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keivan seyyedi

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Keivan Seyyedi is an assistant professor of TESOL. He is an academic staff at Islamic AzadUniversity. He holds a PhD in Applied Linguistics from University Sains Malaysia. Keivan Has been actively involved in teaching English to undergraduate and postgraduate students. As well as having a number of articles appearing in peer reviewed journal, his research interests lie mainly in the area of second language acquisition, applied linguistics and task based language teaching.

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University of Chicago

Henning Andersen

University of California, Los Angeles

Morten H. Christiansen

Cornell University

University of California, Merced

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Carleton University

University of Cambridge

The University of Sydney

Hamad Bin Khalifa University

Kansas State University

National University of Malaysia

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Papers by keivan seyyedi

Acceptability of Google Translate Machine Translation System in Translation from English into Kurdish

The Effect Of Pictorial Concept-Mapping On EFL Learners’ Collocation Retention

International Journal of Language, Literacy and Translation

The purpose of this research is to examine the effects of using pictorial concept mapping on the ... more The purpose of this research is to examine the effects of using pictorial concept mapping on the retention of collocations in English as a Foreign Language (EFL) learners. 59 intermediate-level students were randomly assigned to one of the three groups: collaborative pictorial concept mapping (22 students), individual pictorial concept mapping (17 students), and translation (20 students). All groups received the same material and instruction time. Two concept-mapping groups used pictorial concept-mapping techniques, while the translation group memorized collocations with their Farsi equivalents. After ten weeks, an immediate post-test was administered to test the first hypothesis. The results shows that the collaborative concept mapping group performed the best. A delayed post-test was given after three weeks to test the second hypothesis, and the findings indicate that the collaborative pictorial concept-mapping group performed better than the other two groups. This research suggests that using pictorial concept mapping in a cooperative learning environment has a positive impact on the retention of collocations for both short-term and long-term periods.

The Contribution of Linguistics to Translator Education at Iraqi Universities

Govarî Qeła/Govarî Qeła, Mar 30, 2024

The present survey investigates the contribution rate of linguistics in the process of translator... more The present survey investigates the contribution rate of linguistics in the process of translator education at Iraqi universities. Here, those linguistic aspects are studied which Iraqi translation teachers have relied on to teach translation to undergraduate students and educate them to become competent translators. In the course of the study, 45 Iraqi translation teachers responded to a questionnaire that had been designed for this purpose. After doing data analysis, it is revealed that teachers mainly focused on contrastive linguistics to let students develop bilingual translation competence. Besides, they taught the linguistic structures and discourse analysis of the source and target languages to students to boost their linguistic and transfer abilities. However, students` theorization and application of linguistic knowledge about translation and teachers` application of corpus linguistics for educational purposes need more attention in Iraqi undergraduate translation programs. In sum, due to the linguistic nature of translation, students need to learn, apply, and compare the linguistic knowledge about SL and TL at semantic, lexical, syntactic, pragmatic, and discursive levels.

Task-Based Language Teaching in EFL Context

3rd International Conference on Language and Education, 2023

This study attempts to demonstrate how a task-based syllabus (TBS) can be implemented to facilita... more This study attempts to demonstrate how a task-based syllabus (TBS) can be implemented to facilitate language learning in an English as a Foreign Language (EFL) environment. As a first step, this research clarifies what is meant by "task" in the context of the task-based curriculum. Then, important theories that have contributed to the task-based curriculum will be discussed, followed by a discussion of its advantages and disadvantages in the classroom. The researcher then finds ideal teaching scenarios for enhancing language learning strategy awareness and facilitating second language acquisition using a task-based curriculum.

The Effects Of Pre-Task Planning Time And Task Structure On Second Language Learner’s Writing Performance

Tumpuan utama kajian ini adalah untuk mengkaji bagaimana masa perancangan pratugasan mempengaruhi... more Tumpuan utama kajian ini adalah untuk mengkaji bagaimana masa perancangan pratugasan mempengaruhi prestasi penulisan pelajar bahasa kedua (L2) apabila melaksanakan tugasan berstruktur berbanding tugasan tidak berstruktur. Peserta kajian ini terdiri daripada 50 orang pelajar ijazah pertama yang sedang mengikuti pengajian di Universiti Sains Malaysia, Pulau Pinang. Semua peserta memperolehi band empat dalam peperiksaan MUET (Malaysian University English Test). Peserta kajian dipilih secara rawak dan dibahagikan kepada dua kumpulan yang mempunyai bilangan peserta yang sama jumlahnya, iaitu kumpulan yang melaksanakan masa perancangan pratugasan dan kumpulan yang tidak melaksanakan masa perancangan pratugasan Setiap kumpulan diminta bercerita dua jenis cerita yang berbeza, iaitu secara berstruktur dan tidak berstruktur di dalam dua keadaan iaitu melaksanakan masa perancangan pratugasan dan tidak melaksanakan masa perancangan pratugasan

The Effect of Immediate and Delayed Error Correction on Accuracy Development of Intermediate EFL Learners’ Writing

International Journal of Linguistics, Literature and Translation, 2020

This study investigated the immediate and delayed effects of error correction on the accuracy imp... more This study investigated the immediate and delayed effects of error correction on the accuracy improvement of intermediate EFL learners’ writing. Through TOEFL test, the researcher selected 3 intact intermediate classes and assigned them into peer correction, self-correction and teacher correction groups. Before the main treatment, all participants were requested to write a composition on a topic, which served the purpose of pre-test. After writing the composition, the first group (peer), including two learners in each group, corrected the errors underlined by the teacher together. The learners in the second group, namely, self-correction, corrected the errors underlined by teacher individually and the third group received the correct forms written by the teacher on top of the errors. All the groups wrote 6 compositions on the topics during 6 sessions. The first topic served the purpose of immediate pre-test. This procedure was followed for 6 weeks and the 6th composition was regarded as immediate post-test and after a month (12th week), delayed post-test was conducted for all learners. The findings of ANOVA indicated that both peer correction and selfcorrection were influential in enhancing learners' writing accuracy; however, the group doing peer correction outperformed the self-correction one.

Communication Challenges Facing Soran University Students in Speaking English as a Foreign Language

The aim of the current study is to identify the reasons behind students’ weakness in speaking and... more The aim of the current study is to identify the reasons behind students’ weakness in speaking and determine the challenges of oral communication that some students face in English Department of the Faculty of Arts at Soran University. Quantitative research was used as a method of data collection of this case study to achieve the goal. The population of the study was undergraduate students at Soran University. A five-level Likert-scale questionnaire with closed-ended items was distributed among 121 English Foreign Language students to investigate participants’ views on this issue. The instrument comprised twenty-eight items classified into three main domains of linguistic, psychological, and sociocultural factors with different sub-aspects in each domain. The data were analysed using the Statistical Package of Social Sciences (SPSS, version 24). The findings showed that linguistic factors were the primary cause for English speaking difficulties with 36.42%, followed by affective and ...

International Journal of Linguistics, Literature and Translation (IJLLT) Additive Discourse Markers in English Journal Articles Written by Kurdish and English Native Speakers: A Corpus-Based Study

Al-Kindi Center for Research and Development, 2020

This paper reports a study that examines the use of additive discourse markers written by Kurdis... more This paper reports a study that examines the use of additive discourse markers written
by Kurdish scholars of English and compares their use with English native speakers. In
this study, five discourse markers of 'and, or, for example, for instance, thus' are
specifically analyzed. It aimed to investigate functions, frequency, and sentence
positions of additive discourse markers. To achieve this, the researchers utilized two
language corpora of 34 research articles published by Kurdish scholars in different
journals of Iraqi Kurdistan Region Universities and international journals, and a corpus
of 27 research articles published by English native scholars in different English Journals.
Quantitative as well as qualitative research methods were employed. The results of
this study showed that Kurdish scholars overused 'and' and 'for instance' in their
writing; however, they underused 'or, for example, and thus'. Moreover, it showed
that in both types of writings, there is a similarity in the frequent use of the medial
position of additive discourse markers.

The Effect of Task Structure on Second Language Learner’s Narrative Writing Performance

Investigating how the narrative structure influence writing performance of second language learne... more Investigating how the narrative structure influence writing performance of second language learners is the main focus of this study. To provide an empirical support to the effect of structured and unstructured narrative tasks, 25 Malaysian English learners enrolled at Universiti Sains Malaysia (USM) Penang, were asked to write two stories from cartoon scripts that had different degrees of narrative structure (structured and unstructured). The learners’ writing performance was measured for complexity, accuracy, and fluency (CAF). Paired samples t-test was employed to analyze the collected data. Results indicated that narrative structured task had significant effect on the accuracy and fluency of the learners’ writing performances, but not on the complexity.

The Effect of Pre-Task Planning Time on L2 Learners' Narrative Writing Performance

Building on Baddeley's cognitive psychology and Skehan 's Limited Attentional Capacity Model (200... more Building on Baddeley's cognitive psychology and Skehan 's Limited Attentional Capacity Model (2009), this article reports a study of the effects of pre-task planning time (strategic planning time) on Malaysian English learners' written narratives elicited by means of a picture composition. 50 first-year undergraduate students studying at Universiti Sains Malaysia (USM) Penang were served as the participants of this study. All the participants achieved band four from Malaysian University English Test (MUET). They were randomly selected and divided into two equal groups of with pre-task planning time and without pre-task planning time. Each group was asked to narrate a story under the two different conditions. Participants in pre-task planning time group was required to plan for their performance for 10 minutes and take notes before they performed the tasks, whilst the participants in without pre-task planning time group began writing immediately. The learners' writing performance was measured for complexity, accuracy, and fluency (CAF). Independent samples t-test was employed to analyze the collected data. Results indicated that pre-task planning time had no effect on the accuracy of the learners' writing performances, but led to more fluency and complexity.

Grammar from Context: The Effect of Explicit Focus on FormInstruction in Learning English Question Formation

languageinindia.com

Investigating the effectiveness of explicit focus on form on the written performance of the EFL l... more Investigating the effectiveness of explicit focus on form on the written performance of the EFL learners is the aim of this study. To provide empirical support for this study, sixty male English learners were selected and randomly assigned into two groups of focus on form and meaningfocused. English question formation was employed for data collection. The participants in the focus on form group were taught English question formation based on explicit focus on form (error correction and rule explanation), whilst those in the meaning-focused group were taught English question formation via communicative language teaching (CLT). The participants' output was coded then analyzed utilizing Independent t-test for grammatical accuracy and fluency.

Task-based Instruction

International Journal of Linguistics, 2012

Task-based is a kind of instruction in which language learners, performing activities, are engage... more Task-based is a kind of instruction in which language learners, performing activities, are engaged in meaningful, goal-oriented communication to solve problems, complete projects, and reach decisions. Tasks have been used for a broad range of instructional purposes, serving, for example, as units of syllabuses, activities for structure or function practice, and language focusing enhancements to content-based curricula. In this literature, some issues related to task-based instruction will be discussed.

Reading strategy research around the world

Reading, 2012

There has never been consensus among researchers for a clear cut definition of reading strategies... more There has never been consensus among researchers for a clear cut definition of reading strategies. This diversity is largely due to the way the term has been used in different contexts such as first language [L1], second language [L2], or foreign language [FL] learning. However, research on second language reading strategies indicates that strategies refer to conscious reading behaviors . Study of reading strategies, their different categories,their instruction outcomes and the factors that influence the readers' use of them has attracted a lot of researchers in the field of language research and pedagogy in the recent decades. The present study is an attempt to synthesize and discuss some of the studies conducted on reading strategies all around the world.

Acceptability of Google Translate Machine Translation System in Translation from English into Kurdish

The Effect Of Pictorial Concept-Mapping On EFL Learners’ Collocation Retention

International Journal of Language, Literacy and Translation

The purpose of this research is to examine the effects of using pictorial concept mapping on the ... more The purpose of this research is to examine the effects of using pictorial concept mapping on the retention of collocations in English as a Foreign Language (EFL) learners. 59 intermediate-level students were randomly assigned to one of the three groups: collaborative pictorial concept mapping (22 students), individual pictorial concept mapping (17 students), and translation (20 students). All groups received the same material and instruction time. Two concept-mapping groups used pictorial concept-mapping techniques, while the translation group memorized collocations with their Farsi equivalents. After ten weeks, an immediate post-test was administered to test the first hypothesis. The results shows that the collaborative concept mapping group performed the best. A delayed post-test was given after three weeks to test the second hypothesis, and the findings indicate that the collaborative pictorial concept-mapping group performed better than the other two groups. This research suggests that using pictorial concept mapping in a cooperative learning environment has a positive impact on the retention of collocations for both short-term and long-term periods.

The Contribution of Linguistics to Translator Education at Iraqi Universities

Govarî Qeła/Govarî Qeła, Mar 30, 2024

The present survey investigates the contribution rate of linguistics in the process of translator... more The present survey investigates the contribution rate of linguistics in the process of translator education at Iraqi universities. Here, those linguistic aspects are studied which Iraqi translation teachers have relied on to teach translation to undergraduate students and educate them to become competent translators. In the course of the study, 45 Iraqi translation teachers responded to a questionnaire that had been designed for this purpose. After doing data analysis, it is revealed that teachers mainly focused on contrastive linguistics to let students develop bilingual translation competence. Besides, they taught the linguistic structures and discourse analysis of the source and target languages to students to boost their linguistic and transfer abilities. However, students` theorization and application of linguistic knowledge about translation and teachers` application of corpus linguistics for educational purposes need more attention in Iraqi undergraduate translation programs. In sum, due to the linguistic nature of translation, students need to learn, apply, and compare the linguistic knowledge about SL and TL at semantic, lexical, syntactic, pragmatic, and discursive levels.

Task-Based Language Teaching in EFL Context

3rd International Conference on Language and Education, 2023

This study attempts to demonstrate how a task-based syllabus (TBS) can be implemented to facilita... more This study attempts to demonstrate how a task-based syllabus (TBS) can be implemented to facilitate language learning in an English as a Foreign Language (EFL) environment. As a first step, this research clarifies what is meant by "task" in the context of the task-based curriculum. Then, important theories that have contributed to the task-based curriculum will be discussed, followed by a discussion of its advantages and disadvantages in the classroom. The researcher then finds ideal teaching scenarios for enhancing language learning strategy awareness and facilitating second language acquisition using a task-based curriculum.

The Effects Of Pre-Task Planning Time And Task Structure On Second Language Learner’s Writing Performance

Tumpuan utama kajian ini adalah untuk mengkaji bagaimana masa perancangan pratugasan mempengaruhi... more Tumpuan utama kajian ini adalah untuk mengkaji bagaimana masa perancangan pratugasan mempengaruhi prestasi penulisan pelajar bahasa kedua (L2) apabila melaksanakan tugasan berstruktur berbanding tugasan tidak berstruktur. Peserta kajian ini terdiri daripada 50 orang pelajar ijazah pertama yang sedang mengikuti pengajian di Universiti Sains Malaysia, Pulau Pinang. Semua peserta memperolehi band empat dalam peperiksaan MUET (Malaysian University English Test). Peserta kajian dipilih secara rawak dan dibahagikan kepada dua kumpulan yang mempunyai bilangan peserta yang sama jumlahnya, iaitu kumpulan yang melaksanakan masa perancangan pratugasan dan kumpulan yang tidak melaksanakan masa perancangan pratugasan Setiap kumpulan diminta bercerita dua jenis cerita yang berbeza, iaitu secara berstruktur dan tidak berstruktur di dalam dua keadaan iaitu melaksanakan masa perancangan pratugasan dan tidak melaksanakan masa perancangan pratugasan

The Effect of Immediate and Delayed Error Correction on Accuracy Development of Intermediate EFL Learners’ Writing

International Journal of Linguistics, Literature and Translation, 2020

This study investigated the immediate and delayed effects of error correction on the accuracy imp... more This study investigated the immediate and delayed effects of error correction on the accuracy improvement of intermediate EFL learners’ writing. Through TOEFL test, the researcher selected 3 intact intermediate classes and assigned them into peer correction, self-correction and teacher correction groups. Before the main treatment, all participants were requested to write a composition on a topic, which served the purpose of pre-test. After writing the composition, the first group (peer), including two learners in each group, corrected the errors underlined by the teacher together. The learners in the second group, namely, self-correction, corrected the errors underlined by teacher individually and the third group received the correct forms written by the teacher on top of the errors. All the groups wrote 6 compositions on the topics during 6 sessions. The first topic served the purpose of immediate pre-test. This procedure was followed for 6 weeks and the 6th composition was regarded as immediate post-test and after a month (12th week), delayed post-test was conducted for all learners. The findings of ANOVA indicated that both peer correction and selfcorrection were influential in enhancing learners' writing accuracy; however, the group doing peer correction outperformed the self-correction one.

Communication Challenges Facing Soran University Students in Speaking English as a Foreign Language

The aim of the current study is to identify the reasons behind students’ weakness in speaking and... more The aim of the current study is to identify the reasons behind students’ weakness in speaking and determine the challenges of oral communication that some students face in English Department of the Faculty of Arts at Soran University. Quantitative research was used as a method of data collection of this case study to achieve the goal. The population of the study was undergraduate students at Soran University. A five-level Likert-scale questionnaire with closed-ended items was distributed among 121 English Foreign Language students to investigate participants’ views on this issue. The instrument comprised twenty-eight items classified into three main domains of linguistic, psychological, and sociocultural factors with different sub-aspects in each domain. The data were analysed using the Statistical Package of Social Sciences (SPSS, version 24). The findings showed that linguistic factors were the primary cause for English speaking difficulties with 36.42%, followed by affective and ...

International Journal of Linguistics, Literature and Translation (IJLLT) Additive Discourse Markers in English Journal Articles Written by Kurdish and English Native Speakers: A Corpus-Based Study

Al-Kindi Center for Research and Development, 2020

This paper reports a study that examines the use of additive discourse markers written by Kurdis... more This paper reports a study that examines the use of additive discourse markers written
by Kurdish scholars of English and compares their use with English native speakers. In
this study, five discourse markers of 'and, or, for example, for instance, thus' are
specifically analyzed. It aimed to investigate functions, frequency, and sentence
positions of additive discourse markers. To achieve this, the researchers utilized two
language corpora of 34 research articles published by Kurdish scholars in different
journals of Iraqi Kurdistan Region Universities and international journals, and a corpus
of 27 research articles published by English native scholars in different English Journals.
Quantitative as well as qualitative research methods were employed. The results of
this study showed that Kurdish scholars overused 'and' and 'for instance' in their
writing; however, they underused 'or, for example, and thus'. Moreover, it showed
that in both types of writings, there is a similarity in the frequent use of the medial
position of additive discourse markers.

The Effect of Task Structure on Second Language Learner’s Narrative Writing Performance

Investigating how the narrative structure influence writing performance of second language learne... more Investigating how the narrative structure influence writing performance of second language learners is the main focus of this study. To provide an empirical support to the effect of structured and unstructured narrative tasks, 25 Malaysian English learners enrolled at Universiti Sains Malaysia (USM) Penang, were asked to write two stories from cartoon scripts that had different degrees of narrative structure (structured and unstructured). The learners’ writing performance was measured for complexity, accuracy, and fluency (CAF). Paired samples t-test was employed to analyze the collected data. Results indicated that narrative structured task had significant effect on the accuracy and fluency of the learners’ writing performances, but not on the complexity.

The Effect of Pre-Task Planning Time on L2 Learners' Narrative Writing Performance

Building on Baddeley's cognitive psychology and Skehan 's Limited Attentional Capacity Model (200... more Building on Baddeley's cognitive psychology and Skehan 's Limited Attentional Capacity Model (2009), this article reports a study of the effects of pre-task planning time (strategic planning time) on Malaysian English learners' written narratives elicited by means of a picture composition. 50 first-year undergraduate students studying at Universiti Sains Malaysia (USM) Penang were served as the participants of this study. All the participants achieved band four from Malaysian University English Test (MUET). They were randomly selected and divided into two equal groups of with pre-task planning time and without pre-task planning time. Each group was asked to narrate a story under the two different conditions. Participants in pre-task planning time group was required to plan for their performance for 10 minutes and take notes before they performed the tasks, whilst the participants in without pre-task planning time group began writing immediately. The learners' writing performance was measured for complexity, accuracy, and fluency (CAF). Independent samples t-test was employed to analyze the collected data. Results indicated that pre-task planning time had no effect on the accuracy of the learners' writing performances, but led to more fluency and complexity.

Grammar from Context: The Effect of Explicit Focus on FormInstruction in Learning English Question Formation

languageinindia.com

Investigating the effectiveness of explicit focus on form on the written performance of the EFL l... more Investigating the effectiveness of explicit focus on form on the written performance of the EFL learners is the aim of this study. To provide empirical support for this study, sixty male English learners were selected and randomly assigned into two groups of focus on form and meaningfocused. English question formation was employed for data collection. The participants in the focus on form group were taught English question formation based on explicit focus on form (error correction and rule explanation), whilst those in the meaning-focused group were taught English question formation via communicative language teaching (CLT). The participants' output was coded then analyzed utilizing Independent t-test for grammatical accuracy and fluency.

Task-based Instruction

International Journal of Linguistics, 2012

Task-based is a kind of instruction in which language learners, performing activities, are engage... more Task-based is a kind of instruction in which language learners, performing activities, are engaged in meaningful, goal-oriented communication to solve problems, complete projects, and reach decisions. Tasks have been used for a broad range of instructional purposes, serving, for example, as units of syllabuses, activities for structure or function practice, and language focusing enhancements to content-based curricula. In this literature, some issues related to task-based instruction will be discussed.

Reading strategy research around the world

Reading, 2012

There has never been consensus among researchers for a clear cut definition of reading strategies... more There has never been consensus among researchers for a clear cut definition of reading strategies. This diversity is largely due to the way the term has been used in different contexts such as first language [L1], second language [L2], or foreign language [FL] learning. However, research on second language reading strategies indicates that strategies refer to conscious reading behaviors . Study of reading strategies, their different categories,their instruction outcomes and the factors that influence the readers' use of them has attracted a lot of researchers in the field of language research and pedagogy in the recent decades. The present study is an attempt to synthesize and discuss some of the studies conducted on reading strategies all around the world.