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Feedback Research in Second Language 

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The present research investigates&nbsp;the effect of self-regulatory strategy instruction on Iranian EFL learners’&nbsp;metadiscoursal writing abilities. To this purpose, 50 Iranian EFL intermediate&nbsp;learners were all native speakers of the Persian language learning the English&nbsp;language in an institute were selected via convenience random sampling.&nbsp;Self-regulated Strategies Intervention and Metadiscoursal writing pretest and&nbsp;post-test were the research instruments employed to collect the data. Because&nbsp;of the circumstance of Covid-19, the instructor made a new WhatsApp group apart&nbsp;from the virtual group, namely Adobe Connect, to make contact with the&nbsp;students. The learners were required to take a metadiscoursal writing pretest.&nbsp;After passing six sessions, intervention through self-regulated strategies was&nbsp;taught, and the participants were required to follow the guidelines. The&nbsp;instructor checked every single learner’s progress. Ultimately, they took a&nbsp;post-test. The findings revealed that the self-regulatory strategy significantly&nbsp;impacted Iranian EFL learners’ metadiscoursal writing skills. In conclusion,&nbsp;the results indicated that it could be suitable for teachers to gain more&nbsp;information regarding the self-regulated strategy and utilize it, where&nbsp;necessary, for its positive results.

Investigating the Effect of Self-regulatory Strategy Development on Iranian EFL Learners’ Metadiscoursal Writing Skill

Original Research 

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Values have always been one of the fundamental concepts in social studies. This is while the reconstruction of our values deeply influences language proficiency and willingness to communicate in a second language. Therefore, the present study attempts to investigate any probable interaction between individuals’ value orientations and their willingness to communicate. To this end and in order to determine the values of the participants, a Persian-translated Portrait Values Questionnaire (PVQ) was distributed among 500 Iranian university students (296 females and 204 males). Additionally, the same group of participants filled out the Persian modified version of MacIntyre, Baker, Clement, and Conrod’s Willingness to communicate questionnaire (MacIntyre et al, 2001) which was employed to put a figure on the participants’ willingness to communicate in the context of the classroom. The conclusions derived from this study revealed that the existence of a positive relationship between overall WTC and value orientation as well as WTC subcomponents and that of value orientation. Furthermore, the results obtained through stepwise regression analysis indicated that in terms of values, openness to change, self-enhancement, universalism, tradition, and self-direction are better indicators of overall WTC. The findings also indicated that although gender affected participants’ willingness to read and speak in the classroom, it did not have any significant effect on their value orientations. The results of the study can improve the researchers’ comprehension of the nature of the connection among basic human values and willingness to communicate among Iranian university students.

On the Relationship between Schwartz’s Value Orientation and Willingness to Communicate: The Case of Iranian University Students

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The present study was an attempt to investigate Persian EFL teacher’s discourse and its relation to learners’ language learning anxiety. It was carried out in a bilingual elementary school and a language institute. The participants included students between the ages of 9 to 15 who studied English at least for three years in Shiraz, Iran. Data was gathered through a forty-minute audio-recording lesson during regularly scheduled class time and semi-structured interviews. The result indicated that there is a significant relationship between teacher’s discourse and learners’ anxiety. Moreover, the teachers’ discourse in immersion education was found to be more significant than the ones in non-immersion programs. The obtained result of this study is to familiarize teachers with the importance of appropriate language use in EFL classroom and how such language use in the classroom can be improved through video and audio recording of their lessons.

On the Relationship between Persian EFL Teacher’s Discourse and Language Learning Anxiety

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