فهرس المقالات learners&rsquo

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - An Evaluation of English Textbooks Used in Iranian High Schools: Teachers’ and Learners’ Attitudes
  Firouzeh Torki Azizeh Chalak
  The quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the compone أکثر

  The quality of a textbook might have fundamental roles that it can determine the success or failure in teaching and learning course. The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the components of Communicative Language Teaching (CLT) approach. The purpose of this study was to explore high school teachers’ and students’ attitudes towards the Iranian high school English textbooks. To fulfill the objectives, a questionnaire consisting of 45 questions related to high school English textbooks was administered to 150 male and female high school students and their teachers in Isfahan, Iran. The participants were also interviewed in terms of their attitudes towards CLT and its implementation in Iranian high school English textbooks. The descriptive analysis of the data indicated that Iranian teachers and learners in Isfahan had a positive attitude towards the English textbooks based on the CLT principles. The majority of participants stated that 80 percent of CLT principles were currently practiced in Iranian high school English textbooks; however, some changes might improve the quality of these English textbooks. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - Effects of Explicit Instruction of Metadiscourse Markers on Persuasive Writing Ability and the Learners’ Attitude towards Teaching Academic Writing with Online Modality
  Majid Fatahipour Mozhdeh Tahmasbi Neda Gharagozloo
  Persuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit onlin أکثر

  Persuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit online instruction on Iranian EFL learners' persuasive writing. The participants were homogenous EFL learners at the intermediate level, divided into two groups: experimental (n=40) and control (n=40). An official e-platform used in Iranian state-run schools was used for online instruction. According to a regular schedule, the participants received different passages containing metadiscourse markers. The teacher assigned the experimental group to notice and discuss the markers in small groups. Then, a passage-related topic was assigned and the learners wrote a persuasive essay in each session. For the control group, the same procedure was adopted except for the explicit focus on metadiscourse markers. Finally, a writing test demonstrated the significant effect of explicit instruction on persuasive writing of EFL learners, through statistical analysis explaining participants’ attitude and high frequency of - interactive type markers. Learners’ attitudes were also examined through interviews. Pedagogical implications are suggested to include explicit focus on metadiscourse markers in writing courses. تفاصيل المقالة