpoint.