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دسترسی آزاد مقاله
1 - شناسایی ابعاد و مولفه های فرهنگی و آموزشی الگوی ارتقاء فرهنگی آموزش زبان خارجی مورد مطالعه: زبان انگلیسی
سمانه محمدخانی عباسعلی قیومی امیرحسین محمدداودی سیده نازنین امیر ارجمندیمقدمه و هدف پژوهش: این پژوهش، با هدف شناسایی ابعاد و مولفه‌های فرهنگی و آموزشی الگوی ارتقاء فرهنگی آموزش زبان خارجی (زبان انگلیسی) در آموزشگاه‌های زبان انجام شده است. روش پژوهش: روش این پژوهش از نوع کاربردی، ترکیبی، توصیفی و پیمایشی میباشد. جامعه آماری در بخش کیفی شام چکیده کاملمقدمه و هدف پژوهش: این پژوهش، با هدف شناسایی ابعاد و مولفه‌های فرهنگی و آموزشی الگوی ارتقاء فرهنگی آموزش زبان خارجی (زبان انگلیسی) در آموزشگاه‌های زبان انجام شده است. روش پژوهش: روش این پژوهش از نوع کاربردی، ترکیبی، توصیفی و پیمایشی میباشد. جامعه آماری در بخش کیفی شامل صاحب‌نظران دانشگاهی و در بخش کمی شامل کلیه مدرسان آموزشگاه‌های شهر تهران میباشد. در این بخش، نمونه آماری طبق فرمول کوکران شامل 400 نفر برای جامعه نامحدود است. در بخش کیفی، ابزار جمع‌آوری اطلاعات، مصاحبه نیمه ساختمند، پرسشنامه‌های استاندارد و محقق ساخته تعیین گردید، سنجش روایی از طریق اخذ نظرات صاحب‌نظران دانشگاهی و خبرگان حوزه‌های فرهنگی و آموزشی با تکنیک دلفی و سنجش اعتبار پایایی از طریق آزمون کرونباخ محاسبه شد. یافتهها: برای تجزیه و تحلیل دادهها از آزمون‌های کولموگروف - اسمیرنوف، تحلیل عاملی تاییدی و اکتشافی، برازش مدل، آزمون t تک نمونهای و آزمون فریدمن استفاده شد. نتیجه‌گیری: نتایج و یافتهها منجر به شناسایی سه عامل، دو بُعد و نُه مولفه گردید. پرونده مقاله -
دسترسی آزاد مقاله
2 - مشکلات یاددهی و یادگیری درس زبان انگلیسی دانش‌آموزان دوره متوسطه شهر اصفهان از دیدگاه دبیران
مهوش عباسی غلامرضا احمدی احمدرضا لطفیهدف این تحقیق بررسی مشکلات یاددهی و یادگیری درس زبان انگلیسی دانش‌آموزان دوره متوسطه شهر اصفهان بود. سؤالات تحقیق با توجه به عوامل واژگان زبان فارسی، نظام‌آوایی زبان فارسی، دستور زبان فارسی، عوامل آموزشی، فردی و فرهنگی و اجتماعی مشکلات یاددهی‌ـ یادگیری درس زبان انگلیسی چکیده کاملهدف این تحقیق بررسی مشکلات یاددهی و یادگیری درس زبان انگلیسی دانش‌آموزان دوره متوسطه شهر اصفهان بود. سؤالات تحقیق با توجه به عوامل واژگان زبان فارسی، نظام‌آوایی زبان فارسی، دستور زبان فارسی، عوامل آموزشی، فردی و فرهنگی و اجتماعی مشکلات یاددهی‌ـ یادگیری درس زبان انگلیسی مطرح شده است. این تحقیق چون به بررسی مشکلات یاددهی و یادگیری درس زبان انگلیسی دانش‌آموزان دوره متوسطه میپردازد، توصیفی‌ـ پیمایشی است. جامعه آماری این پژوهش شامل کلیه دبیران شهر اصفهان 398 نفر است که براساس روش نمونهگیری تصادفی خوشهای ساده 105 نفر به‌عنوان نمونه انتخاب گردید. ابزار جمع‌آوری دادهها پرسشنامه محقق‌ساخته مشکلات یاددهی و یادگیری زبان انگلیسی با 44 سؤال بسته‌پاسخ برحسب طیف پنج درجه‌ای لیکرت بود که روایی آن به‌صورت صوری و محتوایی مورد تأیید استادان با تجربه و متخصص در این زمینه قرار گرفت و پایایی آن از طریق ضریب آلفای کرانباخ 89/0 محاسبه گردید. تجزیه و تحلیل دادهها در دو سطح توصیفی (فراوانی، درصد و میانگین) و استنباطی (آزمون t) با استفاده از نرم‌افزار آماری SPSS صورت گرفت. یافتهها نشان داد نقش عوامل فرهنگی‌ـ اجتماعی، فردی و آموزشی بیش از سطح متوسط است و عوامل نظام آوایی، واژگان زبان فارسی و دستور زبان فارسی تأثیر چندانی در مشکلات یاددهی ـ یادگیری درس زبان انگلیسی در دوره متوسطه نداشته است. همچنین براساس یافتهها تفاوت معناداری بین نظرات دبیران در خصوص مشکلات یاددهی ـ یادگیری زبان انگلیسی برحسب مدرک تحصیلی و سابقه خدمت وجود ندارد، اما این تفاوت برحسب جنسیت در خصوص عوامل فردی معنادار بود. پرونده مقاله -
دسترسی آزاد مقاله
3 - تأثیر استفاده از تلفن همراه (پیام کوتاه) بر یادگیری واژگان زبان انگلیسی و نگرش دانشجویان
هادی سارانی محسن آیتیاین مطالعه با هدف بررسی تأثیر استفاده از تلفن همراه (پیام کوتاه) بر یادگیری واژگان زبان انگلیسی و نگرش دانشجویان نسبت به مزایا، معایب و استفاده از تلفن همراه در یادگیری و آموزش زبان انگلیسی انجام گرفت. در این مطالعه، ابتدا از نمونه در دسترس استفاده گردید؛ لذا دانشجویان چکیده کاملاین مطالعه با هدف بررسی تأثیر استفاده از تلفن همراه (پیام کوتاه) بر یادگیری واژگان زبان انگلیسی و نگرش دانشجویان نسبت به مزایا، معایب و استفاده از تلفن همراه در یادگیری و آموزش زبان انگلیسی انجام گرفت. در این مطالعه، ابتدا از نمونه در دسترس استفاده گردید؛ لذا دانشجویان دو رشته تحصیلی، حقوق و علوم سیاسی به تعداد 152 دانشجو به دلیل داشتن شرایط مورد نظر از جامعه 521 نفری انتخاب شدند. سپس با استفاده از فرمول کوکران تعداد 76 دانشجو از دو رشته مذکور به عنوان نمونه انتخاب و با روش نمونهگیری تصادفی در دو گروه 38 نفری آزمایش و کنترل قرار گرفتند. برای اطمینان از سطح یکنواختی دو گروه از معدل نیم سال و آزمون زبان استفاده شد. سپس گروه آزمایش به مدت 2 ماه در معرض آموزش از طریق تلفن همراه (پیام کوتاه) قرار گرفت. در حالی که گروه دیگر تنها با روش معمول تحت آموزش قرار داشت. در این پژوهش برای سنجش میزان یادگیری دانشجویان از آزمون معلم (محقق) ساخته استفاده شد. اعتبار آزمون مذکور با استفاده از روش کودر ـ ریچاردسون (20KR= ) معادل 86% محاسبه گردید. همچنین به منظور بررسی نگرش دانشجویان نسبت به مزایا و معایب و دلایل به کارگیری تلفن همراه در یادگیری و آموزش از مصاحبه استفاده شد. برای این منظور تعداد 32 دانشجو از گروه آزمایش به روش نمونه گیری هدفمند تحت مصاحبه نیمه سازمان یافته قرار گرفتند. برای برآورد روایی صوری و محتوایی سؤالات مصاحبه از نظرات متخصصان استفاده شد. در پایان داده‌های حاصل از روش آموزش از طریق تلفن همراه با استفاده ازآزمون t نشان داد که پیام کوتاه تأثیر بیشتری بر یادگیری دانشجویان در یادگیری واژگان زبان انگلیسی داشته است. همچنین نتایج مصاحبه بیان کرد که معایب و مزایای برجسته به کارگیری تلفن همراه در آموزش و یادگیری از نظر مصاحبه شوندگان به ترتیب کوچکی صحفه نمایش و استفاده در هر زمان و مکان است. از سوی دیگر، بررسی نگرش دانشجویان نسبت به استفاده از تلفن همراه در یادگیری زبان نشان داد که اکثر دانشجویان خواستار به کارگیری تلفن همراه در یادگیری زبان و ترکیب این روش با سایر ابزارهای سیار و روش‌های نوین جهت یادگیری زبان انگلیسی هستند. پرونده مقاله -
دسترسی آزاد مقاله
4 - بررسی نگرش دانشجویان دانشگاههای آزاد منطقۀ 4 کشور نسبت به یادگیری زبان انگلیسی
شهرام قهرکی حمیدرضا حق وردیهدف از این پژوهش بررسی نگرش دانشجویان منطقۀ 4 دانشگاه آزاد اسلامی نسبت به زبان انگلیسی بوده است. عوامل دیگری مانند جنسیت و رشتۀ تحصیلی که ممکن است روی نگرش افراد اثر داشته باشد نیز در نظر گرفته شد. برای نیل به این هدف تعداد 3418 نفر (1859 نفر پسر و 1559 نفر دختر) دانشجو چکیده کاملهدف از این پژوهش بررسی نگرش دانشجویان منطقۀ 4 دانشگاه آزاد اسلامی نسبت به زبان انگلیسی بوده است. عوامل دیگری مانند جنسیت و رشتۀ تحصیلی که ممکن است روی نگرش افراد اثر داشته باشد نیز در نظر گرفته شد. برای نیل به این هدف تعداد 3418 نفر (1859 نفر پسر و 1559 نفر دختر) دانشجویان رشته‌های فنی ـ مهندسی، علوم پزشکی و علوم انسانی به‌صورت نمونهگیری طبقه‌ای از 18 دانشگاه آزاد اسلامی منطقۀ 4 انتخاب شدند. پرسشنامۀ اصلاح شدۀ لاین (1987) پس از تعیین روایی محتوا و محاسبۀ پایایی از روش آلفای کرونباخ 85/0 محاسبه گردید و میان آزمودنی‌ها توزیع شد. دادهها به‌وسیلۀ آزمون‌های آماری مانند تحلیل واریانس و آزمون‌های شفه و خی‌دو تحلیل گردید. نتایج کلی بیانگر علاقه و نگرش مثبت میان دانشجویان نسبت به یادگیری زبان انگلیسی، درس زبان و فرهنگ انگلیسی‌زبانان است. با توجه به نتایج آزمون‌های آمار توصیفی نظیر فراوانی، درصد، میانگین، انحراف معیار و آزمون‌های آماری پارامتریک نظیر تحلیل واریانس، آزمون‌های شفه و آزمون‌های غیرپارامتریک نظیر خی‌دو، دانشجویان رشته‌های فنی مهندسی و دانشجویان علوم پزشکی نسبت به دانشجویان علوم انسانی نگرش مثبت‌تری به زبان انگلیسی در جنبه‌های گوناگون آن داشته‌اند. پرونده مقاله -
دسترسی آزاد مقاله
5 - اثربخشی تکالیف تعاملی الکترونیکی طراحی شده بر یادگیری مهارتهای زبان انگلیسی
سمیه مهتدی محمد آتشکهدف از پژوهش حاضر، بررسی تأثیر تکالیف تعاملی الکترونیکی طراحی شده بر یادگیری الکترونیکی مهارتهای زبان انگلیسی است که بدین منظور از روش تحقیق نیمه آزمایشی، دارای طرح پس آزمون با گروه کنترل استفاده شده است. جامعه آماری پژوهش 300 نفر زبان آموز آموزش الکترونیکی کانون زبان چکیده کاملهدف از پژوهش حاضر، بررسی تأثیر تکالیف تعاملی الکترونیکی طراحی شده بر یادگیری الکترونیکی مهارتهای زبان انگلیسی است که بدین منظور از روش تحقیق نیمه آزمایشی، دارای طرح پس آزمون با گروه کنترل استفاده شده است. جامعه آماری پژوهش 300 نفر زبان آموز آموزش الکترونیکی کانون زبان ایران در دوره بهار 1391 بوده است که از این تعداد، 32 نفر با سطح زبانی Elementary 2 به عنوان مشارکت کنندگان انسانی انتخاب و به صورت تصادفی، در دو گروه آزمایش و کنترل، جاگذاری شدند. سپس تکالیف تعاملی الکترونیکی توسط محققان و با هدایت و نظارت مسؤولان کانون زبان طراحی شده است و به مدت یک ترم تحصیلی در اختیار گروه آزمایش قرار داده شد. در پایان ترم تحصیلی، به وسیله آزمون استاندارد کانون زبان که دارای پایایی قابل قبولی است، اطلاعات مربوط به مهارتهای آموخته شده فراگیران هر دو گروه جمع‌آوری و با استفاده از آمار توصیفی (فراوانی و میانگین) و آمار استنباطی (آزمون t برای دو گروه مستقل) تحلیل شد که نتایج حاکی از تأثیر مثبت و معنادار تکالیف تعاملی طراحی شده بر مهارتهای واژگان، دستور زبان و درک مطلب فراگیران گروه آزمایش است. پرونده مقاله -
دسترسی آزاد مقاله
6 - آموزش زبان انگلیسی از طریق رسانه‌های نوین با تدوین محتوای ایرانی اسلامی
محسن جان نژاد سعید خزائی حبیب احمدی حسین درجانیاین پژوهش با هدف آموزش زبان انگلیسی از طریق فناوری ارتباطات سیار برای توانمندتر نمودن نوجوانان برای اشاعه فرهنگ اسلامی ایرانی انجام پذیرفت. این پژوهش از حیث هدف: کاربردی و حیث سطح تحلیل: توصیفی- استنباطی است. بدین منظور 280 نفر دانش‌آموزان دختر و پسر فارس، ترک و عرب‌زبا چکیده کاملاین پژوهش با هدف آموزش زبان انگلیسی از طریق فناوری ارتباطات سیار برای توانمندتر نمودن نوجوانان برای اشاعه فرهنگ اسلامی ایرانی انجام پذیرفت. این پژوهش از حیث هدف: کاربردی و حیث سطح تحلیل: توصیفی- استنباطی است. بدین منظور 280 نفر دانش‌آموزان دختر و پسر فارس، ترک و عرب‌زبان ایرانی از رده سنی 14-16 سال و از طبقه متوسط جامعه با سطح مهارت زبانی مقدماتی با روش نمونهگیری در دسترس انتخاب شدند. ابزار تحقیق پرسشنامه بود که برای پایایی پرسشنامه نگـرش از روش همـاهنگی درونـی (آلفای کرونباخ) استفاده شد که ضریب پایایی 93/۰ را نشان داد که پایایی مناسبی بـود. جهت روایی پرسشنامه نگرش از روایی سازه استفاده شد. همچنین با الهام از دیدگاه‌های اندیشمندان و محققان ایرانی قدیمی و معاصر محتوای انگلیسی تدوین شد. شواهد آماری بیانگر تفاوت معنادار میان توزیع فراوانی فرایندهای کاربرد نشان‌ها، ترجمه تحت‌اللفظی از زبان مادری، کمیت و کیفیت متن و تکرار در گونه فرهنگی محاورات دانش‌آموزان به‌هنگام ارائه محتوای غیربومی ایرانی و محتوای اسلامی ایرانی بود که درصد فراوانی در میان دانش‌آموزان دختر ترک‌زبان به‌مراتب بالاتر بود. یافته‌های این تحقیق میتواند در جهت تقویت ارتباطات با سایر ملل اسلامی و تحکیم جایگاه اسلام در جهان، بهره‌گیری از نقاط قوت گونه موجود در فرهنگ اسلامی ایرانی به‌عنوان سرآغاز انجام پژوهش آموزش گفتگوها به زبان انگلیسی با استفاده از رسانه‌ها در پی داشته باشد. پرونده مقاله -
دسترسی آزاد مقاله
7 - تأثیر روش تدریس استقرایی بر پیشرفت تحصیلی درس زبان انگلیسی دانش‌آموزان سال سوم راهنمایی
ویدا فلاحی احمد رضا اوجی نژاد صدیقه قانع زهرا قانعپژوهش حاضر، به منظور مقایسه تأثیر دو روش تدریس استقرایی و قیاسی بر پیشرفت تحصیلی دانش‌آموزان سال سوم راهنمایی در سال تحصیلی 91 ـ 1390 در ناحیه دوشهر شیراز صورت گرفت. روش تحقیق از نوع نیمه آزمایشی به صورت پیش آزمون ـ پس آزمون با دو گروه آزمایشی بوده است. از میان مدارس را چکیده کاملپژوهش حاضر، به منظور مقایسه تأثیر دو روش تدریس استقرایی و قیاسی بر پیشرفت تحصیلی دانش‌آموزان سال سوم راهنمایی در سال تحصیلی 91 ـ 1390 در ناحیه دوشهر شیراز صورت گرفت. روش تحقیق از نوع نیمه آزمایشی به صورت پیش آزمون ـ پس آزمون با دو گروه آزمایشی بوده است. از میان مدارس راهنمایی ناحیه 2 شیراز، یک مدرسه پسرانه و یک مدرسه دخترانه به صورت تصادفی انتخاب و در هر مدرسه دو کلاس، یک کلاس به عنوان گروه آزمایشی استقرایی و یک کلاس به عنوان گروه آزمایشی روش قیاسی به صورت تصادفی انتخاب شدند. ابزار اندازه‌گیری یک آزمون 30 سؤالی در مورد درک مطلب و گرامر کلاس سوم راهنمایی بود. این آزمون از آزمون‌های استاندارد شده آموزش و پرورش استخراج شده است و روایی آن توسط گروهی از دبیران و اساتید دانشگاه و همچنین سر گروه‌های آموزشی سازمان آموزش و پرورش فارس مورد تأیید قرار گرفت. پایایی این آزمون با روش آلفای کرونباخ محاسبه شد که مقدار 76/0 به دست آمد. در این پژوهش، گروه‌های آزمایشی به شیوه استقرایی و قیاسی تحت آموزش قرار گرفتند. در پایان از هر چهار گروه پس آزمون به عمل آمد و دادهها با استفاده از تحلیل کوواریانس و آزمون تی گروه‌های مستقل مورد تجزیه و تحلیل قرار گرفت. نتایج به دست آمده نشان داد که میان گروه‌های آزمایشی تفاوت معنادار وجود دارد. بدین صورت که گروه‌های آزمایشی که با روش استقرایی آموزش دیده بودند، نمرات بهتری را در درک مطلب و دستور زبان انگلیسی نسبت به گروه‌های آزمایشی که با روش قیاسی آموزش دیده بودند، کسب کردند و بیشتر فرضیات این تحقیق مورد تأیید قرار گرفت. به جز فرضیه آخر که بین نمرات پیشرفت تحصیلی دختران و پسران در روش استقرایی دردرک مطلب تفاوت معناداری مشاهده نشد و این بدان معنی است که در اکثر موارد تأثیر روش استقرایی بر دختران و پسران بیشتر از روش قیاسی بوده است و البته با توجه به فرضیات بعدی، تأثیر این روش بر دختران بیشتر بوده است و فقط در فرضیه آخر تفاوت بین آنها معنادار نبوده که تقریباً به یک اندازه بر هر دو جنس تأثیر گذار بوده است. بنابراین می‌توان نتیجه گرفت که استفاده از روش تدریس استقرایی در پیشرفت تحصیلی دانش‌آموزان در درس زبان انگیسی به طور کلی مؤثرتر بوده است. پرونده مقاله -
دسترسی آزاد مقاله
8 - طراحی چارچوب ارزشیابی برنامه درسی جدید زبان انگلیسی دوره متوسطه جمهوری اسلامی ایران
عباس خضری رحمت اله مرزوقی جعفر جهانی سید آیت اله رزمجوپژوهش حاضر به طراحی چارچوب ارزشیابی برنامه درسی جدید زبان انگلیسی دوره متوسطه جمهوری اسلامی ایران با استفاده از روش پژوهش کیفی از نوع تحلیل مضمون پرداخته است. مشارکت‌کنندگان بالقوه این پژوهش سرگروه‌های آموزشی زبان انگلیسی دوره متوسطه جمهوری اسلامی ایران، مؤلفان کتاب‌های چکیده کاملپژوهش حاضر به طراحی چارچوب ارزشیابی برنامه درسی جدید زبان انگلیسی دوره متوسطه جمهوری اسلامی ایران با استفاده از روش پژوهش کیفی از نوع تحلیل مضمون پرداخته است. مشارکت‌کنندگان بالقوه این پژوهش سرگروه‌های آموزشی زبان انگلیسی دوره متوسطه جمهوری اسلامی ایران، مؤلفان کتاب‌های درسی زبان انگلیسی و کارشناسان ارزشیابی برنامه درسی بودند. نمونهگیری به‌صورت هدفمند و با رویکرد اشباع نظری دادهها صورت گرفت. دادهها با استفاده از مصاحبه نیمه‌ساخت‌یافته جمع‌آوری، سپس کدگذاری شده و مورد تحلیل مضمون قرار گرفت. با استفاده از نرم‌افزار Nvivo10 شبکه مضامین ترسیم گردید. یافتهها نشان داد که چارچوب ارزشیابی برنامه درسی شامل ابعاد اهمیت ارزشیابی برنامه درسی، ویژگی‌های برنامه درسی جدید زبان انگلیسی، ابعاد، ملاک‌ها و معیارهای ابعاد و مشارکت‌کنندگان در ارزشیابی برنامه درسی می‌گردد که هر کدام دارای زیر ابعادی بودند که در شبکه مضامین به‌عنوان چارچوب ارزشیابی برنامه درسی زبان انگلیسی سازماندهی شدند. نتیجه‌گیری کلی اینکه یک چارچوب جامع باید شامل همه ابعاد و زیر ابعاد ذکر شده باشد. پیشنهاد می‌گردد برنامه درسی جدید زبان انگلیسی دوره متوسطه با استفاده از این چارچوب مورد ارزشیابی قرار گیرد. پرونده مقاله -
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9 - تبیین تجربة متخصصین تعلیم و تربیت و مدرسان زبان انگلیسی برای آموزش زبان انگلیسی در دورة اول متوسطه
خدیجه احمدی شهرام رنجدوست محمد عظیمیهدف از پژوهش حاضر،تبیین تجربه متخصصین تعلیم و تربیت و آموزش زبان انگلیسی برای آموزش زبان انگلیسی در دوره اول متوسطه است. مطالعه کیفی حاضر با رویکرد پدیدارشناسی در پاییز 1397 بر روی 21 متخصص تعلیم و تربیت و آموزش زبان انگلیسی به روش نمونهگیری هدفمند و تا اشباع دادهها ا چکیده کاملهدف از پژوهش حاضر،تبیین تجربه متخصصین تعلیم و تربیت و آموزش زبان انگلیسی برای آموزش زبان انگلیسی در دوره اول متوسطه است. مطالعه کیفی حاضر با رویکرد پدیدارشناسی در پاییز 1397 بر روی 21 متخصص تعلیم و تربیت و آموزش زبان انگلیسی به روش نمونهگیری هدفمند و تا اشباع دادهها انجام شد. این مطالعه با رعایت محرمانه بودن اطلاعات و امکان ترک مطالعه در هر زمان که مایل بودند، ادامه یافت. روش جمع‌آوری دادهها از طریق مصاحبه نیمه ساختاریافته انجام گرفت. نحوة تجزیه‌وتحلیل یافته‌های این پژوهش بر اساس سه کدگذاری باز، محوری و انتخابی انجام شد. داده‌های مصاحبه چندین بار به صورت فعال و تعاملی خوانده شد و سپس به صورت باز کدگذاری شد. پس از کدگذاری باز، داده‌های حاصل از آن بر اساس محورهای مشترکی که میان آنها بروز یافته است در کنار هم قرار گرفت و فراوانی آنها شد. سپس کدهای محوری بر اساس همانندی و ناهمانندی‌هایی که با یکدیگر داشتند در تم‌هایی گنجانده شد. فراوانی و درصد هر یک از کدهای محوری محاسبه شد. با تحلیل و ادغام مؤلفه‌های اصلی، 2 مؤلفه اصلی شناسایی و با تحلیل مؤلفه‌های اصلی، 28 مؤلفة فرعی استخراج گردید. نتایج به‌دست‌آمده نشان می‌دهد که از میان مؤلفه‌های فرعی به‌دست‌آمده از تحلیل پاسخ‌های متخصصین تعلیم و تربیت و آموزش زبان انگلیسی، مهمترین روش برای آموزش زبان انگلیسی، ارتقا انگیزة زبان‌آموزان از طرق مختلف برای یادگیری زبان انگلیسی توسط معلم در کلاس درس در دورة اول متوسطه است. پرونده مقاله -
دسترسی آزاد مقاله
10 - The Relationship between Home-Culture Attachment and EFL Learners’ Reading Comprehension
