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6. Exploring Advanced EFL Learners' Awareness of Communication Strategies

Author

Ostovar-Namaghi, Seyyed Ali, Mohit, Fereshteh, and Morady Moghaddam, Mostafa

Abstract

The present study explores communication strategies used by Iranian advanced EFL learners to overcome communication problems. This study aims to explore EFL learners' awareness of communication strategies. To this end, 17 advanced EFL learners who were willing to participate in the study were selected through snowball sampling. Their awareness of communication strategies was then explored through open-ended interviews and analyzed in line with the coding schemes of grounded theory (Strauss & Corbin, 1991). Iterative data collection and analysis yielded four main categories including explicit, reciprocal, implicit, and reduction strategies. Each of these strategies covers some subcategories. To visualize the findings and explore the degree to which the abstracted strategies reflect the participants' perspective, the transcribed data, along with the emerged strategies were fed to MAXQDA. This study can contribute to effective oral communication by elaborating on the notion of communication strategies and reaching communicative goals. The findings have implications for language learners, language teachers, and materials developers.

Published
2022

7. The Effect of Student-Led Small-Group Discussion as a Pre-Writing Task on the Development of EFL Students' Writing

Author

Heidari Darani, Laya, Morady Moghaddam, Mostafa, and Murray, Neil

Abstract

This paper aims to investigate the impact of small-group student-led discussion as a pre-writing task on the writing performance of Iranian intermediate EFL learners. To this end, a quasi-experimental study design was employed in which 80 Iranian intermediate EFL learners were randomly assigned to experimental and control groups, with the former being required to engage in small-group student-led discussions prior to writing paragraphs on a predetermined topic. Their paragraphs were subject to analysis focussed on the components of vocabulary, grammar, content, writing mechanics, and organization. Results indicated that, following the treatment, learners' writing performance improved significantly according to raters' holistic evaluation, as well as specifically in relation to the elements of content and vocabulary. Our study indicates that the socially negotiated nature of learners' interactions can help them engage with and develop a more wide-ranging and in-depth understanding of written content.

Published
2023
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8. Persuasive Language in ELT-Related Ads on Social Media

Author

Morady Moghaddam, Mostafa and Esmaeilpour, Faeze

Abstract

In line with the concept of mobile learning in English Language Teaching (ELT), the aim of this research is to explore how Iranian ELT practitioners take advantage of social media to propose supportive and impactful language learning programs by adhering to persuasive linguistic devices. The research design is nonexperimental and explorative. ELT-related commercial videos and pictures were identified on social media platforms, including Instagram, Facebook, TikTok, and YouTube. We delved into the syntactic and pragmatic features of the data on ELT-related ads to identify the persuasive techniques and strategies these ads resort to for attracting language learners to online classes and services. To analyze the data, the widely-used and acknowledged Cialdini's (The psychology of persuasion, Quill William Morrow, 1984) principles of persuasion are employed. The results manifested that 'reciprocity' and 'scarcity' were the most used persuasive strategies, while 'commitment and consistency' and 'consensus' were the least favorable persuasion principles in these ads. The analysis of the Iranian ELT-related ads indicated that the language used within this context is purposeful and strategic. A contextual investigation of the ELT-related ads on social media can meaningfully contribute to social practices underlying English language pedagogy and digital literacy.

Published
2023
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9. Linguistic Variation in Iranian University Student Graffiti: Examining the Role of Gender

Author

Morady Moghaddam, Mostafa and Murray, Neil

Abstract

Research on the discursive features of graffiti in institutional settings is in its infancy and few studies have investigated the phenomenon and its implications in educational contexts. In this paper, we report on a study in which we employed systemic functional linguistics (Halliday in Learning how to mean, Edward Arnold, 1975). to probe communicative functions and gender differences in Iranian university student graffiti that appeared in all-male and all-female locations. The data comprised authentic instances of graffiti generated by students, analysis of which suggests that male and female university students each have their own distinctive motives for using graffiti, as realised in significant differences observed in the context-specific functions they perform. Graffiti pieces represented a distinctive and meaningful way of communicating, and its most salient features were creativity, simplicity and variation. Indications are that university students' graffiti reflects psychological and social challenges, and the thoughts, attitudes and feelings expressed through it serve students' personal and interactional purposes.

Published
2023
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11. Discourse Markers in L2 Learners' Responses to Teacher-Generated Compliments during Classroom Interaction

Author

Morady Moghaddam, Mostafa

Abstract

This study explores discourse markers (DMs) as they occur with compliment responses (CRs) in classroom interactions among Iranian learners of English as a foreign language (EFL). Using the tenets of conversation analysis, this paper draws on data from teacher-student interactions in several private language institutes in Iran. After audiorecording and transcription of the compliment-response exchanges, 148 DMs were identified within the responses. These sequences were analyzed to find out how DMs are combined with four distinct CR types; accept, mitigate, reject, and request interpretation. DMs were also identified and categorizedbased on their frequency of occurance and semantic features to allow comparison with previous findings. The results of this study revealed that Iranian EFL learners resorted to a limited number of DMs in responses to teacher-generated compliments, with "linking" DMs being the most favorable type. Moreover, some DMs were accompanied by a specific CR type which helped the formation of an intended illocutionary force by the complimentee. It was also observed that a DM or a combination of these markers can stand alone as a legitimate and functional response to compliments, which further reveals that DMs can contribute to both semantic and pragmatic meaning. These findings clearly suggest that explicit teaching of DMs in English language classes should be taken into consideration, as these linguistic elements can provide learners with important tools to convey their intended meaning more smoothly and effectively.

Published
2023
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13. The mediational role of ‘teacher guides’ in TESOL: teachers’ reported practices on scaffolding, appropriation, and self-regulation.

Author

Morady Moghaddam, Mostafa and Parsaiyan, Seyyedeh Fahimeh

Subjects
*ENGLISH teachers, *BEGINNING teachers, *LANGUAGE teachers, *CLASSROOM dynamics, *ACADEMIC accommodations, *SOCIOCULTURAL theory
Abstract

In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and constraints they attribute to them. Through examination of semi-structured interview data, this qualitative study uncovered that teacher guides function as potent scaffolding tools, providing teachers with procedural, instructional, and emotional support. However, despite these scaffolds, the teachers expressed their apprehensions regarding their excessive dependence on guides and their limited accommodation of diverse classroom dynamics and student needs. The teachers indicated their practice of appropriation, where they adapted teacher guide content to suit the sociocultural milieu of their classrooms and the diverse cognitive and affective needs of their students. Additionally, the teachers mentioned a gradual transition toward self-regulated teaching, where they rely more on personal expertise and creativity and less on teacher guides. This study contributes to our understanding of the complex dynamics and dual agency between teachers and teacher guides, emphasizing the need for more inclusive and reflective pedagogical resources to support teachers’ growth and autonomy. [ABSTRACT FROM AUTHOR]

Published
2024
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14. Preliminaries

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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15. Sociocognitive vs. Structural Issues

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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16. Reported Speech in Persian

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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17. Trust and Indirect Reports

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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18. Indirect Reports and Translation

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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19. Philosophical Considerations

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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20. Direct and Indirect Reports

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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21. Politeness in Indirect Reporting

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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22. Principles Governing Indirect Reports

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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23. Conclusion and Future Concerns

Author

Morady Moghaddam, Mostafa, Capone, Alessandro, Editor-in-Chief, Allan, Keith, Advisory Editor, Cummings, Louise, Advisory Editor, Davis, Wayne A., Advisory Editor, Douven, Igor, Advisory Editor, Huang, Yan, Advisory Editor, Kecskes, Istvan, Advisory Editor, Lo Piparo, Franco, Advisory Editor, Pennisi, Antonino, Advisory Editor, Santuli, Francesca, Advisory Editor, Burton-Roberts, Noel, Editorial Board Member, Butler, Brian, Editorial Board Member, Carapezza, Marco, Editorial Board Member, Cimatti, Felice, Editorial Board Member, Corazza, Eros, Editorial Board Member, Dascal, Marcelo, Editorial Board Member, Devitt, Michael, Editorial Board Member, van Eemeren, Frans, Editorial Board Member, Falzone, Alessandra, Editorial Board Member, Feit, Neil, Editorial Board Member, Giorgi, Alessandra, Editorial Board Member, Horn, Larry, Editorial Board Member, von Heusinger, Klaus, Editorial Board Member, Jaszczolt, Katarzyna, Editorial Board Member, Kiefer, Ferenc, Editorial Board Member, Korta, Kepa, Editorial Board Member, Lepore, Ernest, Editorial Board Member, Levinson, Stephen C., Editorial Board Member, Macagno, Fabrizio, Editorial Board Member, Mey, Jacob L., Editorial Board Member, Perconti, Pietro, Editorial Board Member, Piazza, Francesca, Editorial Board Member, Posner, Roland, Editorial Board Member, Richard, Mark, Editorial Board Member, Salmon, Nathan, Editorial Board Member, Schiffer, Stephen R., Editorial Board Member, Seymour, Michel, Editorial Board Member, Simons, Mandy, Editorial Board Member, Williamson, Timothy, Editorial Board Member, Wierbizcka, Anna, Editorial Board Member, Zielinska, Dorota, Editorial Board Member, and Morady Moghaddam, Mostafa

