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The notion of emotional intelligence (EQ or EI) was provided to complement general intelligence. This study intended to study the influence of emotional intelligence on listening comprehension of junior high school EFL learners from both genders when using culture-based materials. In so doing, a number of 50 Iranian intermediate level EFL learners were selected using the Oxford Quick Placement Test (OQPT). In addition, Trait Emotional Intelligence Questionnaire was employed. The listening test was administered first. Participants were classified into an experimental and a control group. In the experimental group, students were exposed to listening materials such as special expressions, idioms, and conversations. After ten sessions, participants participated in the listening post-test. The results of an independent samples t-test showed that the performance of the participants in the two groups was significantly different. Moreover, one-way ANOVA and post-hoc analysis revealed that gender significantly affects the listening skills of EFL learners with varying degrees of emotional intelligence when using cultural material in listening lessons. The findings of this study can lead language teachers to include materials as listening pieces about cultural entities to improve the listening ability of language learners.

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Original Research 

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Cultural Resources, Listening Comprehension of Intermediate Iranian EFL Learners and their Emotional Intelligence

The purpose of this study was to consider the&nbsp;effect of the pamphlet of the study skill on writing texts of Iranian&nbsp;Pre-Intermediate EFL students in a private institute in Isfahan. To achieve the&nbsp;intended purpose, an Oxford Placement Test (OPT) was administered to 100&nbsp;learners in a private English language institute and 60 pre intermediate&nbsp;learners were selected as the participants of the study. They were divided into two groups randomly. The experimental group (30 students) and control group (30 students). Both of the groups were asked to a test as a pre-test and post-test. Afterwards the experimental group was taught a pamphlet about the skills&nbsp;of writing during 20 sessions. Then, the data of the study was statistically&nbsp;analyzed with using SPSS software. The results showed when the students in the&nbsp;experimental group learned the skills of writing a good text, they could write&nbsp;the different kinds of texts. They could organize and develop the paragraphs&nbsp;very well and they could also use appropriate linking words in different types of writing texts.

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The Effect of the Pamphlet of Study Skill on Iranian Pre-Intermediate EFL Learners’ Writing Skill

Educators in contemporary educational settings are met with many challenges in the classroom. This is a descriptive paper focused on the impact of classroom management on students’ academic achievement at the undergraduate level, entailing two aims one is from teachers’ perspective, and the other is from the students’ perspective. The first aim of this paper was to find out the factors that have an impact on classroom management and the strategies used in the classroom by the teacher and, in turn, the effect of classroom management on the students’ academic achievement. Thirty-five teachers were selected randomly from the Science and Art University in Yazd Province. An adopted questionnaire consisting of three sets of questions each set with six questions was distributed and the data were collected. The results showed that students’ need and teachers’ knowledge and teachers’ skills were three things that affect classroom management. Regarding the classroom strategies, the teachers’ idea was that they have to provide instructional activity awareness. Lastly, teachers believed that management of the class was an interesting process of creating and maintaining a successful learning environment and friendly relationship which leads to students’ success and in this way the teachers’ role impact students’ academic achievements. The second aim was to investigate students’ perceptions of classroom management. Survey method was used to collect the data from the students through an adopted questionnaire. For this purpose, 250 students were selected from Science and Art University of Iran from fields of Psychology, Management, law and Accounting. Data was collected by using a Five-Likert scale. The result showed students’ idea was that the latest technologies must be used in classrooms to facilitate the learners. There must be transparency and strict implementation of rules regulations and time schedule.

Effect of Classroom Management and Strategies on Students’ Achievement at Undergraduate Level

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Scientific English is not homogenous but&nbsp;varies in relation to the contexts. As a contribution to the field, this study&nbsp;developed a list of academic words used frequently in physiotherapy research&nbsp;articles (RAs) and compared it with the distribution of high frequency words in&nbsp;Coxhead’s (2000) Academic Word List (AWL) and West’s (1953) General Service&nbsp;(GSL). By analyzing a 1.7 million-word corpus, 1450 high frequent academic word&nbsp;families were identified and constituted the Physiotherapy Academic Word List&nbsp;(PAWL). The analysis showed that, of the 570 word families in AWL, 562 occurred&nbsp;frequently in physiotherapy research articles (RAs) and this provided a&nbsp;coverage of 11.51 of the tokens in the corpus. In addition, 406 word families&nbsp;(accounting for 28% of the word families in PAWL) found to be used frequently&nbsp;in PRAC had not been listed in GSL and AWL. The results indicate that AWL&nbsp;(Coxhead, 2000) is not entirely useful for physiotherapy learners because of&nbsp;the narrow coverage of some word families and the shortage of frequently used&nbsp;physiotherapy academic words. The established PAWL may serve as a guide for&nbsp;instructors in curriculum preparation, and for physiotherapy English learners&nbsp;in setting their vocabulary learning goals.

A Corpus-based Study of Academic Vocabulary in Physiotherapy Research Articles

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Engagement in classroom activities is a vital part in language learning process. Most learners usually intend to participate in classroom activities but shy and self-conscious learners resist to engage in activities and share their ideas with the peers. In this investigation, the aim was to assess the effect of process praise rather than personal praise on classroom engagement of the self-conscious Iranian high school EFL learners in two contexts: classroom activities and group activities. The samples were selected by means of a shyness scale questionnaire. The research was done in three phases: without any praise, praise for classroom activity participation, and praise for group activity engagement. Video recorded observations and post hoc analysis resulted that in first and second phases, the participants showed no sign of developing in engagement, while in the third phase they improved significantly in group activities and communicating with groupmates. They committed in the post interviews that teachers’ process praise privately and in small group has motivated them to participate in activities and has enhanced their confidence. The findings of this research can be effective for English language teachers in motivating the shy students to be more active in classroom activities, and consequently language learning will be facilitated for these learners.

Investigating the Effect of Process Praise on Classroom Engagement of Self-Conscious Iranian High School EFL Learners in Large Groups and Small Groups

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