Saeed Rezaei

Language identity among Iranian English language learners: a nationwide survey

The present study is a nationwide survey of language identity among English language learners in Iran. The participants who completed the survey in this research included 1851 English language learners from different parts of the country who belonged to different genders, age groups and English language proficiency levels. The main instrument was a validated questionnaire which included 19 items and was administered online and by hand. The results of this survey revealed that Iranian English language learners had a moderate level of language identity and there was no significant difference between the language identity of male and female participants. In addition, the results indicated that there were significant differences in the language identity of participants across different age groups (teenagers and adults) and language proficiency levels (low- and high-proficiency learners). Finally, the results showed that 73.3% of the participants preferred American English, followed by British English (23.6%), Persian English (1.6%), Canadian English (1.2%) and Australian English (0.3%) as their favourite varieties of English.

Attitude towards Azeri language in Iran: a large-scale survey research

ABSTRACT This survey research investigated the attitude of Iranian Azeri native speakers towards Azeri language. A questionnaire was developed and its reliability was estimated (r = 0.74) through a piloting phase on 54 Azeri native speakers. The participants, for the main phase of this study, were 400 Azeri native speakers with different social and educational backgrounds and from some densely Azeri-populated provinces in Iran. They completed either the online or the printed version of the survey, the results of which indicated that Iranian Azeri native speakers have a high level of positive attitude towards their mother tongue in spite of the negligence of this language in the Iranian educational system. The results of this study are discussed from a sociopolitical standpoint and their implications for the Iranian context are provided.

A model and questionnaire of language identity in Iran: a structural equation modelling approach

This study consisted of three main phases including the development of a hypothesised model of language identity in Iran, developing and validating a questionnaire based on this model and finally testing the model based on the questionnaire data. In the first phase of this research, a hypothesised model of language identity in Iran was developed based on the literature and consultations with a panel of experts. After that, a questionnaire was developed and validated to tap the components of the hypothesised model. In order to develop this questionnaire, the researchers went through a number of rigorous steps including content selection, item generation, writing the rating scales and personal information part, expert opinion, item revision, initial piloting, reliability estimation and finally validation. The results of the questionnaire administration indicated that the reliability of the questionnaire estimated through Cronbachs alpha was 0.73 and exploratory factor analysis also identified six factors. As the final phase of this study, structural equation modelling through AMOS 21 was utilised to test the model. The initial results showed a poor fit model; however, the model was trimmed by removing one item from the questionnaire, and final statistical indices indicated that the model was fit.

Development of a rubric for evaluating creative writing: a multi-phase research

ABSTRACT Drawing on a modified version of Delphi technique, the researchers in this study tried to develop a rubric comprising the main criteria to be considered in the evaluation of works of fiction. Review of the related literature, as well as the administration of a Likert scale questionnaire, and a series of unstructured interviews with experts in the fields of literature and creative writing, led to the identification of ten elements which were used in the construction of the first version of the rubric. To ensure its validity, a number of distinguished creative writing professors were asked to review this assessment tool and comment on its appropriateness for measuring the intended construct. Some revisions were made based on these comments, and following that, the researchers came up with an analytical rubric consisting of nine elements, namely narrative voice, characterisation, story, setting, mood and atmosphere, language and writing mechanics, dialogue, plot, and image. The reliability of this rubric was also established through the calculation of both interrater and intrarater reliability. Finally, the significance of the development of this valid and reliable rubric is discussed and its implications for teaching and assessing creative pieces of writing are presented.

Attitudes toward World Englishes among Iranian English language learners

Abstract The current study investigated the attitudes of 140 Iranian English language learners toward World Englishes. The participants were required to listen to recordings of the same natural speech from a series of speakers with five different accents. The results showed that the participants had a more positive attitude toward American and British English. On the other hand, African-American Vernacular English received the lowest level and Persian English and Australian English were in the middle of this scale. While American English was evaluated as the most socially attractive and African-American as the least socially attractive, British and African-American accents were evaluated as of the highest and lowest social status, respectively. The results further showed that, both American and British accents have high quality. Australian English was in the middle point while Persian and African-American accents were at the end of the scale, respectively.