Published
2019
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40. A sociocultural analysis of the bereavement discourse: a cross-cultural study.

Author

Morady Moghaddam, Mostafa

Subjects
*CROSS-cultural studies, *SOCIAL norms, *CROSS-cultural differences, *BEREAVEMENT, *DISCOURSE analysis
Abstract

Reactions to death have been examined in line with psychological, behavioral, and social perspectives (Zunin & Zunin, 2007). That being the case, the bereavement discourse has not been given sufficient attention appropriate to its communicative functions. This paper aims at investigating the bereavement discourse among Persian and English speakers, delving into the common communicative themes and extracting semantically meaningful categories. I also intend to make a cross-cultural comparison based on the common themes. The data of this study include 743 condoling sentences gathered through movie analysis, which can be a good source representing societal norms and cultural stereotypes (Pimentel, 2010). The bereavement discourse in movies was categorized under six general functions: (1) expressing regret; (2) offering condolence; (3) sharing feeling; (4) offering help; (5) extending sympathy; and (6) religious-oriented comments. The Chi-square test was conducted to find out whether the differences between these two groups of speakers are significant. I also discuss that the differences are meaningfully attributable to cultural conventions and social norms. Therefore, the relationship between micro and macro contexts is considered to make broader cultural inferences. [ABSTRACT FROM AUTHOR]

Published
2024
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46. Activating Linguistic and Cultural Diversity in the Language Classroom.

Author

Attaran, Atena and Morady Moghaddam, Mostafa

Subjects
CULTURAL pluralism, CAREER development, HUMANISTIC psychology, ONLINE education, LANGUAGE teachers
Abstract

"Activating Linguistic and Cultural Diversity in the Language Classroom" is a book that explores innovative approaches to language education. It emphasizes the importance of recognizing the connection between language and culture and advocates for a dynamic and mediated understanding of language. The book presents the findings of the Linguistic and Cultural Diversity Reinvented (LINCDIRE) project, which aimed to transform language education through collaboration and the development of a learner-centered online tool. The book consists of 11 chapters organized into four parts, covering topics such as plurilingualism, holistic education, digital collaboration, and the implementation of innovative practices in diverse classrooms. The project's innovative features have the potential to empower students and teachers and enhance the practical implementation of plurilingualism and online technologies. [Extracted from the article]

Published
2023
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47. Exploring Learning-Oriented Assessment in Enhancing Students’ Lexical Fluency Through MALL

Author

Al-Abri, Abdullah, Ranjbaran Madiseh, Fatemeh, and Morady Moghaddam, Mostafa

Abstract

Enhancing students’ lexical fluency and academic performance in speaking exams presents a significant challenge for English as a foreign language (EFL) instructors. The pursuit of effective tools to engage students and facilitate their learning process has been ongoing. The incorporation of technology in EFL learning contexts, particularly through learning-oriented assessments, offers a promising solution to the traditional difficulties of vocabulary acquisition in the classroom. Research indicates that Mobile-Assisted Language Learning (MALL) not only streamlines the learning process but also boosts student motivation and participation. In light of the challenges faced in improving the speaking exam performance of students in foundation programs in Oman, a study was conducted to assess the impact of Mentimeter, a Student Response System, on student engagement, vocabulary recall, and speaking proficiency. The study involved 275 students from a public university in Oman who participated in Mentimeter quizzes designed to measure the platform’s effect on vocabulary retention, lexical fluency, and overall speaking performance. Additionally, the study explored teachers’ perceptions of the integration of Mentimeter as a formative assessment tool. The findings underscore the significance of MALL in enhancing learning-oriented assessment in EFL classrooms and provide insights for educators on utilizing such technologies to bolster vocabulary retention and speaking skills.

Published
2024
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