Leila Anjomshoa Fatemeh TalebizadehThe current study aimed to investigate the relationship between home-culture attachment and EFL learners’ reading comprehension. It was a correlational survey using a questionnaire and a test to explore the relationship between home-culture attachment and EFL lear چکیده کاملThe current study aimed to investigate the relationship between home-culture attachment and EFL learners’ reading comprehension. It was a correlational survey using a questionnaire and a test to explore the relationship between home-culture attachment and EFL learners' reading comprehension. To fulfil the objectives of the study, 90 EFL learners at Kerman Azad University participated in this study. They were selected based on their language proficiency level and completed a home-culture attachment questionnaire developed by Pishghadam et al. (2013). The native language of the participants of the study was Persian and they were students of English literature, translation, and teaching. The findings showed that there was a negative relationship between home-culture attachment and learners’ reading comprehension. Analysis of the data showed significant negative correlations between EFL learners' religious and artistic attachments and reading comprehension. An increase in home-culture attachment and its sub-scales (religious attachment & artistic attachment) led to a decrease in reading comprehension, and religious attachment and artistic attachment predicted learners’ reading comprehension. Therefore, to minimize attachment to home culture and optimize reading effectiveness in educational contexts, teachers, students, and curriculum designers should increase student readiness and receptivity to target cultures must be considered. پرونده مقاله -
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11 - The Role of Critical Thinking Disposition in Enhancing Argumentative Writing Skill: Iranian EFL Teachers’ and Learners’ Perspective
Shaho Hoorijani Hossein Heidari Tabrizi Mohsen MasoomiThis study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role th چکیده کاملThis study investigated the attitude of the Iranian EFL teachers and learners toward the role of critical thinking disposition in enhancing argumentative writing in the Iranian EFL context at Islamic Azad University, Kurdistan branch. Attitude plays an important role that affecting language learning, especially writing skills in an EFL context like Iran. In this descriptive study, 14 EFL teachers and 80 EFL learners both males and females were selected based on a random sampling method. The data were gathered based on a survey approach, by using the online CCTDI questionnaire. To answer the research questions of this study and uncover the attitude of EFL teachers and learners towards the treatment, the responses the to CCTDI online questionnaire were coded and analyzed. The results indicated that teachers and learners had positive attitudes towards all components of CCTDI. They represented a highly positive disposition towards truth-seeking and inquisitiveness. Results of the study revealed that of the EFL teachers and learners have a positive attitude regarding English language teaching and learning. Another finding of the study was that, having favorable perspective toward English did not enhance their proficiency in learning English. It is hoped that the findings of this study help teacher and learners learn about critical thinking principles they will apply prudent judgment, challenge the improbable, pursue difficulties, establish alternatives, use tactics, consider alternative perspectives, and attempt to be objective. پرونده مقاله -
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12 - Exploring EFL teachers’ Intercultural competence and Intercultural sensitivity Level: The Story of Teachers’ Experience
Sina Khalili Mohammad MohammadiAbstractIntercultural communicative competence (ICC) and intercultural sensitivity (IS) have attracted the attention of a number of researchers in the field of foreign language teaching and learning. Like many other studies carried out by far, the present study tries to چکیده کاملAbstractIntercultural communicative competence (ICC) and intercultural sensitivity (IS) have attracted the attention of a number of researchers in the field of foreign language teaching and learning. Like many other studies carried out by far, the present study tries to explore EFL teachers’ (with short- and long-term teaching experiences) ICC (intercultural communicative competence) and IS (intercultural sensitivity) levels and measure them in practice through administering two questionnaires to discover Iranian EFL teachers’ perceptions or beliefs in understanding ICC and intercultural sensitivity. In order to achieve the above-mentioned objectives, via a quantitative and descriptive design; a sample of 170 EFL teachers with short (N=82)- and long-term teaching experiences (N=88) from different language institutes and high schools in West Azerbaijan province was selected to fill out the two ICC and IS questionnaires. The results of quantitative data analysis showed that both groups of Iranian EFL teachers paid special attention to ICC and IS. It also turned out that the two groups of teachers (with short term teaching experience and long-term teaching experience) were not significantly different in terms of ICC and IS levels. To put it another way, though all EFL teachers were aware of the concepts of ICC and IS and their importance in their teaching practices, they paid attention to the concept of culture. The pedagogical implications of the study are discussed. پرونده مقاله -
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13 - Analyzing Iranian Learners' English Language Quality Through Validating the Model of Criteria
Fatemeh Gorji Shahram Afraz Fazlolah SammiThe present study investigated Iranian English language quality through validating the model of criteria. More specifically, the study analyzed the most and the least important criteria for evaluating the English language quality of EFL learners. Also, the differences a چکیده کاملThe present study investigated Iranian English language quality through validating the model of criteria. More specifically, the study analyzed the most and the least important criteria for evaluating the English language quality of EFL learners. Also, the differences among males and females with regard to the English language quality were investigated. In doing so, a total number of 100 English teachers of different levels of proficiency were chosen. The researchers-made questionnaire was distributed among participants via Google. The process of analyzing the data obtained from the questionnaire was performed in two software, SPSS 21 and pls. In the quantitative part of descriptive statistics, numbers, percentages, central indicators, and dispersion indicators were used. In inferential statistics, a factor analysis test was done to confirm and validate the questionnaire and structural equation model. Findings of the present study revealed the most important criteria for analyzing the EFL students' language quality which are individual characteristics, learning strategy, and learning dynamics. The results also indicated that educational technology and content regulation as background conditions, are effective in assessing the English language quality of Iranian learners. Moreover, no significant difference found among Iranian males and females with regard to the English language quality. It should be noted that the implementation of this approach requires the necessary professional potentials and competencies. پرونده مقاله -
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14 - Pedagogical Implementation of Stylistic Imitation in Grammar- based Writing Instruction in EFL Classes
Arash Dehghanian Seyyed Hassan Seyyedrezaei Omid Mazandarani Ghasem BaraniWriting has a unique position in language teaching since its acquisition involves the practice and knowledge of the other three language skills. One of the best ways to attract students to writing is to let them write at the beginning of the learning process as freely a چکیده کاملWriting has a unique position in language teaching since its acquisition involves the practice and knowledge of the other three language skills. One of the best ways to attract students to writing is to let them write at the beginning of the learning process as freely as possible and evoke in them the feeling of creativity. Creative writing obviously can play a crucial role in the development of writing skills. This study is an inquiry into the role grammar-based stylistic imitation plays in learning how to write in English classes. To this end, the researcher, taking advantage of qualitative and action research to collect and analyze the data, attempted to teach paragraph writing to EFL in-service teachers using the grammar-based stylistic imitation. Fourteen non-native English teachers from the Gooyesh language institute in Shahrood were asked to do a close and free imitation. The researcher made use of semi-structured interviews to explain if and when they would use it in their own classes. The results showed grammar-based stylistic imitation could be of tremendous help to novice learners in their classes in that it can alleviate the burden they feel trying to master writing. However, a few teachers argued against it stating concerns about voices getting lost and styles getting killed. The results from the present inquiry can raise awareness of the way imitation, grammar-based stylistic imitation to be more specific, can find its way back into the classroom, which can help curriculum designers, stakeholders, policymakers, and administrators. پرونده مقاله -
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15 - Virtual Reality (VR) Assistive Technology Among EFL Learners With Expressive Language Disorder (ELD): Effectiveness, Feasibility, and Risks
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeRooted in Assistive Technology Theory (AST), this qualitative study examined Virtual Reality (VR) as an assistive technology among EFL learners with Expressive Language Disorder (ELD) concerning its effectiveness, feasibility, and risks. Following a purposive sampling, چکیده کاملRooted in Assistive Technology Theory (AST), this qualitative study examined Virtual Reality (VR) as an assistive technology among EFL learners with Expressive Language Disorder (ELD) concerning its effectiveness, feasibility, and risks. Following a purposive sampling, 18 Iranian pre-intermediate EFL learners with mild to moderate levels of ELD were selected and experienced a fully-immersive VR learning environment through Virtual-Reality Head-Mounted Displays (VR-HMDs) in which a series of learning nuggets focusing on speaking skills were VR-authored for 20 seventy-minute sessions. The data were thematically analyzed by Max Weber Qualitative Data Analysis (MAXQDA). The findings showed the factors constituting VR assistive technology concerning (A) effectiveness (ICT literacy, prejudgments, technophobia or technostress, motivation, and quality of VR equipment); (B) feasibility (academic infrastructure, equipment price, customization features, types of content or context, and training), and (C) risks (various VR-induced physical and mental symptoms). The outcomes may benefit TEFL, assistive and educational technology, and therapeutic education. پرونده مقاله -
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16 - A Retrospective Evaluation of Iranian Third-Grade Junior High School English Textbook
Elham TAghipour Shaban Najafi KarimiThis study evaluated the third-grade junior high school English course book in Iran which was implemented in 2017 by the ministry of education. The study was done in order to find out whether its contents match the authors' claim. To do this, the researcher used a quant چکیده کاملThis study evaluated the third-grade junior high school English course book in Iran which was implemented in 2017 by the ministry of education. The study was done in order to find out whether its contents match the authors' claim. To do this, the researcher used a quantitative research design to evaluate the Course Book (CB). A sample of 200 teachers participated in this study for answering the questionnaire and were chosen randomly from a different state and private schools in Mazandaran province. They participated in the online and paper and pencil survey. The survey was developed by Cunnings Worth (1995). The items of the questionnaire were based on the characteristic of a good textbook and included 14 categories as content, grammar, vocabulary, phonology, language skills, methodology, study skills, objectives, content selection, gradation and recycling, visuals, practices and testing, supplementary materials and teacher manual. In short, the results indicated that Prospect 3 was perceived as moderately adequate since the mean composite scores for each category exceeded 2, except for gradation and recycling which scored 2.10. Gradation and recycling and study skills categories were two categories that scored a mean of 2.13 and 2.10. They gained the least support by the respondents. پرونده مقاله -
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17 - Designing and Validating a New Corrective Feedback Preferences Scale: Targeting Contextual Particularities
Mohammad Rahimi Shahram Afraz Amin KarimniyaThe current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private lang چکیده کاملThe current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). The participants were aged from 27 to 38 years old. Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher in the field. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented. These findings have some implications for EFL teachers, learners, curriculum designers, and researchers. پرونده مقاله -
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18 - Analysis of language Learning Needs of Tenth-grade Iranian Students
Fatemeh Mohammadi SadeghThe present study examined and analyzed the language learning needs of Tenth-grade Iranian Students. Despite the significant role of needs analysis in language learning, no attempt has been made to explore the current language learning needs of Tenth- grade students and چکیده کاملThe present study examined and analyzed the language learning needs of Tenth-grade Iranian Students. Despite the significant role of needs analysis in language learning, no attempt has been made to explore the current language learning needs of Tenth- grade students and these needs are apparently unknown at present. To do this, this research evaluate and discussed the current language learning needs of Tenth-grade students. Also, this project highlighted the most and the least important language learning needs of them. To this purpose, the data was collected through questionnaire. 250 EFL learners of different high schools in Zahedan were selected to answer the questionnaire. The questionnaire developed by Kittidhaworn (2001) and surveyed seven dimensions of language learning needs, and the extent of the importance, was remarked by Tenth-grade learners of high schools. According to obtained data, the most important language learning need was "listening Skill", and the least one attributed to the "Language Function" from their points of view. It is expected that the findings of this study may help teachers, students, and researchers who are interested in effective assessment of language learning needs and also administrators who are responsible for organizing and implementing them. پرونده مقاله -
دسترسی آزاد مقاله
19 - بررسی تطبیقی خطاهای نگارشی دانشجویان ایرانی زبان های انگلیسی و عربی
مهدی حسین پناهی تازه آباد امید ورزندههدف از انجام این تحقیق بررسی خطاهای نگارشی دانش جویان ایرانی رشته های زبان انگلیسی و زبان عربی از طریق مقایسه ی آنها هم به صورت مجزا و هم با یکدیگر می باشد. اگرچه پیش تر مطالعات زیادی در حوزه ی تحلیل خطاها در ایران انجام گرفته، کم تر به مقایسه ی دو زبان خارجی رایج در ای چکیده کاملهدف از انجام این تحقیق بررسی خطاهای نگارشی دانش جویان ایرانی رشته های زبان انگلیسی و زبان عربی از طریق مقایسه ی آنها هم به صورت مجزا و هم با یکدیگر می باشد. اگرچه پیش تر مطالعات زیادی در حوزه ی تحلیل خطاها در ایران انجام گرفته، کم تر به مقایسه ی دو زبان خارجی رایج در ایران یعنی انگلیسی و عربی، پرداخته شده است. برای انجام این تحقیق، برگه های امتحان پایان ترم درس نگارش تعداد 107 دانش جوی رشته ی عربی (56 نفر) و انگلیسی (51 نفر) شاغل به تحصیل در دانشگاه کردستان و دانشگاه فرهنگیان، واقع در شهر سنندج، مورد استفاده قرارگرفت و خطاهای موجود در آنها برای انجام تحلیل توصیفی با استفاده از مجذور خی، با به کاربردن دو جدول مجزا برای انگلیسی و عربی و یک جدول مشترک برای خطاهای مشترک آنها، در سه گروه اصلی برای هر زبان، دسته بندی شدند. نتایج تحلیل، تفاوت های معنی داری را میان خطاهای صورت گرفته توسط دانش جویان انگلیسی و عربی نشان می دهد؛ با این وجود، در مواردی مانند مقایسه ی خطاهای مشترک میان هر دو گروه، به دلیل ضعیف بودن میزان تأثیر، نتایج باید با احتیاط تفیسر گردد. پرونده مقاله -
دسترسی آزاد مقاله
20 - بدون خشت قوسی در کار نخواهد بود!
محمدرضا کلهرپرواضح است که، بنیادِ زبان انگلیسی صرفاً در دو مهارت خواندن reading و نوشتنwriting برمبانیِ الفباءانگلیسی است. تفهیم و درک الفبای تازه، تفاوت‌ها و مغایرت‌های این مطلب به دانش‌آموزانی که علم وآگاهی نسبت به الفبای زبان انگلیسی ندارند و با الفبای زبان مادری و یا زبان رسمی چکیده کاملپرواضح است که، بنیادِ زبان انگلیسی صرفاً در دو مهارت خواندن reading و نوشتنwriting برمبانیِ الفباءانگلیسی است. تفهیم و درک الفبای تازه، تفاوت‌ها و مغایرت‌های این مطلب به دانش‌آموزانی که علم وآگاهی نسبت به الفبای زبان انگلیسی ندارند و با الفبای زبان مادری و یا زبان رسمی رایج یعنی زبان فارسی مأنوسند، آن‌هم در مناطق و روستاهای دوردست که از بسیاری امکانات جامعه‌ی شهری و مدرن بی‌بهره‌اند مقداری سخت، مشکل و غریب می‌نماید، و اغلب روند ابتدایی تدریس، برای دبیران و یا فهم آن برای دانش‌آموزان غامض‌تر از هرمقوله‌ای می‌نماید! برمبنای این ضرورت، پژوهش حاضر مشمول تفهیم، تجسم ذهنی و درک مشابهت‌ها و مغایرت الفبای انگلیسی در قیاس و تقابل با الفبای زبان مادری و زبان رسمی رایج کشور است و با استفاده از قدرت و کاربردِ اول هنر داستان و دوم تئاتر و نمایشِ برای ملموس و محسوس‌کردن درک الفبا و کاربرد و ضرورت آن در جهت نیل به هدف والای فرایند یادگیری و آموزشِ الفبای انگلیسی صورت گرفته است. پرونده مقاله -
دسترسی آزاد مقاله
21 - بررسی ارتباط بین میزان هویت پذیری معلمان زبان انگلیسی (فارسی‌زبان) با خودکارایی آنها و موفقیت زبان‌آموزان
عادل دست گشادهاین مطالعه به بررسی ارتباط بین میزان هویت‌پذیری معلمان زبان انگلیسی (فارسی زبان) با خودکارایی آنها و موفقیت زبان آموزان پرداخت. هشتاد و هفت معلم از مؤسسات مختلف زبان در این مطالعه شرکت داشتند و به پرسشنامه‌هایی میزان هویت پذیری معلمان و خودکارایی پاسخ دادند. همچنین از ش چکیده کاملاین مطالعه به بررسی ارتباط بین میزان هویت‌پذیری معلمان زبان انگلیسی (فارسی زبان) با خودکارایی آنها و موفقیت زبان آموزان پرداخت. هشتاد و هفت معلم از مؤسسات مختلف زبان در این مطالعه شرکت داشتند و به پرسشنامه‌هایی میزان هویت پذیری معلمان و خودکارایی پاسخ دادند. همچنین از شرکت کنندگان خواسته شد تا میانگین نمرات کسب شدۀ زبان‌آموزان خود در ترم قبل را ثبت نمایند. نتایج تحلیل دادهها وجود ارتباط موثرمعنی‌داری بین میزان هویت‌پذیری معلمان با میزان خودکارایی آنها و موفقیت زبان آموزان را نشان داد. تجزیه و تحلیل رگرسیون به منظور بررسی اینکه آیا مولفه‌های هویت پذیری میتواند میزان خودکارایی معلم و موفقیت زبان‌آموزان را پیش‌بینی کند، به کار گرفته‌شد. چهار زیر مجموعۀ هویت‌پذیری یعنی خودهای ایده‌آل، خودهای باید، خودهای واقعی و خودهای ترس به‌عنوان پیش‌بینی کننده‌های میزان خودکارایی معلم درنظر گرفته‌شد ورابطۀ مثبت معنی‌داری بین این زیر‌مجموعه‌ها و خودکارایی معلمان وجود داشت. اما تنها سه گروه از این زیر‌مجموعه‌ها شامل خودهای ایده آل، خودهای بایدو خودهای واقعی با میزان موفقیت زبان‌آموزان همبستگی مثبت معنی‌داری داشت. نتایج به دست آمده نشان داد که خودکارایی و نگرانی در خصوص پیشرفت زبان‌آموزان از عناصر کلیدی فرایند هویت‌پذیری معلمان زبان انگلیسی (فارسی زبان) است. پرونده مقاله -
دسترسی آزاد مقاله
22 - مؤلفه ها و شاخص های توسعه حرفه ای معلمان آموزش زبان انگلیسی: سنتزپژوهی بر اساس مدل روبرتس
فهیمه کریمی امین کریم نیا حمید اشرف حسین خدابخش زادههدف پژوهش حاضر، شناسایی شاخص‌ها و مؤلفه‌های توسعه حرفه‌ای معلمان آموزش زبان انگلیسی میباشد. رویکرد پژوهش حاضر کیفی و روش آن سنتز پژوهی است. جامعه پژوهش کلیه مقالاتی هستند(124 مقاله) که از سال 2011 تا 2023 میلادی در مورد توسعه حرفه‌ای معلمان آموزش زبان انگلیسی ارائه شده چکیده کاملهدف پژوهش حاضر، شناسایی شاخص‌ها و مؤلفه‌های توسعه حرفه‌ای معلمان آموزش زبان انگلیسی میباشد. رویکرد پژوهش حاضر کیفی و روش آن سنتز پژوهی است. جامعه پژوهش کلیه مقالاتی هستند(124 مقاله) که از سال 2011 تا 2023 میلادی در مورد توسعه حرفه‌ای معلمان آموزش زبان انگلیسی ارائه شده‌اند. نمونه پژوهش 30 مقاله است که این تعداد بر اساس پایش موضوعی، اشباع نظری دادهها و به صورت هدفمند انتخاب شده‌اند. داده‌های پژوهش از تحلیل کیفی مقالات مورد مطالعه، گردآوری شده‌اند. با تجزیه و تحلیل دادهها، ابعاد توسعه حرفه‌ای معلمان در 5 بُعد، 19 عامل و 73 مقوله شامل بُعد فردی(ویژگی-های اخلاقی، انگیزش و علاقه، خودراهبری، مهارتهای ارتباطی، مهارتهای یادگیری مادام‌العمر و مهارتهای فراشناختی)؛ بُعد پداگوژیک(یادگیری مشارکتی، پروژه محوری، استفاده از رویکرد ترکیبی، کوچینگ و منتورینگ ) بُعد دانش محتوای تخصصی(دانش محتوایی – تربیتی، دانش محتوایی-موضوعی، دانش محتوایی-فناورانه) و بُعد عوامل برنامه‌ای(نیازسنجی، مدیریت دانش، فراهم‌سازی منابع چندگانه، ویژگی برنامه‌های توسعه حرفه‌ای) و بُعد ارزیابانه فرآیند (شامل شاخص‌هایی چون جامعیت در ارزیابی و ارائه بازخورد و تکالیف اصلاحی) طبقه بندی شدند. پرونده مقاله -
دسترسی آزاد مقاله
23 - The Retroactive Effect of L2 on L1 in Word Recall and Lexical Activation
افسانه السادات موحدپور امین نعیمیThe present study aimed to investigate if learning English as an L2 has an effect on word recall and lexical activation among Iranian EFL learners. For this purpose, a sample of 45 male and female EFL learners was selected and they were classified into two experimental چکیده کاملThe present study aimed to investigate if learning English as an L2 has an effect on word recall and lexical activation among Iranian EFL learners. For this purpose, a sample of 45 male and female EFL learners was selected and they were classified into two experimental and one control group, 15 each. Word recall and oral time-limited tests were conducted within the three groups; they had to listen to 16 non-cognate Farsi words, each by 2 seconds, remember and recall them to resay. For lexical activation, an experiment was carried out by asking them to memorize and retell words shown to them through a computer screen. Outcomes of the word recall test revealed that the mean score of participants with low exposure to English was higher than lower and upper intermediate. Results exhibited that the participants in the first group surpassed those in the experimental group in word recall test. In the lexical activation test, the control group who were participants with low exposure to English performed better than the participants in the other two groups. Results revealed no meaningful difference among the mean scores of the three categories in lexical activation test, though. The results of the present study have some implications for language teachers, material developers and students. In fact, language teachers can provide a link between learners’ vocabulary knowledge of two languages, and this way help their students to activate their L2 vocabulary knowledge more easily and with less cognitive load. پرونده مقاله -
دسترسی آزاد مقاله
24 - نقش برنامه درسی پنهان در یادگیری درس زبان انگلیسی از دیدگاه 94- دبیران دبیرستانهای دخترانه شهر دماوند در سال تحصیلی 93
شیما بحیرایی نیره شاه محمدی خدیجه عموئیچکیدهپژوهش حاضر به بررسی نقش برنامه درسی پنهان در یادگیری درس زبان انگلیسی از دیدگاه94 پرداخته است،روش تحقیق از لحاظ - دبیران دبیرستانهای دخترانه شهر دماوند در سال تحصیلی 93هدف ،کاربردی و از لحاظ شیوه گرد آوری اطلاعات توصیفی از نوع پیمایشی می باشد.جامعه آماریاین مطالعه چکیده کاملچکیدهپژوهش حاضر به بررسی نقش برنامه درسی پنهان در یادگیری درس زبان انگلیسی از دیدگاه94 پرداخته است،روش تحقیق از لحاظ - دبیران دبیرستانهای دخترانه شهر دماوند در سال تحصیلی 93هدف ،کاربردی و از لحاظ شیوه گرد آوری اطلاعات توصیفی از نوع پیمایشی می باشد.جامعه آماریاین مطالعه شامل کلیه معلمان زن شهر دماوند به تعداد 120 نفر است که به دلیل کوچک بودن کلیهافراد در گروه مورد بررسی قرار گرفتند(سرشماری). برای بررسی تاثیر ابعاد برنامه درسی پنهان بریادگیری درس زبان انگلیسی از یک پرسشنامه محقق ساخته استفاده شده است که 13 بعد برنامهs.bohairaie.1394@gmail.com 1 : دانش آموخته رشته برنامه ریزی درسی واحد علوم تحقیقات(پردیس البرز)نویسنده مسئول2 :عضو هیات علمی سازمان پژوهش و برنامه ریزی آموزشیkhamoei@yahoo.com 3 : استادیار دانشگاه آزاد اسلامی واحد کرج94- 30 / انقش برنامه درسی پنهان در یادگیری درس زبان انگلیسی از دیدگاه دبیران دبیرستانهای دخترانه شهر دماوند در سال تحصیلی 93درسی پنهان (قوانین و مقررات مدرسه و کلاس درس ،شکل ظاهری مدرسه و کلاس درس،روابط بیندانش آموزان،معلمین با یکدیگر،معلمان و دانش آموزان،معلمان و مدیر ،روش تدریس،روشارزشیابی،خصوصیات فردی دانش آموزان ،محتوی کتب درسی،تجهیزات یادگیری)را در مقیاس لیکرتمورد بررسی قرار می دهد،برای بررسی روایی پرسشنامه از نظر اساتید محترم وصاحبنظر استفادهشد.پس از اجرای فرم اولیه ابزار برروی 30 نفر از افراد گروه نمونه، از ضریب آلفای کرونباخ برای0بدست آمد .پس از استخراج داده ها،تجزیه و / محاسبه پایایی پرسشنامه استفاده شد و پایایی آن 86تحلیل آنها در دو سطح انجام شددربخش امار توصیفی از فراوانی ،درصدفراوانی، و اندازههای گرایشمرکزی و پراکندگی استفاده شد. پس از بررسی نرمال بودن داده ها با استفاده از آزمون کولموگروفبرای بررسی فرضیات استفاده شد. نتایج تک نمونهای t و تعیین نرمال بودن آنها ، از (KS) اسمیرنوفبدست آمده از تحقیق نشان داد: که ابعاد مختلف برنامه درسی پنهان بر یادگیری درس زبان انگلیسینقش دارد و رعایت آن باعث پیشرفت یادگیری در درس زبان انگلیسی می شود.کلید واژه ها:برنامه درسی پنهان ،زبان انگلیسی ،روابط بین فردی، محتوی کتب درسی ،روشتدریس، ارزشیابی ،خصوصیات فردی دانش آموزان، فضای آموزشی پرونده مقاله -
دسترسی آزاد مقاله
25 - آسیب شناسی برنامه درسی زبان انگلیسی مقطع متوسطه
سمیرا بکان وحیده علیپور ایرج ساعی ارسیهدفاصلیاینپژوهشآسیبشناسیبرنامهدرسیزبانانگلیسیمقطعمتوسطهبراساسمدلوینشتینوفانتینیازدیدگاهدبیرانشهرکرجمیباشد.راهبرداصلیتحقیقدراینپژوهش،کیفیاست.برایگردآوریدادههاازروشمصاحبهیساختارنیافتهاستفادهشدهاست.جامعهیموردبررسیدراینپژوهششاملکلیهیدبیرانانگلیسیزنومردشهرکرجمیباشد.تعدادافرا چکیده کاملهدفاصلیاینپژوهشآسیبشناسیبرنامهدرسیزبانانگلیسیمقطعمتوسطهبراساسمدلوینشتینوفانتینیازدیدگاهدبیرانشهرکرجمیباشد.راهبرداصلیتحقیقدراینپژوهش،کیفیاست.برایگردآوریدادههاازروشمصاحبهیساختارنیافتهاستفادهشدهاست.جامعهیموردبررسیدراینپژوهششاملکلیهیدبیرانانگلیسیزنومردشهرکرجمیباشد.تعدادافرادنمونهبامعیلراشباعنظریتعیینگردید.کهبعدازمصاحبهبا25دبیرمصاحبهبهحداشباعرسید.یافتههایحاصلازتجزیهوتحلیلدادهها،شاملتئوریزمینهایاستکهبرطبقآنآسیبهایبرنامهیدرسیزبانانگلیسیمقطعمتوسطهاز این قرار میباشد:قدیمیبودنکتابهایزبانخارجه،مطلوبنبودنمحتوایکتابزبانخارجه،عدمتمرکزبرنامهیدرسیبرمهارتهایچهارگانهزبانخارجه،مجربنبودندبیرانزبانخارجهوعدمتسلطآنهابرروشهاینوینومؤثرتدریس،محتوایمبنیبرگرامر،تکیهبرمحیطمبتنیبرمتن،دانشآموزانبیعلاقهوبیانگیزهدریادگیریزبانخارجه،تألیفکتاببرمبنایروشترجمهیدستوریدرعوضتألیفبرمبنای یادگیریازطریقمحاورهومکالمهمیباشدکلیدواژگان:زبانانگلیسیبهعنوانزبانخارجه،مقطعمتوسطه،برنامهدرسیزبانانگلیسی پرونده مقاله -
دسترسی آزاد مقاله
26 - ارزشیابی و سنجش محتوای کتاب زبان سوم دبیرستان از منظر معلمان
رضاعلی نوروزی عباس بابایی سمیه صیادی شهرکیچکیدهاز آنجایی که کتاب درسی به عنوان یکی از عناصر کلیدی در تحقق اهداف آموزشی ایران،نقش مهم و اساسی را ایفا میکند، بر این اساس در پژوهش حاضر به ارزشیابی و سنجشمحتوای کتاب زبان سوم دبیرستان از منظر معلمان پرداخته شد. تحقیق حاضر از نوع توصیفی-پیمایشی و به روش تحلیل محتوا ا چکیده کاملچکیدهاز آنجایی که کتاب درسی به عنوان یکی از عناصر کلیدی در تحقق اهداف آموزشی ایران،نقش مهم و اساسی را ایفا میکند، بر این اساس در پژوهش حاضر به ارزشیابی و سنجشمحتوای کتاب زبان سوم دبیرستان از منظر معلمان پرداخته شد. تحقیق حاضر از نوع توصیفی-پیمایشی و به روش تحلیل محتوا انجام شد. جامعه آماری در پژوهش حاضر شامل دو بخشاست: بخش اول شامل کتاب زبان انگلیسی سوم متوسطه است که با استفاده از مدلهایتحلیل محتوا مورد بررسی قرار گرفت. بخش دوم شامل گروهی از دبیران زبان انگلیسی(مرد,زن) بود که بطور تصادفی و با استفاده از نمونهگیری خوشهای از سطح استان اصفهانچهار منطقه (ناحیه 5اصفهان، شاهین شهر، خوانسار وفریدن) انتخاب شد.ند . 73 دبیر زبان32 مرد و 41 زن ) در این مناطق مشغول به تدریس بودند که از تمامی آنها به عنوان نمونه )برای جمع آوری اطلاعات تحقیق استفاده شد و با استفاده از ابزار پرسشنامه محقق ساخته بهدر سطح توصیفی و spss جمع آوری نظرات آنها پرداخته و سپس دادهها با استفاده از نرم افزاراستنباطی مورد تجزیه و تحلیل قرار گرفت. دادهها حاکی از این بود که در کتاب، روند ساده به14 درصد از دبیران روند کتاب را از ساده به / مشکل و اصل همتاسازی رعایت نشده و فقط 2مشکل میدانند، عناصر اصلی تشکیل دهنده موضوعات کتاب مورد توجه قرار نگرفته ولی اصلتنوع و دشواری تا حدی رعایت شده بود. همچنین محتوا به لحاظ دعوت به پژوهش، تاحدودیقابل قبول است. با توجه به یافتهها می توان نتیجه گرفت که مؤلفان برنامهدرسی برای کمک بهدرک فراگیران، باید به توالی و وسعت موضوعات درسی توجه کنند و با ارائه پیشسازماندهنده(برخی مطالب کلیدی کتاب مذکور) در کتب سالهای پایینتر روند یادگیری، جذب و انطباقمطالب را تسهیل دهند تا فراگیران در طی گذراندن مقاطع تحصیلی متوجه پیوستگی بینمطالب شوند و راهکار یادگیری و چگونگی یادگیری خود را بیابند.واژه های کلیدی: تحلیل محتوا، کتاب زبان انگلیسی، دبیرستان. پرونده مقاله -
دسترسی آزاد مقاله
27 - اثربخشی آموزش فلسفه برای کودکان (فبک) بر افرایش واژگان زبان انگلیسی دانش آموزان
هما ایمانی قدسی احقر مریم سیف نراقیهدف این پژوهش تعیین اثربخشی آموزش فلسفه برای کودکان (فبک) بر افرایش واژگان زبان انگلیسی دانش اموزان پایه اول دبیرستاندخترانه منطقه 5 شهر تهران بود. حجم نمونه طبق فرمول کوکران 60 نفر با روش نمونه گیری چند مرحله ای تعیین شد. جهت جمع آوری داده ها از آزمون واژگان پت وآموزش چکیده کاملهدف این پژوهش تعیین اثربخشی آموزش فلسفه برای کودکان (فبک) بر افرایش واژگان زبان انگلیسی دانش اموزان پایه اول دبیرستاندخترانه منطقه 5 شهر تهران بود. حجم نمونه طبق فرمول کوکران 60 نفر با روش نمونه گیری چند مرحله ای تعیین شد. جهت جمع آوری داده ها از آزمون واژگان پت وآموزش فلسفه برای کودک طی 10 جلسه هر جلسه 90 دقیقه انجام پذیرفت. این پژوهش نیمه تجربی از نوع پیش آزمون- پس آزمون با گروه کنترل و دارای مرحله پی گیری است. جهت تحلیل داده ها از آزمون تحلیل واریانس بین گروهی و تی وابسته استفاده شد. نتایج پژوهش نشان داد که واژگان انگلیسی دانش آموزانی که آموزش فلسفه برای کودک را دریافت کرده اند بطور معنی داری بالاتر از دانش آموزانی است که این آموزش را دریافت نکرده اند، بنابراین اجرای رویکرد آموزش فلسفه برای کودک، مهارت واژگان انگلیسی دانش آموزان را افزایش داده و در طول زمان از پایداری مناسبی نیز برخوردار است. پرونده مقاله -
دسترسی آزاد مقاله
28 - ارتباط بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس دانشجویان رشته زبان انگلیسی
غلامرضا کاظمی قاسم مدرسی سید جمال عطاریدر این پژوهش به بررسی رابطه بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس در بین دانشجویان رشته زبان انگلیسی پرداخته شد. پژوهش حاضر از روش تحقیق آمیخته غیر همزمان و ترتیبی بهره جست که وزن اصلی یه داده‌های کمی اختصاص یافت. جامعه آماری بخش کیفی شامل 45 دانشجوی رشته چکیده کاملدر این پژوهش به بررسی رابطه بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس در بین دانشجویان رشته زبان انگلیسی پرداخته شد. پژوهش حاضر از روش تحقیق آمیخته غیر همزمان و ترتیبی بهره جست که وزن اصلی یه داده‌های کمی اختصاص یافت. جامعه آماری بخش کیفی شامل 45 دانشجوی رشته زبان انگلیسی و 20 نفر کارشناس رشته روانشناسی و آموزش زبان از دانشگاههای مختلف ایران بر اساس اشباع داده میباشد. روش گردآوری دادهها در بخش کیفی مصاحبه نیمه ساختار یافته بود. نتایج کیفی این پژوهش پس از مشخص کردن پایایی درون‌موضوعیِ، 14 کد مشترک بدست داد. جامعه آماری بخش کمی شامل 163 دانشجوی رشتة زبان انگلیسی از براساس نمونهگیری دردسترس میباشد. ابزار گردآوری دادهها در بخش کمی شامل پرسشنامه محقق ساخته هویت مذهبی، پرسشنامه عوامل نسبیت و پرسشنامه اعتماد به نفس است. برای طراحی و اعتبارسنجی پرسشنامه هویت ملی از بررسی عامل و مدل سازی معادلات ساختاری توسط نرم افزارهای SPSS نسخه 22 و AMOS نسخه 20 استفاده شد. با استفاده از کرانباخ آلفا، ضریب پایایی 82/0برای کل گویه ها شامل34 گویه مشخص گردید. پرسشنامۀ نهایی شامل چهار مولفه به نام‌های هویت مذهبیِ ایده‌ال، هویت مذهبیِ واقعی، هویت مذهبیِ باید و هویت مذهبیِ ترس میباشد. سپس، نتایج بدست آمده از ضریب همبستگی پیرسون نشان داد بین هویت مذهبی و عوامل نسبیت با میزان اعتماد به نفس آنها رابطه مثبتِ زیادی وجود دارد. ارزش‌های مذهبی کمک می‌کنند یادگیرنده در مواجهه با ناکامی، بیشتر تلاش‌کند و موفقیت‌های اندک منجر به افزایش اعتماد به نفس گردد. پرونده مقاله -
دسترسی آزاد مقاله
29 - تاثیر مهارتهای زبان انگلیسی در توسعه گرایش‌های کارآفرینی (مورد مطالعه دانشجویان زبان و ادبیات انگلیسی دانشگاه آزاد اسلامی)
حجت الله مرادی پردنجانی ساناز مطلبیاین مقاله به بررسی تاثیر میزان آشنایی با مهارتهای زبان انگلیسی در توسعه گرایش‌های کارآفرینی دانشجویان پرداخته است. طرح آن توصیفی بوده که به روش همبستگی انجام گرفته است. جامعه تحقیق را کلیه دانشجویان کارشناسی زبان و ادبیات انگلیسی دانشگاه آزاد اسلامی تشکیل می‌دهد که از چکیده کاملاین مقاله به بررسی تاثیر میزان آشنایی با مهارتهای زبان انگلیسی در توسعه گرایش‌های کارآفرینی دانشجویان پرداخته است. طرح آن توصیفی بوده که به روش همبستگی انجام گرفته است. جامعه تحقیق را کلیه دانشجویان کارشناسی زبان و ادبیات انگلیسی دانشگاه آزاد اسلامی تشکیل می‌دهد که از میان آنها تعداد 258 دانشجو به روش خوشهای چند مرحله‌ای از واحد دانشگاهی انتخاب و اطلاعات مورد نیاز نیز از طریق پرسش نامه محقق ساخته سنجش مهارتهای زبان انگلیسی و پرسش نامه سنجش گرایش‌های کارآفرینی احمدپورداریانی و مقیمی(1389) گردآوری و داده‌های به دست آمده نیز با روش‌های همبستگی و تحلیل رگرسیون تجزیه و تحلیل و یافته‌های زیر به دست آمد: مهارتهای کلی زبان انگلیسی دانشجویان زبان و ادبیات انگلیسی دانشگاه آزاد اسلامی در توسعه گرایش‌های کلی کارآفرینی آنان تاثیر معنی داری دارد همچنین به ترتیب مهارتهای نوشتن، شنیداری و خواندن در توسعه پیشرفت طلبی دانشجویان تاثیر معنی داری دارند؛ این تاثیر هیچ یک از مهارتهای زبان انگلیسی در توسعه استقلال طلبی و خلاقیت و نوآوری معنی دار نشده است؛ مهارتهای گفتاری، خواندن و نوشتن بیشترین تاثیر را در توسعه ریسک پذیری دانشجویان دارند و مهارتهای گفتاری و خواندن در توسعه کنترل درونی دانشجویان تاثیر معنی‌داری دارد. پرونده مقاله -
دسترسی آزاد مقاله
30 - تأثیر شیوه یاددهی گونه- مدار زبان انگلیسی از طریق ارتباطات سیّار بر توان تعلیم و تربیت مادران ایرانی
سعید خزایی سعید کتابیاین پژوهش شبه آزمایشی در سال 1392 با هدف پاسخ به این پرسش شکل گرفت که تا چه میزان ارتقایدانش زبان انگلیسی مادران ایرانی به کمک تکنولوژی اطلاعات و ارتباطات می تواند در سطح جهانی در جهتاهداف فرزند پروری مؤثر واقع شود. در این راستا، با روش نمونه گیری غیر تصادفی 182 نفر از چکیده کاملاین پژوهش شبه آزمایشی در سال 1392 با هدف پاسخ به این پرسش شکل گرفت که تا چه میزان ارتقایدانش زبان انگلیسی مادران ایرانی به کمک تکنولوژی اطلاعات و ارتباطات می تواند در سطح جهانی در جهتاهداف فرزند پروری مؤثر واقع شود. در این راستا، با روش نمونه گیری غیر تصادفی 182 نفر از مادران ایرانی در38 سال و با مدارک تحصیلی کاردانی و کارشناسی از رشته های مختلف انتخاب - شهر اصفهان از رده سنی 26و به شکل تصادفی به دو گروه 91 نفری تقسیم شدند. آن ها از سطح متوسط پایین مهارت زبان انگلیسیبرخوردار بودند. با تلفیق تکنولوژی ارتباطات سیار با حوزه یاددهی و یادگیری، گروه اول از مادران به شیوهآموزش عادی و گروه دوم به شیوه آموزش گونه -مدار، مهارت های خواندن و نوشتن زبان انگلیسی را در 21جلسه مجازی فرا گرفتند. علاوه بر انجام آزمون بسندگی و آزمون های مستمر یادگیری، با کاربرد پرسشنامه،پیمایشی نیز به منظور اطلاع از نگرش این مادران به کاربرد ارتباطات سیار در یاددهی و یادگیری صورتپذیرفت. نتایج جمع آوری شده از عمل کرد و روی کرد آزمودنی ها از تأثیر معنادار آموزش گونه -مدار زبانانگلیسی به عنوان زبان رابط بین المللی از طریق تکنولوژی ارتباطات سیار در ارتقای توان تعاملی مادران ایرانیدر برقراری ارتباط آسان با فرزندان، ترغیب آن ها به سمت مسیر صحیح یادگیری و اعتلای سطوحسرمایه های فرهنگی آن ها حکایت داشت. از این رو کاربرد شیوه های نوین یاددهی و یادگیری همپآیبه کارگیری تکنولوژی های نوین در حوزه یاددهی و یادگیری زبان انگلیسی اجتناب ناپذیر است. پرونده مقاله -
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31 - Promoting Professional Identity Formation of Novice EFL Teachers in E-teaching Through Online Image Management (OIM) Strategies
راضیه فلاح عزیزه چالاک حسین حیدری تبریزیAlthough the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for t چکیده کاملAlthough the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies. پرونده مقاله -
دسترسی آزاد مقاله
32 - The Effect of Graphic Organizer Strategy on Improving Iranian Intermediate EFL Learners’ Complexity of Written Performance
مریم حسن پور فاطمه میرزاپورWriting by which students can be assessed plays an important function in the education process. By considering this fact, investigating the impact of graphic organizer strategy on improving Iranian intermediate EFL learners’ complexity of written performance was t چکیده کاملWriting by which students can be assessed plays an important function in the education process. By considering this fact, investigating the impact of graphic organizer strategy on improving Iranian intermediate EFL learners’ complexity of written performance was the main goal of this study. 40 intermediate EFL learners were selected as the participants of the study on the basis of findings of Preliminary English Test. After that, they were randomly divided into two experimental and control groups. To assess the initial writing ability of participants, two groups were given a pre-test prior to the treatment. After applying traditional method to the control group and the graphic organizer strategies to the experimental group, both groups received a post-test to examine the effect of materials. To examine the effectiveness of the treatment, an independent samples t-test was conducted. To see the progression amount between pre-test and post-test of the experimental group, a paired samples t-test was also employed. The findings of the study indicated that graphic organizer strategies improved the learners’ complexity of written performance. The results have some implications for EFL/ESL teachers, students, test and materials developers, and syllabus designers. پرونده مقاله -
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33 - Implementation and Assessment Challenges in Iranian Secondary High School EFL Program
غلامرضا عباسیان فاطمه خادم پیرParadigm shift in language education has caused many countries including Iran to reshuffle their public EFL educational program. However, such a promising trend in Iran has entailed serious challenges, which necessitated this study aimed at collecting data from 70 teach چکیده کاملParadigm shift in language education has caused many countries including Iran to reshuffle their public EFL educational program. However, such a promising trend in Iran has entailed serious challenges, which necessitated this study aimed at collecting data from 70 teachers and 70 students to investigate the CLT challenges in terms of both teachers' pedagogical and assessment areas. A Partial Least Square Model (PLSM) addressed these two variables. The findings showed that the first three sub-traits of both CLT and testing knowledge have varying contributions to the main latent variables, respectively. Second, Friedman test indicated lack of compatibility between the respective dimensions as to the implementation of the program. Third, the post-hoc comparison tests revealed that teachers perceived CLT significantly lower than the three areas of CLT testing, knowledge of CLT tests and knowledge of developing CLT tests. Also, their knowledge of characteristics of CLT was significantly lower than their perceptions of CLT testing, and knowledge of CLT tests. However, their knowledge of the characteristics of CLT was not significantly different from that of developing CLT tests. Finally, their knowledge of techniques in CLT was significantly lower than their perceptions of CLT testing, knowledge of CLT tests, and knowledge of developing CLT tests. In sum, the Iranian public EFL program still suffers from both implementation and assessment challenges necessitating remedial teacher education program. پرونده مقاله -
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34 - The Relationship among University Lecturers’ Institutional identity, Professional Identity, and Teaching Efficacy
دلنیا اسماعیلی adel DastgoshadehThe purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universiti چکیده کاملThe purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universities, including Kermanshah, Isfahan and Hamedan, took part in the study by completing the Professional Identity Questionnaire, the Institutional Identity Questionnaire, and the Teachers’ Efficacy Scale. The sampling strategy for selection of the participants of this study was convenience sampling. To answer the research questions, Pearson product-moment correlation and Multiple-regression analyses were run. The results showed that there exists a statistically significant positive relationship between EFL university lecturers' a) professional identity and teaching efficacy, and b) institutional identity and teaching efficacy. پرونده مقاله -
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35 - Teachers’ Perceptions of and Concerns for the Implementation of the New First Grade English Textbook at Iran’s Public Junior High Schools
مرضیه اسدی غلام رضا کیانیChanging the English textbook of the first grade junior high school at Iran’s public schools after 27 years has sparked researchers’ interests in conducting evaluations of the new English textbook to get insights into its strengths and weaknesses. In line wi چکیده کاملChanging the English textbook of the first grade junior high school at Iran’s public schools after 27 years has sparked researchers’ interests in conducting evaluations of the new English textbook to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook (Prospect 1) from teachers’ perspectives. To attain this objective, 30 junior high school teachers were interviewed and the data were then analyzed by qualitative content analysis. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, the participant teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities. پرونده مقاله -
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36 - The Relationship between Stress Factors and the Amount of Learning among Language Learners at Islamic Azad University, Ahar Branch
خداوردی علیزاده محمود رضالوStress is considered as an inseparable part of life. Although it is sometimes useful and positive, if there is overstress, there would be some disturbances created in human life as the negative aspect of stress. In this research the different dimensions of stress regard چکیده کاملStress is considered as an inseparable part of life. Although it is sometimes useful and positive, if there is overstress, there would be some disturbances created in human life as the negative aspect of stress. In this research the different dimensions of stress regarding family, environmental, and personal stress and their effects on the amount of learning English among students at Islamic Azad University, Ahar Branch have been investigated. The statistical population of the present research includes students majoring in different courses at Islamic Azad University, Ahar Branch who have selected to pass the courses entitled: ‘General English’ or ‘Prerequisite to General English’. In the present study we have used a random sampling method. To determine the participants of the study, a questionnaire was distributed among them. Then, based on Cochran's formula our sample was calculated. Results showed that all stress factors (personal, environmental, family) affected the performance of the students in English learning, and they should be regarded as important factors in devising new materials to be presented to General English classes. پرونده مقاله -
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37 - E-Tools to Assist EFL Learners' Writing Skill: Wikis, Weblogs, and Podcasts
فاطمه بهجت مرتضی یمینیOne of the promises of web-based education is to help students take control of their learning pace as the basic requirement of language learning is being life-long. The purpose of the present study was to find out which of the e-tools -- weblogs, wikis, or podcasts -- c چکیده کاملOne of the promises of web-based education is to help students take control of their learning pace as the basic requirement of language learning is being life-long. The purpose of the present study was to find out which of the e-tools -- weblogs, wikis, or podcasts -- can better help EFL learners excel in their writing skill. To this end, 156 Iranian sophomore students majoring in English and studying at Islamic Azad University, Abadeh and Shiraz Branches and the Zand Institute of Higher Education were selected based on random sampling as participants. As the design of the study was a pre-experimental one, there were three experimental groups involved but no control group. Before the instruction, the participants were given an essay writing test, whose results were used to divide them into three groups. Two of the groups received in-class instruction and were assigned out-of-class activities through weblogs and wikis. The third group received the instruction through podcasts. The treatment lasted for two and a half months and at the end, another essay writing test was given to all groups. A two-way ANOVA for the comparison of the participants' gain scores indicated that using the tools available on the Internet could lead to improvement in the EFL students writing abilities, and gender was not a determining factor. The study reveals the fact that web tools, in general, and blogs, wikis, and podcasts, in particular, can foster EFL students’ writing skills and teachers can use them as supplements in their language instruction. پرونده مقاله -
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38 - Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy
حامد برجستهThe present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main چکیده کاملThe present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones. پرونده مقاله -
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39 - The Effect of Dialogue Journal Writing on EFL Students' Writing Skill
علی غلامی مهردادDespite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997). Thus different activities have been proposed to motivate students to write one of which is dialogue journal چکیده کاملDespite the role writing plays in learning a foreign language, many students do not show much interest in taking an active part in writing classes (Myint, 1997). Thus different activities have been proposed to motivate students to write one of which is dialogue journal writing, and the present work tries to investigate the possible effect(s) of such activity on writing ability of a group of English students at Islamic Azad University- Hamedan branch. To do this, 50 students obtaining 1 and 2 on the TWE scale on the structure section of a TOEFL test were selected and randomly assigned to experimental and control groups. After some introductory sessions, the students were asked to write paragraphs on a weekly schedule and hand them in to be corrected. In the experimental group the students were, furthermore, asked to keep journals and hand them in. After 4 months, the students in both groups took part in a writing exam in which they had to write two paragraphs on the topics given. The comparison of the means at p پرونده مقاله -
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40 - Foreign Language Anxiety and the EFL Learners’ Intention to Continue their English Language Learning
ناصر فلاح رویا موحدAnxiety undoubtedly plays an influential role in the experience of foreign language learning. This affective factor has attracted lots of researchers and has been the subject pool of scholarly research worldwide. However, research on the effect of demographic variables چکیده کاملAnxiety undoubtedly plays an influential role in the experience of foreign language learning. This affective factor has attracted lots of researchers and has been the subject pool of scholarly research worldwide. However, research on the effect of demographic variables on foreign language anxiety (FLA) and the effect of FLA on the learners’ intention to continue their English language education is still limited. Therefore, to bridge this gap, the present study intended to explore the role of gender and age in EFL learners’ FLA level. In addition, the potential effect of learners’ FLA in their decision whether to continue their English studies was tested. To this end, a sample of 295 university EFL learners completed FLA questionnaire and a demographic form. The findings showed that there was no significant correlation between the age of the learners and their FLA level. FLA differences with respect to gender did not reach the statistical significance either. However, it was found that FLA could significantly affect the learners’ willingness to continue their English language education. The findings were discussed and implications were made. پرونده مقاله -
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41 - The Comparative Effect of Antonym in-Text Glosses and Description in-Text Glosses on EFL Learners' Reading Comprehensio
هانیه قاسمی مونا خبیریThe present study was carried out to investigate the comparative effect of antonym in-text glosses and description in-text glosses on a group of Iranian EFL learners' reading comprehension. To fulfill the purpose of this study, 60 female intermediate students between 18 چکیده کاملThe present study was carried out to investigate the comparative effect of antonym in-text glosses and description in-text glosses on a group of Iranian EFL learners' reading comprehension. To fulfill the purpose of this study, 60 female intermediate students between 18 and 19 years old were selected among a total number of 90 through their performance on a piloted PET. These 60 participants were non-randomly divided into two equally populated experimental groups. During the process of this study, in one of the experimental groups the participants were given reading texts with antonym in-text glosses and in the other group, the participants were given reading texts with description in-text glosses. A piloted reading comprehension posttest (derived from another sample of PET) was administered at the end of the treatment to both groups and their mean scores on the test were compared through an independent samples t-test. The result led to the rejection of the null hypothesis, thereby, demonstrating that the learners in the description in-text glosses group benefited significantly more than those in the antonym in-text glosses group in terms of improving their reading comprehension. پرونده مقاله -
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42 - Investigating the Iranian EFL Teacher's Perception of Critical Cultural Awareness
مصطفی غفّاری داوود کوهی مرتضی اصل رسولیThis study was an attempt to investigate the perception of Iranian senior high school teachers toward critical cultural awareness. The participants of the study comprised of 307 teachers in different high schools in Qazvin. All the participants filled in the Critical Cu چکیده کاملThis study was an attempt to investigate the perception of Iranian senior high school teachers toward critical cultural awareness. The participants of the study comprised of 307 teachers in different high schools in Qazvin. All the participants filled in the Critical Cultural Awareness Questionnaire. The data were then fed into SPSS software and were subjected to Principal Components Analysis. Three factors were extracted and named as CCA in ELT Programs, CCA in ELT Textbooks and Materials, and CCA in General Terms, and the participants’ responses were analyzed based on these factors. The results indicated that the teachers’ critical awareness perception toward ELT Textbooks and Materials was the highest factor. The results of the item analysis revealed that teachers indicate all cultures should have an equal status in ELT textbooks and materials. It was concluded that the teachers’ cultural awareness regarding the integration of culture into mainstream teaching should be raised and they should pay more attention to culture in their classes. One significant implication of this study for EFL teachers and also syllabus designers is that an intercultural curriculum can enable learners to have a better understanding of the target materials. پرونده مقاله -
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43 - An Analytical Evaluation of Iranian High School ELT Textbooks from 1970 to 2010
اکبر عزیزی فرTextbooks play a very crucial role in the process of language teaching and learning. The present study carries out an evaluation of two series of ELT textbooks used for teaching English language in Iranian high schools since 1970 to 2010. For this purpose, Tucker’ چکیده کاملTextbooks play a very crucial role in the process of language teaching and learning. The present study carries out an evaluation of two series of ELT textbooks used for teaching English language in Iranian high schools since 1970 to 2010. For this purpose, Tucker’s (1975) textbook evaluation model (see Appendix) has been employed. The results suggest that one of the main factors for the students’ achievement in English language is the ELT textbooks. The researcher suggests that in the textbooks, there should be enough opportunity for the learners to communicatively practice the language they are learning. پرونده مقاله -
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44 - In Pursuit of Intercultural Communicative Competence in EFL Context: Exploring Iranian English Teachers’ Perceptions
موسی رضا بنفشه محدثه خسروی Mavadat SaidiThe current study attempted to cast light on the status quo of Iranian EFL teachers' perceptions of ICC. It further attempted to see if their experience would influence their conceptualizations of ICC. To this end, a total of 100 EFL teachers were asked to complete a qu چکیده کاملThe current study attempted to cast light on the status quo of Iranian EFL teachers' perceptions of ICC. It further attempted to see if their experience would influence their conceptualizations of ICC. To this end, a total of 100 EFL teachers were asked to complete a questionnaire survey adapted from Han & Song's (2011) study. The results of both quantitative and qualitative analysis revealed a number of commonalities and discrepancies among the participants' conceptualizations of International Communication Competence (ICC) and its relevance to ELT considering their teaching experience. The findings point to the prominence of intercultural teacher education in the Iranian context. پرونده مقاله -
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45 - Metalinguistic Awareness and Bilingual vs. Monolingual EFL Learners: Evidence from a Diagonal Bilingual Context
سیما مدیر خامنهThis paper reports a study of 85 Iranian EFL learners in the English Language Department of Urmia University. It explores the possible differences between performance of 38 Persian monolingual and 47 Turkish-Persian bilingual EFL learners on metalinguistic tasks of ungr چکیده کاملThis paper reports a study of 85 Iranian EFL learners in the English Language Department of Urmia University. It explores the possible differences between performance of 38 Persian monolingual and 47 Turkish-Persian bilingual EFL learners on metalinguistic tasks of ungrammatical structures and translation. The underlying hypothesis is that bilinguals in diagonal bilingual contexts experience a significant development in terms of their metalinguistic awareness. Results of some t-test analyses indicated consistent differences between the two groups in favour of bilinguals. The findings, thus, strengthen the proposal that bilinguals may develop a more analytical orientation to language that may help them in learning additional languages. The findings are discussed in relation to implications on EFL learning as well as EFL teaching. پرونده مقاله -
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46 - Cross-cultural Study of Iranian and English Students’ Impoliteness and Threat Responses
مریم فرنیا زهرا شیبانیThe purpose of the present study is to compare the impoliteness strategies employed by Iranian and English students in English and Persian Languages. The participants consisted of 6o Iranian EFL learners at intermediate level of language proficiency, 60 Iranian non-Engl چکیده کاملThe purpose of the present study is to compare the impoliteness strategies employed by Iranian and English students in English and Persian Languages. The participants consisted of 6o Iranian EFL learners at intermediate level of language proficiency, 60 Iranian non-English major students, and 212 native English-speaking students. The data were collected through an open-ended questionnaire in the form of discourse completion task where responses to different threatening situations were elicited. The questionnaire consisted of six situations with variations in social power. The data were analyzed based on Limberg’s (2009) model of threat responses. The findings showed variations in the use of strategies employed with variation of social power in different situations. Moreover, the overall findings displayed the frequent use of tendency strategies, that is, toward compliance, toward non-compliance, by the three groups of respondents. It is hoped that the findings of this study can add to the body of knowledge in impoliteness studies and to our understanding of how threat responses vary cross-culturally in particular. پرونده مقاله -
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47 - Online Teacher Roles and Competencies: Voices from Pre-Service EFL Teachers
مینا بصیرت محبوبه تقی زادهGiven the prevalence of COVID-19 pandemic and consequently the emergence of more online courses throughout the world, exploring teachers’ views about the shift from face-to-face to online environments seems significant. The objective of this study was thus twofold چکیده کاملGiven the prevalence of COVID-19 pandemic and consequently the emergence of more online courses throughout the world, exploring teachers’ views about the shift from face-to-face to online environments seems significant. The objective of this study was thus twofold: (a) to investigate the roles EFL teachers take and (b) to determine competencies required to teach online English language courses. Mixed-methods research was conducted, and the participants were 100 MA students of TEFL at Iran University of Science and Technology (IUST). The required data were collected through administering two questionnaires, adapted by the researchers, on online teacher roles and competencies along with two open-ended questions. After carrying out descriptive statistics for the quantitative data and theme-based analysis for the qualitative ones, the results indicated that online teaching roles could be hierarchically ranked as pedagogical, professional, administrative, social, assessment, technological, and researcher. With regard to online teacher competencies, pedagogical, professional, and technological role competencies received the highest mean, while the researcher role competencies gained the lowest one. Pre-service EFL teachers held the view that having knowledge of technology and its use, knowledge of course/content, ability to sustain learners' motivation, online teaching skills, and ability to communicate were other competencies teachers require to fulfill their roles in online English language courses. The findings can provide more insights into how to redesign and map online teacher professional development courses to better prepare potential EFL teachers and boost their quality as online EFL teachers. پرونده مقاله -
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48 - A Critical Visual Analysis of Gender Representation of ELT Materials from a Multimodal Perspective
توران آهور پردیس زعفرانیThis content analysis study, employing a multimodal perspective and critical visual analysis, set out to analyze gender representations in Top Notch series, one of the highly used ELT textbooks in Iran. For this purpose, six images were selected from these series and an چکیده کاملThis content analysis study, employing a multimodal perspective and critical visual analysis, set out to analyze gender representations in Top Notch series, one of the highly used ELT textbooks in Iran. For this purpose, six images were selected from these series and analyzed in terms of ‘representational’, ‘interactive’ and ‘compositional’ modes of meanings. The result indicated that there are no stereotypical predictions of any genders, and that both female and male social actors were represented on an equal footing. The corollary of this critical image analysis was the implications which are of vital importance for material developers as well as those responsible for choosing language teaching in general and ELT materials in particular. پرونده مقاله -
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49 - University Students’ Perception of Demotivating Factors in Learning English as a Foreign Language
نفیسه حسین پور حسین حیدری تبریزیDemotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an چکیده کاملDemotivation is a relatively new topic in the field of second or foreign language acquisition which is in need of more rigorous research. In this regard, the present study was an attempt to investigate demotivating factors in learning English as a foreign language in an Iranian context. To this end, 382 Persian learners of English were selected through stratified clustering sampling procedure to participate in this mixed method study. The Data was collected through a 40-item Likert type questionnaire. The Factor analysis of the data extracted seven factors including a) inadequate facilities, b) reduced self-confidence, c) class characteristics, d) lack of purpose to study English, e) teaching methods, f) teachers and teaching styles, and g) negative attitudes toward English and the culture of English-speaking countries as demotivators. The Students’ perceptions of these seven factors were compared based on their general English proficiency levels. The Results revealed that low proficient learners perceived reduced self-confidence and negative attitudes more demotivating than their counterparts at other levels of proficiency. پرونده مقاله -
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50 - A Brain-Friendly Teaching Inventory: A Rasch-based Model Validation
انسیه ستاری گوارشک مونا طباطبایی یزدیTeachers usually teach according to how brains naturally learn. In this way, not only do their learners learn, retain, and recall quickly, but also the teaching becomes more joyful. Increased attention to the worthwhile role of the mind in learning/teaching in recent ti چکیده کاملTeachers usually teach according to how brains naturally learn. In this way, not only do their learners learn, retain, and recall quickly, but also the teaching becomes more joyful. Increased attention to the worthwhile role of the mind in learning/teaching in recent times Due to the lack of a valid scale for estimating teachers' awareness of brain-friendly teaching, the current study intended to construct and validate a 54-item brain-friendly teaching inventory by the implementation of the Rasch model. The test was administered to 200 Iranian EFL teachers from different educational contexts. The results revealed that all the 54 items of the scale had a good fit to the Rasch model. Infit and outfit values were within the acceptable range which indicates unidimensionality of the scale. Furthermore, it is asserted that the inventory enjoyed suitable reliability. This demonstrates that the Brain-Friendly Teaching Inventory is valid and can be applied as a scale for assessing the teachers' awareness of brain-friendly teaching. پرونده مقاله -
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51 - Iranian EFL Teachers’ Perceptions of Burnout Sources: A Qualitative Study
مریم موسوی علی امیرقاسمی مهناز سعیدیThis qualitative study aims to investigate the sources of burnout from Iranian EFL teachers’ perspectives. To this end,thirty-four Iranian male and female EFL teachers participated in the semi-structured interview to comment on the burnout sources and then rank th چکیده کاملThis qualitative study aims to investigate the sources of burnout from Iranian EFL teachers’ perspectives. To this end,thirty-four Iranian male and female EFL teachers participated in the semi-structured interview to comment on the burnout sources and then rank them in terms of priority. Also, one hundred teachers responded to an online open-ended questionnaire. The coding scheme revealed two external and internal nodes, five themes, and fifteen subthemes. Under the external node lay financial, organizational, and teacher training problems. The internal node involved teachers’ psycho-affective traits and personal life affairs. The results showed that external sources outweighed the internal ones. Among the external sources, teachers’ low pay, the supervisor’s maltreatment, and workload, and among the internal ones, teachers’ low problem-solving abilities, low motivation and self-efficacy held high ranks. No one attributed burnout to teachers’ gender and age, and almost all participants unanimously criticized the educational administration system of Iran for not providing teachers with the necessary means of burnout recognition and prevention. The study has implications for educational policymakers and practitioners. پرونده مقاله -
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52 - The Relationship between EFL Learners’ Use of Language Learning Strategies and Self-Perceived Language Proficiency
مونا خبیری مهدیه اعظمی نژادThe present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 inter چکیده کاملThe present study was conducted to investigate whether there was a relationship between EFL learners’ use of language learning strategies and their self-perceived language proficiency at the two levels of intermediate and advanced. A total of 67 subjects (39 intermediate-level and 28 advanced) were selected to participate in this study based on their scores on a piloted language proficiency test. They were asked to respond to two questionnaires: one assessing their self-perceived language proficiency and the other the strategy inventory of language learning. The results of the statistical analysis demonstrated that there was a significant relationship between the two variables among advanced-level subjects while no such relationship existed among intermediates. Thence, as learners reach higher stages of language proficiency, they become more capable of assessing their language abilities and also use their learning strategies more often. Further analysis also revealed that subjects did not change their attitude in using strategies as they reached higher stages of proficiency except for memory and social strategies. Finally, the results showed that the most frequently used set of strategies among both intermediate and advanced learners were cognitive while the least were affective. پرونده مقاله -
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53 - A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative Study in an EFL Context
حمید خسروانی فرد رضا پیشقدم آذر حسینی فاطمیThe current study aimed at investigating the relationship between life-wise syllabus- as a new type of syllabus which emerged as the result of recent developments in applied ELT and corresponding to the "education for life"- and teacher success in an EFL context. Life-w چکیده کاملThe current study aimed at investigating the relationship between life-wise syllabus- as a new type of syllabus which emerged as the result of recent developments in applied ELT and corresponding to the "education for life"- and teacher success in an EFL context. Life-wise syllabus introduced by Pishghadam in 2011 directed English teachers’ attention to give priority to life issues rather than language in class. These new concepts encourage curriculum development based on life and all of its manifestations which is the core principle of humanistic education. Then teaching should not only comprise mathematics, chemistry, or literature, but also emotions, relationships, attitudes, thinking styles, feelings, and states of mind. Due to the recent emergence of this syllabus and the dearth of research over its effectiveness, this research study was carried out to shed more light on the issue. To this end, 200 teachers- 100 from private sector and 100 from public sector- and their 1771 students were chosen as the participants of the research study from Mashhad and Ghaen cities. In this study, the teachers were given "Life-Responsive Language Teaching beliefs Questionnaire" (hereafter LRLTB), and their students were given the "Characteristics of Successful EFL Teachers Questionnaire" (hereafter CSET). The results of the correlational study indicated that the main variables and also their subscales were highly correlated. The comparison between male and female teachers regarding correlation between variables did not show any significant difference. But the comparison between private and public school teachers in terms of the relationship between the variables displayed that they were more strongly correlated for the latter. پرونده مقاله -
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54 - Exploring Male and Female Iranian EFL Learners’ Attitude towards Native and Non-native Varieties of English
هدی طالبی حبیب آبادی Laya Heidary DaraniThis study investigated whether Iranian EFL learners are aware of different varieties of English spoken throughout the world and whether they have tendency towards a particular variety of English. Likewise, it explored the attitudes of Iranian EFL learners towards the n چکیده کاملThis study investigated whether Iranian EFL learners are aware of different varieties of English spoken throughout the world and whether they have tendency towards a particular variety of English. Likewise, it explored the attitudes of Iranian EFL learners towards the native and non-native varieties of English. Moreover, it made an attempt to investigate whether such attitudes are gender-oriented. To this end, 30 intermediate male and female Iranian EFL learners whose age ranged from 22 to 30 formed the sample population of this study. They responded to three questionnaires. Then, the collected data were subjected to a one-way repeated measure ANOVA, Fisher's LSD post hoc test, and independent-samples t-tests. The main conclusion of this study was that Iranian EFL learners do not believe in a single world English anymore; instead, they gradually believe in "world Englishes". They are indeed receding from that perfect English accent and are accepting other Englishes for their communication with people around the world. In addition, although the participants accepted non-native varieties, having tendency towards American and British accents reveals the fact that they have positive attitudes towards language learning. پرونده مقاله -
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55 - Impacts of Utilizing E-Mind Maps on Iranian Adolescent vs. Adult EFL Learners’ Language Learning Strategy Choices
نسیم نصر اصفهانی عزیزه چالاک حسین حیدری تبریزیThe purpose of this study was to investigate the probable effects of E-Mind Maps on the prevailing Language Learning Strategy Choices of adolescent versus adult Iranian EFL learners (LLSC). Besides, their preferred strategies were investigated across each dominant LLSC چکیده کاملThe purpose of this study was to investigate the probable effects of E-Mind Maps on the prevailing Language Learning Strategy Choices of adolescent versus adult Iranian EFL learners (LLSC). Besides, their preferred strategies were investigated across each dominant LLSC for some volunteer participants through structured interviews. According to a mixed-method design, 76 available Iranian adolescent and adult EFL learners, both male and female, were randomly divided into four equal groups of experimental and control ones. Strategy Inventory for Language Learning (SILL) was conducted for all participants in the pre-and post-intervention phases, followed by a structured interview in just the post-intervention phase in the qualitative phase. The intervention presented the teaching content through E-Mind Maps vs. the conventional way of teaching for 20 sessions. The data were analyzed using descriptive and Chi-Square statistics. The results confirmed that using E-Mind Maps shifted the dominant LLSC of adolescent and adult EFL learners to memory and cognitive strategies. Moreover, preferred strategies across each dominant LLSC were discussed in detail for both groups. The conclusion can provide critical implications for English language teaching, learning, and educational technology in using E-Mind Maps as an effective strategy in EFL classrooms. پرونده مقاله -
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56 - Collaborative Discussion Circles: A Path towards Critical Language Teacher Development
مهرشاد احمدیان پرویز مفتون 3پرویز بیرجندیThe advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dea چکیده کاملThe advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study. پرونده مقاله -
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57 - The Impact of Collegial Instruction on Peers’ Pedagogical Knowledge (PK): An EFL Case Study
فرناز لطیفShared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The p چکیده کاملShared responsibilities such as mentoring, instruction, learner monitoring and classroom management enable the peers to observe, review, reflect on and learn from the overall practical professional expertise of one another through collegial instruction experience. The present exploratory case study has The present exploratory case study has attempted to study collegial teaching as an innovative instruction model (as an alternative to solo-based instruction models) in a General Business English course in SAPco (An automotive part supplier in Iran). To this end, the researcher has mainly tried to concentrate on two expert business English teachers' perceptions concerning their experience of collegial teaching for business English courses, observing their reflections before and after the course, to focus on the possible impacts of this type of instruction on their pedagogical knowledge as language teacher. As a result, as it is indicated in overall reflections of the participant colleagues, collegial instruction is believed to lead toward a more efficient transferability and development of teachers' pedagogical knowledge than what can take place as a result of individually run traditional practices. Moreover, this type of instruction can be a rather cost-effective and timesaving alternative to traditional OJT (on the job training) courses for teacher development authorities and curriculum developers who are concerned about and willing to promote professional development of their teachers. پرونده مقاله -
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58 - English Language Teachers' Views on Self-initiated Professional Development
Fatemeh Malek AbbasiKeeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands چکیده کاملKeeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands as one of the noticeable trends. Although teacher development is crucial for the quality of education, it appears that there are not many studies on self-development of English language teachers in Iran. There are studies mostly concentrating on the evaluation of pre- or in-service programs in English language teaching. Addressing this call, the main purpose of this study was to investigate perceptions of 48 in-service English language teachers towards their professional development. The data collection instrument used was a researcher-made questionnaire consisting of both open-ended and close-ended items. Employing descriptive statistics, the data was analyzed. The results indicated that the teachers agreed with most of the concepts that indicate the importance of professional development. Moreover, they were aware of the importance of major professional development activities for their development. Yet, peer observation and action research were not preferred as much as the other activities. پرونده مقاله -
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59 - The Impressibility of Speaking Accuracy/Fluency among EFL Undergraduates: A Meta-Analysis
آرمان تونی ژاله حساس خواه پرویز بیرجندیThis meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the چکیده کاملThis meta-analysis is an investigation into the impressibility of two dimensions of the speaking skill, namely accuracy and fluency, in relation to the experimented treatments among Iranian EFL undergraduates. Having surveyed a collected bank of 74 research reports, the relationships among the variables in the 14 included studies were examined. More specifically, the analysis involved a statistical review of 67 effect sizes (at 95% CI) calculated from studies conducted between 2006 and 2016, including 890 participants. The analysis indicated that in 77% of the experimented treatments, the students performed as well as the students in the regular programs with no significant improvement in oral accuracy. The analysis also demonstrated that 63% of the treatments did not yield significant improvement in oral fluency in comparison with the regular instruction. Moreover, the synthesis of the effects of the contextual factors showed that low-level (i.e., elementary) learners experienced a better improvement in speaking performance. The analysis also revealed that, among the experimented treatments, dialogic tasks were most effective on oral accuracy while interviews were influential in promoting the students’ both oral accuracy and fluency. Finally, the quality of the study reports was analyzed and some directions for further research were suggested. پرونده مقاله -
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60 - Revisiting Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Teachers’ Experience and their Academic Degree
پروین رضایی هانیه دواتگراصل نادر اسدیThe present mixed-method study examines the effect of Iranian EFL teachers’ teaching experience and academic degree on five dimensions of reflective teaching. In this line, a 29-item Likert scale Reflective Teaching Questionnaire composed of practical, metacogniti چکیده کاملThe present mixed-method study examines the effect of Iranian EFL teachers’ teaching experience and academic degree on five dimensions of reflective teaching. In this line, a 29-item Likert scale Reflective Teaching Questionnaire composed of practical, metacognitive, critical, cognitive, and affective dimensions was administered to a convenient sample of 142 male/female B.A., M.A., and Ph.D. EFL teachers with 4-30 years of teaching experience. Moreover, a semi-structured interview was conducted with 16 EFL teachers yielding more in-depth triangulated data on their reflection levels and the related problems. The MANOVA results indicated the significant effect of teachers’ experience and academic degree on their reflective teaching with the least effect reported on the affective dimension. The results indicated significant interaction of the two research variables with the dimensions of reflective teaching. Moreover, the interview results indicated that lack of time, prescribed syllabi, and ineffective teacher training programs were the main obstacles of reflective teaching. The findings may bear implications for Iranian curriculum developers, materials writers, teacher trainers, administrators, and EFL instructors. پرونده مقاله -
دسترسی آزاد مقاله
61 - The Effect of Semantic Mapping on Reading Comprehension
المیرا تقوی کریم صادقیThe research reported here examined the relative effectiveness of semantic mapping, as an interactive pre-reading strategy, on reading comprehension of Iranian undergraduate students (non-EFL majors). It also examined whether there was an interaction between gender and چکیده کاملThe research reported here examined the relative effectiveness of semantic mapping, as an interactive pre-reading strategy, on reading comprehension of Iranian undergraduate students (non-EFL majors). It also examined whether there was an interaction between gender and the effect of teaching semantic mapping strategy on reading comprehension. The participants in this study consisted of 120 male and female pre-intermediate undergraduate students taking a General English course at UrmiaUniversity in Spring 2008. A Certificate of Advanced English Reading Paper (CAE) was administered to measure the students’ proficiency at the beginning of the research. Later, the participants were semi-randomly (Mackey and Gass, 2005) assigned into experimental and control groups. The experimental group was instructed on how toemploy semantic mapping strategy in reading while the control group received normal reading instruction. The post-test results supported the findings of earlier research that instruction on the application of semantic mapping contributed to reading comprehension. Further findings and implications are discussed in the paper. پرونده مقاله -
دسترسی آزاد مقاله
62 - Collaborative Discussion Circles: A Path towards Critical Language Teacher Development
مهرشاد احمدیان پرویز مفتون پرویز بیرجندیThe advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dea چکیده کاملThe advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study. پرونده مقاله -
دسترسی آزاد مقاله
63 - Developing a Questionnaire for Assessing Iranian English Learners' and Teachers' World Englishes Conceptualization
محمد رضا خدا رضا فلورا عفاف سلطانی داود مشهدی حیدرThe unprecedented growth of the number of World Englishes and needs of communication among experts calls for English language teaching programs to take into consideration the place and relevance of teachers' and learners' conceptualization of paradigm of WEs. The presen چکیده کاملThe unprecedented growth of the number of World Englishes and needs of communication among experts calls for English language teaching programs to take into consideration the place and relevance of teachers' and learners' conceptualization of paradigm of WEs. The present research studies the global status of WEs and its conceptualization among Iranian English teachers and learners. It is presenting a thematic instrument to examine the extent to which Iranian EFL and ELIC-SP teachers' and learners' conceptualization of WEs can be effective in the fields of global communication, research, development and science. In the first phase of the present study a theoretical framework and its components were developed through reviewing the literature and conducting interviews with ELT experts and EFL and ESP learners. In the second phase, a questionnaire was developed and piloted with 300 participants who were available and willing to participate in the study. The 46 items of the newly-developed ‘WEs Con.' scale were subjected to principal component analysis which revealed the presence of four components, relevance of WEs Con. To EFL, ESP, Culture, Ownership of English and Standard English. These phases led to the development of a questionnaire with four components and 46 items. پرونده مقاله -
دسترسی آزاد مقاله
64 - ارزیابی و تحلیل محتوای کتب زبان انگلیسی دوره راهنمایی تحصیلی با استفاده از فرمول خوانایی Fog و نظرخواهی از دبیران مجرب
داوود حسینی نسب فرهمن فرخی ژیلا مرسلیهدف از تحقیق حاضر ارزیابی و تحلیل محتوای کتب درسی زبان انگلیسی دوره راهنمایی تحصیلی بر اساس فرمول خوانایی Fog و نظرخواهی از دبیران مجرب بود. روش این تحقیق توصیفی و از نوع ارزشیابی و تحلیل محتوا می باشد. جامعه آماری این تحقیق شامل دو بخش بود: بخش اول،کتب درسی زبان انگلیس چکیده کاملهدف از تحقیق حاضر ارزیابی و تحلیل محتوای کتب درسی زبان انگلیسی دوره راهنمایی تحصیلی بر اساس فرمول خوانایی Fog و نظرخواهی از دبیران مجرب بود. روش این تحقیق توصیفی و از نوع ارزشیابی و تحلیل محتوا می باشد. جامعه آماری این تحقیق شامل دو بخش بود: بخش اول،کتب درسی زبان انگلیسی دوره راهنمایی و بخش دوم شامل، 288 نفر از دبیران زبان انگلیسی شاغل در نواحی پنجگانه آموزش وپرورش شهر تبریز بود. هرسه کتاب دوره راهنمایی و 165 نفر از دبیران زبان بعنوان نمونه آماری این تحقیق انتخاب شدند. برای انتخاب نمونه آماری از بین جامعه مورد مطالعه از جدول مورگان استفاده شد. داده ها از طریق پرسشنامه نظرخواهی از دبیران جمع آوری و با استفاده از آمار توصیفی و استنباطی مورد تجزیه و تحلیل قرار گرفتند.در تحلیل داده ها از آزمون های آماری T و F استفاده شد. یافتـه های ایـن تحقیق نشان داد کـه از نظـر دبیـران، نقـاط قـوت و ضعـف کتابهـا در بخشهای مختلف به قرار زیر است، نقاط قوت عبارتنداز: جذاب و خوانا بودن تایپ کتابها، توضیح خوب قواعد دستوری، سازماندهی مطالب از آسان به مشکل، وضوح آموزشها و دستورالعمل ها، مطابقت مطالب کتب با سن فراگیران و در دسترس بودن کتابها برای دانش آموزان و دبیران. نقاط ضعف عبارتنداز: عدم جذابیت جلدکتابها، عدم توضیح و تمرین واژگان و تلفظ کلمات، استفاده کم از زبان اصلی، عدم توجه به دانش زمینه ای فراگیران، عدم مطابقت مطالب کتابها با زندگی واقعی و نیازهای دانش آموزان و عدم وجود نوار کاست. در ارزیابی کتب درسی زبان انگلیسی بین دیدگاه دبیران از نظرسابقه تدریس، مدرک تحصیلی و جنسیت تفاوت معنادار وجود داشت؛ اما از نظر ناحیه محل خدمت تفاوت معناداری وجود نداشت. برای محاسبه ضریب دشواری درک مطالب از فرمول خوانایی Fog استفاده شد. نتایج حاصله نشان داد که درجه دشواری متون و درک مطالب کتب درسی زبان دوره راهنمایی پائین تر از حد مطلوب می باشند. به عبارت دیگر، متون و درک مطالب خیلی ساده و آسان می باشند. نهایتاً، نتایج حاصل از ارزیابی محتوای کتب درسی زبان انگلیسی، پایین بود. پرونده مقاله -
دسترسی آزاد مقاله
65 - بررسی تأثیر استفاده از وبلاگ نویسی بر پیشرفت تحصیلی و میزان علاقة دانش‌آموزان به یادگیری درس زبانانگلیسی
سیدداود حسینی‌نسب غلامرضا گل‌محمدنژاد یوسف ساجدیفرتلفیق ارتباط ناهمزمان مبتنی بر رایانه در داخل و خارج از کلاس امروزه نیاز به یک پژوهش دارد. در پژوهش حاضر ما پیاده سازی این تکنولوژی برای بهبود دانش گرامری و علاقه‌مندسازی دانش آموزان به یادگیری زبان انگلیسی را وضوح مشاهده کردیم. به منظور انجام پژوهش حاضر از بین تمام دبی چکیده کاملتلفیق ارتباط ناهمزمان مبتنی بر رایانه در داخل و خارج از کلاس امروزه نیاز به یک پژوهش دارد. در پژوهش حاضر ما پیاده سازی این تکنولوژی برای بهبود دانش گرامری و علاقه‌مندسازی دانش آموزان به یادگیری زبان انگلیسی را وضوح مشاهده کردیم. به منظور انجام پژوهش حاضر از بین تمام دبیرستانهای پسرانة شهر تبریز به صورت تصادفی 2 دبیرستان با سطح تقریباً یکسان 30 نفر گروه آزمایش و 30 نفر گروه کنترل به روش نمونهگیری تصادفی خوشهای انتخاب شدند. روش پژوهش حاضر نیمه تجربی بود و ابزار جمع‌آوری اطلاعات آزمون پیشرفت تحصیلی معلم ساخته است که به صورت پیش آزمون و پس آزمون برای سنجش تأثیر وبلاگ نویسی بر یادگیری و میزان علاقه دانش‌آموزان به زبان انگلیسی استفاده شده است. برای آزمون فرضیه‌ها از تحلیل کوواریانس ANCOVA استفاده شده است. تحلیل نتایج نشان داد بین گروه‌ها در دو آزمون گرامر و علاقه تفاوت معنی‌داری وجود دارد اما در آزمون مهارت خواندن تفاوت معنی‌دار نبود. نتایج تحلیل نشان داد که علاقه دانش‌آموزان به یادگیری زبان انگلیسی افزایش یافته و نکات گرامری آنها در کاربرد زبان پیشرفت زیادی داشته است. پژوهش حاضر نشان داد که آموزش از طریق وبلاگ نویسی میتواند به عنوان یکی از ابزار یادگیری اجتماعی در آموزش مهارتهای زبان نقش مهمی داشته باشد. پرونده مقاله -
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66 - مطالعه کیفی تأثیر آزمون جدید ورودی دوره دکتری رشته آموزش زبان انگلیسی بر روش تدریس، ارزشیابی کلاسی و برنامه درسی استادان زبان دانشگاه های ایران
رضا رضوانی علی صیادیبا توجهبه اهمیت و حساسیت آزمون ورودی دوره دکتری در ایران، انتظار میرود که این آزمون تاثیرات قابل توجهی بر برنامه های آموزشی تحصیلات تکمیلی در دانشگاه های ایران بگذارد. مطالعه حاضر تلاشی برای بررسی دیدگاه های استادان دانشگاه های ایران در رابطه با اثرات احتمالی آزمون جدی چکیده کاملبا توجهبه اهمیت و حساسیت آزمون ورودی دوره دکتری در ایران، انتظار میرود که این آزمون تاثیرات قابل توجهی بر برنامه های آموزشی تحصیلات تکمیلی در دانشگاه های ایران بگذارد. مطالعه حاضر تلاشی برای بررسی دیدگاه های استادان دانشگاه های ایران در رابطه با اثرات احتمالی آزمون جدید ورودی دکتری رشته آموزش زبان انگلیسی بر روش تدریس، ارزشیابی کلاسی و برنامه درسی آنها بود. برای نیل به این هدف، پژوهشگران این مطالعه، مصاحبه هایی دقیقی با ده استاد مجرب در تدریس دروس رشته آموزش زبان انگلیسی در مقطع کارشناسی ارشد انجام دادند. نتایج به دست آمده از تجزیه و تحلیل اطلاعات جمع آوری شده نشان داد که آزمون جدید، علی رغم اهمیت بسیار بالای آن، تاثیر چندانی بر روی روش تدریس و ارزشیابی کلاسی اساتید نگذاشته است. از دید شرکت کنندگان دراین مطالعه، دلیل این امر عدم همسویی مهارت های مورد نیاز جهت موفقیت در آزمون ورودی دکتری و اهداف و انتظارات در نظر گرفته شده در دوره های کارشناسی ارشد و دکتری رشته آموزش زبان انگلیسی است. از طرفی دیگر، نتایج بیان گر آن بود که این آزمون، با اثرگذاری بر انتخاب منابع و موضوعات درسی استادان، موجبتعغیرچگونگی طر احی برنامه درسی آنها شده است. این مطالعه در ادامه به بحث پیرامون تاثیرات نتایج به دست آمده در بافت تحصیلات تکمیلی رشته آموزش زبان انگلیسی در دانشگاه های ایران میپردازد پرونده مقاله -
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67 - Social Factors Influencing Non-English Major Professors' Attitudes in Islamic Azad Universities of Third Area towards Learning English as an Academic Language (Case Study: Babol Branch)
مریم کاویانی چراتی شعبان بریمانی ابوالقاسم حیدرآبادیNowadays, professors of different universities around the world with different majors need to learn English for their academic advancement and research promotion. This requires that they have positive attitudes towards English language learning. In this regard, the role چکیده کاملNowadays, professors of different universities around the world with different majors need to learn English for their academic advancement and research promotion. This requires that they have positive attitudes towards English language learning. In this regard, the role of social factors can be useful. Hence, this study was an endeavor to examine the social factors influencing non-English major professors' attitudes towards English as an academic language. To this end, a questionnaire was used as a research instrument. It was administered to 100 non-English major professors of Islamic Azad University Babol Branch, Babol, Iran. The findings revealed that there was a meaningful relationship between social factors and non-English major professors' attitudes towards English language learning. In this regard, about 44/7 percent of attitudes changes related to the independent variable and the variables of the level of English language proficiency and parents and friends' encouragement are more meaningful than other variables with the probability 99 percent. Also, the role of English language proficiency is more prominent than other variables. Finally, on the basis of the findings, the study recommended that the university policy should stipulated that English should be strictly used as a language of learning and teaching with the aim of helping teachers because they need English for their academic improvement. پرونده مقاله -
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68 - English Language Teachers’ Reflections on Online Language Practices during the COVID-19 Pandemic
Mehdi Shaahdadi Goughari Mehry Haddad NarafshanDuring the Covid-19 pandemic, universities around the world faced closure because of social distancing and lockdown, therefore, unprecedently, education had to move online and universities in Iran were not exceptional. This sudden and abrupt shift required teachers to r چکیده کاملDuring the Covid-19 pandemic, universities around the world faced closure because of social distancing and lockdown, therefore, unprecedently, education had to move online and universities in Iran were not exceptional. This sudden and abrupt shift required teachers to rethink their attitudes and beliefs. This study has been conducted to explore English Language Teachers’ attitudes toward their practices concerning the effects of social distancing and the maximized use of technology in the teaching profession. Having adopted a qualitative method to investigate teachers’ experiences, the data of this study were collected through interviews with nine English language university teachers, and their reflective journals. Generally, the results communicate considerable appreciation for integrating technology in English language courses. To be more detailed, this study revealed three main categories for positive attitudes (pedagogical innovation, instructional support, and professional identity formation) each with some subcategories. Also, the analysis highlights three concerns (technology-related challenges, classroom management, and inflexibility in behavior) for online teaching. The implications of the study mainly provide a welcoming environment for utilizing technology in teaching, especially in English language teaching. پرونده مقاله -
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69 - Intercultural competence, Intercultural sensitivity, and Language Pedagogy: Perspectives of Iranian Novice and Experienced EFL Teachers
Sina Khalili Mohammad MohammadiIntercultural competence and intercultural sensitivity have drawn the attention of a myriad of scholars in the fields of language teaching, communication, culture, gender, and ethnicity. This is the rationale behind the current research aiming at investigating EFL teach چکیده کاملIntercultural competence and intercultural sensitivity have drawn the attention of a myriad of scholars in the fields of language teaching, communication, culture, gender, and ethnicity. This is the rationale behind the current research aiming at investigating EFL teachers’ beliefs concerning the concepts of intercultural communication competence (ICC) and intercultural sensitivity (IS) and how such concepts are promoted in their real practices in English classes. To this end, utilizing a qualitative design, a sample of 20 EFL teachers (11 experienced and 9 novice teachers) from different language institutes in West Azerbaijan province were selected. A semi-structured interview and a three-session observation were conducted as data-gathering tools. The results of the data analysis indicated that even though Iranian EFL teachers were familiar with the concepts of IS and ICC and they knew that language and culture are not isolated terms, they ignored culture in the classes due to some regularities imposed on them by society. As a matter of fact, for teachers, the concept of language is the top priority while culture plays a second fiddle. The study has some pedagogical implications for EFL teachers and learners in overcoming cultural differences to improve the level of language proficiency. پرونده مقاله -
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70 - Attitudes of University Students toward English Language Education Policy in Iraqi Kurdistan
Momen Yaseen Amin Javad GholamiDespite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study چکیده کاملDespite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated EFL students' perceptions of English language education policy, current educational policies, and the purposes for learning in Kurdish contexts across genders and study fields. To this end, a version of Yang's (2012) questionnaire was adapted and administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%) at two private and state universities in Iraqi Kurdistan. The statistical analysis of the obtained data revealed students' positive attitudes toward learning English as an international language in both soft and hard sciences. Notably, students stressed that all Iraqi Kurdish students should learn the English language in English- and Kurdish-medium classes. They also considered English competence as a significant academic accomplishment. However, some of them felt dissatisfied with the status quo of English education in their institutions. The findings of this study offer insights and recommendations for English education policymakers, administrators, and instructors at tertiary levels. پرونده مقاله -
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71 - Relationship between Iranian Undergraduate English Students’ Bodily-Kinesthetic Intelligence and their Grammar Knowledge
Nasrin Garavand Akbar Azizifar Habib Gowhary Shahram WelidiThis study investigated the bodily-kinesthetic intelligence of Iranian undergraduate students in the English language and its relationship with their grammar knowledge. For this purpose, 139 male (N=46) and female (N=93) English language students aged 22 -32 years old w چکیده کاملThis study investigated the bodily-kinesthetic intelligence of Iranian undergraduate students in the English language and its relationship with their grammar knowledge. For this purpose, 139 male (N=46) and female (N=93) English language students aged 22 -32 years old were randomly selected as the participants. Multiple Intelligence Questionnaire (MIQ) and a grammar TOEFL test were used to evaluate the bodily-kinesthetic intelligence of the students and measure their grammar knowledge. Bodily-kinesthetic intelligence of students and its relationship with grammar knowledge was gauged using descriptive statistics and correlation analysis. The means of males and females in grammar knowledge and bodily-kinesthetic intelligence were assessed through a one-way sample t-test. The findings revealed a statistically significant relationship between the bodily-kinesthetic intelligence of the participants and their grammar knowledge. The findings also showed no remarkable differences between males and females regarding bodily-kinesthetic intelligence and grammar knowledge. The implication of the findings is that English language teachers should utilize the same effective grammar textbooks and tasks for both male and female students. پرونده مقاله -
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72 - Using Input Enhancement and Output-Based Production in Writing Classes
Hamid Marashi Alireza RezaeiThe current study adopted a qualitative-quantitative design to compare the effects of output-based production (OBP) and input enhancement (IE) as two teaching techniques on a group of EFL learners’ writing and also to seek those learners’ perceptions on the چکیده کاملThe current study adopted a qualitative-quantitative design to compare the effects of output-based production (OBP) and input enhancement (IE) as two teaching techniques on a group of EFL learners’ writing and also to seek those learners’ perceptions on the two instruction procedures. Accordingly, 65 intermediate learners were selected through convenience nonrandom sampling from among 94 students in intact classes based on their performance on a sample proficiency test (the test had already been piloted among 30 learners). These 65 learners were subsequently divided into two groups consisting of 33 learners in the OBP group and 32 in the IE group. The researchers also made sure that the learners in both groups were homogeneous in terms of their writing prior to the treatment. Next, the treatment in both groups commenced. Once the treatment was over, the researchers gave both groups the same writing posttest. The results of the statistical analysis indicated that the IE group outperformed the OBP group significantly in their writing. The participants further sat for a semi-structured interview comprising five questions about their perception regarding both instructions which demonstrated that the IE group was generally more satisfied with the course than the OBP group. The findings of this study suggest more attention to the incorporation of IE in both English language schools and pre- and in-service teacher training programs. پرونده مقاله -
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73 - Effect of Group Dynamic Assessment on the Development of Learners’ Listening Comprehension: A Case of Female Iranian EFL Learners
Mahshid Ghenaat Fariba Rahimi Esfahani Sajad Shafiee Mehrdad SepehriThis study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes چکیده کاملThis study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes of Ahvaz, Iran, were tested, and 80 of them were selected as the sample of the study using convenience sampling. They were taught through group dynamic assessment. After the pretest and treatment sessions, the participants were given the listening comprehension post-test and the resultant scores were statistically analyzed to detect their development from pretest to post-test. The obtained results revealed that Group Dynamic Assessment (G-DA) had a positive impact on the participants’ listening comprehension. This finding implies that EFL teachers may need to consider the positive impact of dynamic assessment on EFL learners’ listening comprehension improvement and provide them with more opportunities to interact. They may also need to create a change in the traditional models of listening comprehension assessment which emphasize psychometric quantification of students' performances. پرونده مقاله -
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74 - Combined Effect of Critical Thinking and Dynamic Assessment on Enhancing Iranian EFL Learners’ Writing Performance: A Focus on Teaching Writing Strategies
Raheleh Taheri Hossein Vahid Dastjerdi Omid Tabatabaei Hadi SalehiThis study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of چکیده کاملThis study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of approximately 200 language learners at an accredited institute (Gooyesh). These participants were divided equally into two experimental and control groups. The experimental group (EG) received writing strategies through the application of critical thinking principles and dynamic assessment. The control group (CG) received writing strategies through traditional methods without receiving critical thinking or dynamic assessment principles. The two groups underwent a writing pre-test to assess their initial writing skills, and after the treatment, to measure their writing improvement, they took a post-test using the same evaluation criteria as those of the pre-test. Then, appropriate statistical tools were employed to gauge the participants' writing progress as a result of the instructional methods. The results indicated that integrating dynamic assessment and critical thinking strategies significantly improved participants' written communication skills. These findings hold promise for EFL instructors, curriculum designers, and material developers. پرونده مقاله -
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75 - Iranian EFL Teachers' Perception of Formulaic-Oriented Witten Corrective Feedback Practices
Zahra Hardani Naeeme Zade Javad Gholami Mehdi SarkhoshAlthough there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Cor چکیده کاملAlthough there is an increasing amount of research examining the efficacy of Witten Corrective Feedback (WCF) in enhancing the grammatical accuracy of EFL learners, only a few studies have explored the perspectives of EFL teachers regarding Formulaic-oriented Witten Corrective Feedback (FWCF) in EFL settings. Using a mixed-method approach, this interpretive exploratory study sought to understand the attitudes of Iranian EFL teachers toward FWCF. The analyses were based on quantitative data from a 13-item anonymous bespoke online survey, qualitative data from semi-structured interviews, and an open-ended question at the end of the survey. EFL teachers (n =137) responded to the online survey, and 7 participants participated in semi-structured interviews. The findings indicated that female teachers' favorable opinions about the effectiveness of WCF for improving EFL learners' writing performance resulted from their belief that the learners' capacity to use more formal and courteous language in their writing assignments was positively impacted by using these formulaic sequences. Moreover, the findings demonstrated that EFL teachers preferred direct WCF methods over indirect tactics. The most essential component that affected teachers' practices in the classroom was training designed to change their perspective of the valuelessness of WCF. The teachers' lack of satisfactory understanding of formulaic sequences stemmed from their lack of information. In addition, teachers' hesitancy to use them in the lower proficiency levels emanated from their misconceptions of their uselessness in the language learners' writing tasks. پرونده مقاله -
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76 - Role of Iranian EFL Teachers' Biological Factors in Managing Learners' Misbehaviours
Zahra Hashempour Azizeh Chalak Hossein Heidari TabriziClassroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including چکیده کاملClassroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including age and gender. The participants of the study were 75 (41 females and 34 males) teachers at universities and in language institutes of Fars Province, Iran. The study enjoyed a descriptive design using two sets of instruments encompassing a Five Likert-scale questionnaire and a semi-structured interview for collecting the data. The questionnaire determined teachers' classroom management strategies and the interview collected their opinions regarding classroom management. To analyze the data, one-way ANOVA and an independent sample t-test were run. The findings indicated that teachers' age and gender had significant effects on the types of strategies that they used when they faced misbehaviour. The findings also revealed that male teachers significantly used the strategies such as verbal warning, and female teachers removing the student from the class. The age groups were different in terms of using two strategies namely reward student with free time or activities and lower students' grade. The findings could have implication for curriculum designers, EFL teachers, and policymakers because it could enhance their skills in better management of learners' misbehaviours. پرونده مقاله -
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77 - Virtual English Language Teaching at the Service of Iranian House Wives: Emotional Regulation, Anger Control, and Domestic Violence in Focus
Sara Amiri Neda FatehiRad Valeh JalaliHouse wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-exp چکیده کاملHouse wives hold a specific position at home, as it is known to everyone. This study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ emotional regulation, anger control, and domestic violence. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included all Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Persian version of Anger Control Questionnaire, developed and validated by Buss and Perry (1992); the Domestic Violence against Women, developed and validated by Mohseni Tabrizi et al. (2011) in Persian; and the Persian version of the Emotional Regulation Questionnaire (Garnefski et al., 2003). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ emotional regulation, anger control and domestic violence. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers. پرونده مقاله -
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78 - Impact of Multimedia Technology Use in English Classes on the Enhancement of EFL Learners’ Self-Concept
Vahdat Karimi Mohammad Alipour Sajad ShafieeThe present research aimed to determine the possible effect of multimedia use in English classes on the development of EFL learners’ self-concept. For this purpose, 80 EFL students were selected through covariance sampling from among all the male high school Engli چکیده کاملThe present research aimed to determine the possible effect of multimedia use in English classes on the development of EFL learners’ self-concept. For this purpose, 80 EFL students were selected through covariance sampling from among all the male high school English students in Ahvaz and were equally divided into an experimental group (n=40) and a control group (n= 40). To collect the needed data for the aims of the study, Chen & Thompson (2004) self-concept questionnaire was employed. Then, based on the quasi-experimental, pre-test, and post-test methods of the study, the elicited data were analyzed using descriptive statistics and covariance analysis. The obtained results showed that using multimedia in instruction has a significant impact on EFL learners’ self-concept. These findings have some implications for teaching English as a foreign language. First, the use of up-to-date multimedia technology needs to be encouraged more than before in schools, language institutes, and universities. Second, teachers’ interest, readiness, and expertise to use multimedia facilities need to be evaluated before appointing them as English language instructors. Finally, suitable grounds for the implementation of multimedia technology should be provided in educational setting. پرونده مقاله -
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79 - Efficacy of Flipped Language Teaching in Enhancing Iranian EFL Learners’ Awareness of Reading Strategies: Learners’ English Proficiency and Attitude in Focus
Shohreh Farsi Masoud Zoghi Hanieh DavatgariAbstractThis study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The c چکیده کاملAbstractThis study sought to explore the role of flipped teaching/learning in enhancing Iranian EFL learners’ awareness of reading strategies. To this end, two intermediate and two upper-intermediate intact classes participated in a quasi-experimental study. The classes of each proficiency level were randomly assigned to an experimental and a control group. Having been pretested in terms of reading strategies awareness, the experimental groups received out-of-class tuition based on a flipped classroom model. On the other hand, the control groups experienced the conventional in-class method of teaching after being gauged in terms of reading strategies awareness. The results revealed that flipped teaching affected the learners’ awareness of reading strategies positively, regardless of their English proficiency level. Additionally, the learners’ overall attitude towards the flipped classroom model was found to be positive. The findings offered an alternative approach to reading instruction in EFL contexts like Iran. پرونده مقاله -
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80 - Lesson Plan Preparation and Implementation: Iranian EFL Teachers’ Perceptions in Focus
Marjan Moiinvaziri Hafez ShateryA good lesson plan will most probably end up in effective teaching performance. Despite the positive role of planning lessons in the success of any teaching and learning experience, it has not been fully addressed in the Iranian EFL context, and many teachers consider i چکیده کاملA good lesson plan will most probably end up in effective teaching performance. Despite the positive role of planning lessons in the success of any teaching and learning experience, it has not been fully addressed in the Iranian EFL context, and many teachers consider it an impractical or challenging performance. Hence, the present survey study aimed at investigating what EFL teachers conceived of lesson planning and implementation. Furthermore, the role of a series of demographic variables, namely, gender, teaching experience, and educational degree, were also considered. The study participants included 120 EFL teachers working at universities, schools, and language institutes of Sirjan, Iran. The instrument used for data collection was a closed-ended questionnaire developed by Ramaila and Ramnarain (2014). The results from descriptive as well as inferential statistics, including the independent samples t-test, one-way ANOVA, and one-sample t-test, demonstrated the EFL teachers' moderate willingness toward lesson plans in general and its different aspects in particular. It was also revealed that the participants’ perceptions of lesson planning did not differ, considering their demographic features. Educational administrators and authorities can utilize the obtained outcomes of the present study to take sound measures in this regard leading to better achievement of all language learners and even all learners in general. پرونده مقاله -
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81 - Professional Identity Reflection of Iranian EFL Instructors in E-Teaching: Focus on Achievement Orientation Theory
Raziyeh Fallah Azizeh Chalak Hossein Heidari TabriziWhile the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional iden چکیده کاملWhile the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching. پرونده مقاله -
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82 - مقایسه تأثیر آموزش الکترونیکی با روش سنتی بر یادگیری مهارتهای زبان انگلیسی دانش‌آموزان
کامران جباری علی ایمان زاده رعنا احمدزاده پورناکی ملیکا همراه زادهکاربردصحیح فن‌آوری‌های جدید مثل رایانه و تجهیزات وابسته به آن، به خصوص چند‌رسانه‌ای‌ها، در آموزش و یادگیری اهمیت به‌سزایی دارد و به بهبود فرآیند یاددهی و یادگیری کمک میکند. این پژوهش با هدف مقایسه تأثیر آموزش الکترونیکی با روش سنتی بر یادگیری مهارت های زبان انگلیسی دان چکیده کاملکاربردصحیح فن‌آوری‌های جدید مثل رایانه و تجهیزات وابسته به آن، به خصوص چند‌رسانه‌ای‌ها، در آموزش و یادگیری اهمیت به‌سزایی دارد و به بهبود فرآیند یاددهی و یادگیری کمک میکند. این پژوهش با هدف مقایسه تأثیر آموزش الکترونیکی با روش سنتی بر یادگیری مهارت های زبان انگلیسی دانش آموزان انجام گرفت. تحقیق از نظر هدف کاربردی و از لحاظ روش، شبه آزمایشی بود .جامعه آماری متشکل از کلیه دانش آموزان دختر دوره متوسطه مشغول به تحصیل در شهرستان خوی به تعداد 1165 نفر بود. از میان آنان 44 نفر به عنوان نمونه و با روش نمونه گیری تصادفی ساده انتخاب شدند. برای گردآوری اطلاعات از ورقه‌های امتحانی درس زبان انگلیسی، استفاده شد. اطلاعات جمع آوری شده با استفاده از آزمون tدو گروه مستقل مورد تحلیل قرار گرفت. نتایج بیانگر این بود که آموزش الکترونیک در تدریس بر مهارت های خواندن، نوشتن، گوش کردن و صحبت کردن در درس انگلیسی در مقایسه با روش سنتی مؤثرتر است. پرونده مقاله -
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83 - رابطه راهبردهای جست‌وجوی اطلاعات در اینترنت با مهارت خواندن زبان انگلیسی
مهرک رحیمی محبوبه حسینیپژوهش حاضر، با هدف بررسی راهبردهای جست‌وجوی اطلاعات در اینترنت توسط دانش‌آموزان و رابطه این راهبردها با سطح مهارت خواندن زبان انگلیسی و جنسیت انجام شد. جامعه آماری این پژوهش، کلیه دانش‌آموزان دختر و پسر دوره متوسطه هستند که در سال تحصیلی 91-1390 در مدارس روزانه شهر گرگا چکیده کاملپژوهش حاضر، با هدف بررسی راهبردهای جست‌وجوی اطلاعات در اینترنت توسط دانش‌آموزان و رابطه این راهبردها با سطح مهارت خواندن زبان انگلیسی و جنسیت انجام شد. جامعه آماری این پژوهش، کلیه دانش‌آموزان دختر و پسر دوره متوسطه هستند که در سال تحصیلی 91-1390 در مدارس روزانه شهر گرگان مشغول به تحصیل بوده‌اند. از بین جامعه مورد نظر، 190 دانش‌آموز به روش نمونه در دسترس (فقط دانش‌آموزانی که با اینترنت کار می‌کردند) انتخاب شدند. نمونه مورد نظر، پرسشنامه راهبردهای جست‌وجوی اطلاعات در اینترنت را که سه راهبرد فرآیندی، فراشناختی و رفتاری را می‌سنجد، تکمیل نمودند (پایایی ابزار = 75/0). همچنین، آنها در آزمون خواندن مهارت زبان انگلیسی کِت (آزمون پایه دانشگاه کمبریج) شرکت نمودند (پایایی ابزار = 71/0). برای تحلیل دادهها از تحلیل واریانس چندگانه (مانوا) و ضریب همبستگی استفاده شد. یافتهها نشان داد که جنسیت بر راهبردهای رفتاری تأثیر دارد. بدین معنی که، پسران از این راهبردها بیشتر از دختران استفاده می‌کنند. اما در استفاده از دو راهبرد فرآیندی و فراشناختی اختلافی بین دو گروه مشاهده نشد. بررسی رابطه میان مهارت خواندن زبان انگلیسی و به‌کارگیری راهبردهای جست‌وجوی اطلاعات نشان داد که دو متغیر، ارتباط مثبت و معناداری با یکدیگر دارند. علاوه بر این، با در نظر گرفتن زیرمقیاس‌های پرسشنامه راهبردهای جست‌وجوی اطلاعات مشخص شد که مهارت خواندن با راهبردهای شناختی و رفتاری رابطه مثبت و معناداری دارد؛ اما این رابطه با راهبردهای فرآیندی معنادار نبود. پرونده مقاله -
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84 - تاثیر آموزش محتوی درس زبان انگلیسی عمومی با استفاده از وب‌کوئست بر یادگیری و یادداری دانشجویان
وحید رضا میرزائیان سید حسن طالبی مریم رودباریهدف از انجام این پژوهش بررسی تاثیر استفاده از وب‌کوئست بعنوان ابزاری فناورانه بر یاددگیری و یادداری مطالب درسی زبان انگلیسی عمومی در محیط دانشگاهی است. این پژوهش از نظر هدف، کاربردی و از لحاظ روش شبه آزمایشی است. از کل جامعه آماری دانشجویان که تعداد 133 دانشجوی دختر مقط چکیده کاملهدف از انجام این پژوهش بررسی تاثیر استفاده از وب‌کوئست بعنوان ابزاری فناورانه بر یاددگیری و یادداری مطالب درسی زبان انگلیسی عمومی در محیط دانشگاهی است. این پژوهش از نظر هدف، کاربردی و از لحاظ روش شبه آزمایشی است. از کل جامعه آماری دانشجویان که تعداد 133 دانشجوی دختر مقطع کارشناسی دانشگاه الزهرا در درس زبان عمومی بود با استفاده از روش نمونه گیری تصادفی ساده، دو کلاس 25 نفره یکی به عنوان گروه کنترل و دیگری به عنوان گروه آزمایش در نظر گرفته شد و میزان یادگیری و یادداری مطالب درسی با یک پیش آزمون و دو پس آزمون مورد بررسی قرار گرفت. گروه آزمایش با استفاده از یک وب‌کوئست مورد آموزش قرار گرفت و گروه کنترل به روش سنتی مطالب درس زبان عمومی را فرا گرفت. پس از دو ماه، آزمونی محقق ساخته جهت سنجش یادگیری و پس از یک ماه، همان آزمون مجدد بعنوان سنجش یادداری به دانشجویان داده شد. داده ها نشان داد بین نتایج هر دو آزمون یادگیری و یادداری دانشجویان در مقایسه با گروه سنتی تفاوت معنی داری وجود دارد و می‌توان نتیجه گرفت استفاده از این فناوری در آموزش درس زبان عمومی موثر بوده است. پرونده مقاله -
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85 - مقایسه عملکرد دانشجویان دکتری در دو آزمون سنتی و الکترونیکی بسندگی زبان انگلیسی
مجتبی مقصودی وحید رضا میرزاییان مریم رودباریدر حال حاضر دو آزمون برای دانشجویان مقطع دکتری دانشگاههای دولتی و پیام نور وجود دارد که یکی توسط وزارت علوم، تحقیقات و فن‌آوری به صورت سنتی و دیگری توسط دانشگاه پیام نور به صورت الکترونیکی طراحی و اجرا می گردد. با توجه به چنین اهمیتی، پژوهش حاضر قصد مقایسه عملکرد دانشج چکیده کاملدر حال حاضر دو آزمون برای دانشجویان مقطع دکتری دانشگاههای دولتی و پیام نور وجود دارد که یکی توسط وزارت علوم، تحقیقات و فن‌آوری به صورت سنتی و دیگری توسط دانشگاه پیام نور به صورت الکترونیکی طراحی و اجرا می گردد. با توجه به چنین اهمیتی، پژوهش حاضر قصد مقایسه عملکرد دانشجویان در مقطع دکتری در دو آزمون فوق الذکر را دارد. جامعه آماری پژوهش حاضر، شامل کلیه دانشجویان مقطع دکتری دانشگاه پیام نور بود که در هر دو آزمون سنتی و الکترونیکی توانش زبان انگلیسی شرکت کرده بودند و با استفاده از روش نمونه گیری در دسترس، انتخاب و در این پژوهش شرکت داده شدند. ابزارهای پژوهش، ضربب همبستگی برای اطلاعات آماری ویافته‌ها حاکی از ضریب همبستگی مثبت و بالا بین نتایج آزمون سنتی و الکترونیکی (r = 0.71) بود. در ضمن با توجه به عدم وجود بخش شنیداری در آزمون پیام نور، امکان مقایسه این بخش نیز میسر نشد. پس نتایج بخش شنیدن در آزمون وزارت علوم با نتیجه کلی آزمون پیام نور مقایسه شد و حاکی از وجود رابطه‌ای نه چندان قوی بود ( r = 0.38) به همین دلیل، تصمیم به مقایسه‌ی دو بخش دیگر آزمون وزارت علوم با آزمون پیام نور گرفته شد. بین عملکرد داوطلبان در بخش دستور‌زبان آزمون وزارت علوم و نمره نهایی پیام نور نیز رابطه چندان قوی یافت نشد ( r = 0.33). بین عملکرد داوطلبان در بخش واژگان و درک مطلب آزمون پیام نور و نمره نهایی آزمون پیام نور، رابطه‌ای قوی‌تر از دو بخش قبلی ولی نه چندان معنادار ( r = 0.53) وجود داشت.جامعه آماری این پژوهش تعداد 300 دانشجوی مقطع دکتری دانشگاه پیام نور بوده‌است که از این تعداد، فقط 75 نفر هم در آزمون وزارت علوم و هم آزمون پیام نور شرکت کرده‌بودند. از این تعداد نیز، فقط تعداد 60 نفر حاضر به ارایه‌ی نمرات خود در هر دو آزمون شدند. یافتهها حاکی از ضریب همبستگی مثبت و بسیار بالا بین نتایج آزمون کاغذی و الکترونیکی (r = 0.71) بود. در ضمن با توجه به عدم وجود بخش شنیداری در آزمون پیام نور، امکان مقایسه این بخش نیز میسر نشد. پس نتایج بخش شنیدن در آزمون وزارت علوم با نتیجه کلی آزمون پیام نور مقایسه شد و حاکی وجود رابطه‌ای نه چندان قوی بود ( r = 0.38). به همین دلیل، تصمیم به مقایسه‌ی دو بخش دیگر آزمون وزارت علوم با آزمون پیام نور گرفته شد. بین عملکرد داوطلبان در بخش دستور‌زبان آزمون وزارت علوم و نمره نهایی پیام نور نیز رابطه چندان قوی نبود ( r = 0.33). بین عملکرد داوطلبان در بخش واژگان و درک مطلب آزمون پیام نور و نمره نهایی آزمون پیام نور، رابطه‌ای قوی‌تر از دو بخش قبلی ولی نه چندان معنادار ( r = 0.53) وجود داشت. پرونده مقاله -
دسترسی آزاد مقاله
86 - تأثیر فن‌آوری اطلاعات بر افزایش یادگیری دروس ریاضی و زبان انگلیسی دانش‌آموزان دوره راهنمایی شهر بابل
مرضیه نیازآذری سیده زهرا حسینی درونکلاییمطالعه حاضر، با هدف بررسی تأثیر به‌کارگیری فن‌آوری اطلاعات در افزایش یادگیری دانش‌آموزان دوره راهنمایی در دروس ریاضی و زبان انگلیسی انجام گرفت. روش تحقیق، نیمه تجربی و جامعه آماری، شامل دانش‌آموزان مدارس دخترانه دوره راهنمایی شهر بابل در سال تحصیلی چکیده کاملمطالعه حاضر، با هدف بررسی تأثیر به‌کارگیری فن‌آوری اطلاعات در افزایش یادگیری دانش‌آموزان دوره راهنمایی در دروس ریاضی و زبان انگلیسی انجام گرفت. روش تحقیق، نیمه تجربی و جامعه آماری، شامل دانش‌آموزان مدارس دخترانه دوره راهنمایی شهر بابل در سال تحصیلی 91 -1390 به تعداد 3828 نفر که در 16 مدرسه مشغول به تحصیل بوده‌اند، می‌باشد. از این جامعه، دو کلاس درس زبان انگلیسی و دو کلاس درس ریاضی پایه دوم (از میان مدارسی که مجهز به فن‌آوری اطلاعات بودند)، به‌صورت تصادفی ساده انتخاب گردیده و به‌عنوان گروه‌های آزمایش و گواه مورد بررسی قرار گرفتند. داده‌های حاصل از آزمون مرجع پیشرفت تحصیلی، با استفاده از آزمون تحلیل کوواریانس و آزمون تعقیبی بن‌فرونی مورد تجزیه و تحلیل قرار گرفتند و نتایج حاصل از تجزیه و تحلیل داده‌ها نشان داد که فن‌آوری اطلاعات در افزایش یادگیری دانش‌آموزان دوره راهنمایی شهر بابل در دروس ریاضی و زبان انگلیسی مؤثر می‌باشد. پرونده مقاله -
دسترسی آزاد مقاله
87 - امپریالیسم زبانی و جهانی شدن در محتوی آموزشی زبان انگلیسی در ایران: تحلیل دیدگاه آموزگاران زبان و اسناد بالادستی نظام جمهوری اسلامی ایران در مواجهه با چالش ها و سلطه فرهنگی غرب
مصطفی رفیعی حسن سلیمانی حامد برجستهپژوهش حاضر به بررسی برداشت آموزگاران زبان انگلیسی ایرانی و همچنین سیاست گذاران نسبت به پدیده امپریالیسم زبانی و جهانی شدن در برنامه درسی آموزش زبان انگلیسی و ارتباط بین عوامل زمینه ای و نگرش امپریالیسم زبانی پرداخته است. برای انجام این پژوهش، 674 آموزگار زبان انگلیسی ا چکیده کاملپژوهش حاضر به بررسی برداشت آموزگاران زبان انگلیسی ایرانی و همچنین سیاست گذاران نسبت به پدیده امپریالیسم زبانی و جهانی شدن در برنامه درسی آموزش زبان انگلیسی و ارتباط بین عوامل زمینه ای و نگرش امپریالیسم زبانی پرداخته است. برای انجام این پژوهش، 674 آموزگار زبان انگلیسی ایرانی و هشت نفر از مقامات عالی رتبه ایران که مسئول طراحی و تدوین اسناد ملی در مجمع تشخیص مصلحت نظام، شورای انقلاب فرهنگی و وزارت علوم و تحقیقات و فنّاوری اطلاعات هستند برای شرکت در پژوهش دعوت شدند. با استفاده از مدل سازی معادلات ساختاری ، داده های کمّی جمع آوری شده تجزیه و تحلیل شد و برای داده های کیفی از روش تحلیل محتوا استفاده شد. یافته ها تأثیر قابل توجه عوامل فرهنگی و زمینه ای را در شکل دادن به نگرش آموزگاران و سیاست گذاران نسبت به امپریالیسم زبانی نشان داد. به منظور حفظ هویّت فرهنگی و زبانی دانش‌آموزان همراه با یادگیری زبان انگلیسی به عنوان زبان جهانی، این رویکرد میتواند به دانش آموزان کمک کند تا به افزایش مهارتهای زبانی خود بپردازند و همزمان ارتباطات بین‌المللی را تسهیل نماید. بنابراین اعضای جامعه و به طورخاص برنامه ریزان، آموزگاران، زبان آموزان و والدین باید به ماهیّت و پیامدهای فرهنگی، اجتماعی و سیاسی این زبان توجه داشته باشند و آن را ابزار ارتباطی بی طرف تلقی نکنند. پرونده مقاله -
دسترسی آزاد مقاله
88 - Impact of Academic Self–Concept on Syntactic Complexity of Speaking Skill among Iranian EFL Learners
عاطفه نیکوبینThe purpose of the present study was to assess the effect of academic self–concept on the syntactic complexity of speaking skill among Iranian upper-intermediate EFL learners. The sample consisted of 45 male and female students of the upper-intermediate level who چکیده کاملThe purpose of the present study was to assess the effect of academic self–concept on the syntactic complexity of speaking skill among Iranian upper-intermediate EFL learners. The sample consisted of 45 male and female students of the upper-intermediate level who were learning English language in a private institute in Isfahan. In order to collect information about students’ academic self-concept, Liu and Wang’s (2005) academic self-concept scale was used. It consists of 20 items and responses are made on a 5-point Likert scale ranging from strongly disagree to strongly agree. For speaking data collection, participants were asked to sit for speaking test (narrative story) and their speaking performances were recorded by a digital voice recorder for later transcription and analysis. Independent samples t test was conducted to find out if there were statistically significant differences between the high self-concept group and low self-concept group’s syntactic complexity in speaking. Results indicated that the former group significantly outperformed the latter on three measures of syntactic complexity including length of production units, measures of subordination, and degree of phrasal sophistication. On the measures of coordination, however, the results indicated that there were no significant differences between learners with high academic self-concept and learners with low academic self-concept. پرونده مقاله -
دسترسی آزاد مقاله
89 - A TELL-Based TBLT in ESP Courses: Focus on Undergraduates’ Metacognitive Reading Comprehension Strategies
مهناز شعله محمد رضا طالبی نژاد محسن شاهرخیAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental ( چکیده کاملAchievements of either CALL or TBLT methods especially in ESP courses in a globalized world demand TELL-based TBLT and online tasks to be appropriately designed and applied to ESP programs. Thus, 87 ESP learners were assigned as the control (ESP+TBLT) and experimental (ESP+TELL+TBLT) groups in this investigation. A metacognitive reading strategies questionnaire was modified and translated by the researchers. Moreover, a Computer Attitude questionnaire was employed to check the experimental participants’ interest in learning via technology. Data analysis was conducted via SPSS 24. Their metacognitive reading comprehension strategies were analyzed via a set of mixed between-within subjects’ analysis of variance (SPANOVA). Results revealed that there was a significant interaction between treatment method and time, i.e., both groups revealed a change in metacognitive reading strategies score across time, though the control group performed negatively, showing a slight decrease. The findings also indicated that while a mean difference was mathematically observed between the control and experimental groups in terms of metacognitive reading strategies, such a difference was not considered statistically significant. That is, there was no significant difference in the strategies for both groups, yet the experimental group revealed an increase in the mean scores. The experimental participants did not reach any significantly different level for metacognitive reading strategies compared to their control-group counterparts. Nonetheless, since SAMT material was instructed to learners during one academic semester, this study implied a single academic semester was not adequate time to work on and improve the learners’ metacognitive reading comprehension strategies. پرونده مقاله -
دسترسی آزاد مقاله
90 - A Qualitative Study on Iranian EFL Teachers’ Strategies of Classroom Management: Focusing on Cultural Strategies
زهره جعفری لیلا انجم شعاع ندا فاتحی رادThe main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp چکیده کاملThe main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp or Telegram. Data collection was done via an open-ended questionnaire and a semi-structured interview. According to the results, many strategies were identified which are presented in the paper. The most important ones include using knowledge received through academic education, using personal experiences, managing students' needs, giving and receiving feedback from the class, teaching based on professional ethics, and considering cultural issues. Moreover, the results indicated that EFL teachers are required to resort to cultural strategies to convert classroom management knowledge resources into practical activities. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. More importantly, this study can be used in teacher preparation programs to prepare teachers for classroom management in the future. پرونده مقاله -
دسترسی آزاد مقاله
91 - Evaluation of American English File and its Teacher’s Manual
رضوان آتش پنجه فاطمه کولی نیاThis study aims to evaluate the explicit features and pedagogic values of the American English File series and its teacher’s manual based on McGrath’s approach (2002). The selected material for evaluation is a five-level English coursebook accompanied by the چکیده کاملThis study aims to evaluate the explicit features and pedagogic values of the American English File series and its teacher’s manual based on McGrath’s approach (2002). The selected material for evaluation is a five-level English coursebook accompanied by their teacher’s manuals. Therefore, a quantitative design was used through online distribution of an evaluative checklist adopted from Miekley (2005) among 40 EFL teachers who had experienced teaching the series of books under this study. The participants of the study were asked to rate the checklist according to a five-point Likert scale (0 (totally lacking the feature), 1 (poor), 2 (adequate), 3 (good), and 4 (excellent)). The analysis of the obtained data showed that the series of books under this study fulfilled the objectives claimed to be set for the student book and the teacher’s manual. The finding of this study could be fruitful for EFL teachers, syllabus designers, and material developers. پرونده مقاله -
دسترسی آزاد مقاله
92 - Identification of Overlapping Predictive Categories: ESP Textbooks in Focus
فرحناز بهلولی اسگوییThe notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this چکیده کاملThe notion of ‘prediction’ as a prospective rhetorical device in improving the reading abilities of ESP learners is significant on the basis of the assumption that once the rhetorical structure of the text is understood by the learner, he is able to use this to predict the type of forthcoming information. This study explores the possibility of linking the textual indices of ‘Predictive Categories’ with the understanding of content knowledge. The article reports on descriptive qualitative research based on data comprising 10 chapters from 5 textbooks in the field of Civil Engineering, applying a model of discourse analysis designed by Tadros (1981), as the method of the study, using the notion of prediction. The Six Predictive Categories introduced by Tadros (1981) underpinning the model, include Enumeration, Advance Labelling, Reporting, Recapitulation, Hypotheticality and Question were explored continuously in the selected texts. What makes this study significant is that a new Predictive Category has been identified in which two or three Predictive Categories are exactly overlapping each other. Basing our assumption on the pedagogical benefits gained by ESP learners, teachers, and material designers, it is suggested that the consciousness-raising of these categories has valuable benefits for all ESP community members. پرونده مقاله -
دسترسی آزاد مقاله
93 - The Relationship Between Iranian EFL Teachers’ Reflective Thinking and Burnout Level in Universities and Schools
ابراهیم صفریThis study was conducted to investigate the relationship between English as a foreign language (EFL) teachers’ reflective thinking and burnout levels in the universities and schools of Iran. As the main data collection instruments, the Reflective Thinking question چکیده کاملThis study was conducted to investigate the relationship between English as a foreign language (EFL) teachers’ reflective thinking and burnout levels in the universities and schools of Iran. As the main data collection instruments, the Reflective Thinking questionnaire and Maslach Burnout Inventory were employed, which has also been validated for the Iranian population. Questionnaires were given to 178 EFL teachers who serve at Tehran and Ardabil universities and schools. The results showed a negative correlation between reflective thinking and burnout; teachers experienced relatively low burnout levels; their reflective thinking level was high. The results also revealed that university teachers experienced higher reflective thinking and lower burnout than school teachers. According to teachers’ workplace, the type of workplace affected reflective thinking in relation to the factor “ability to self-assess”. In the end, it was shown that when teachers’ reflective thinking increases, their burnout level decreases. The pedagogical implications of the results have been discussed. پرونده مقاله -
دسترسی آزاد مقاله
94 - Comparison of Iranian EFL Teachers at Public Schools and Private Language Schools: Critical Thinking Ability and Gender in Focus
مونس معصومی زاده شیما قبادیCritical thinking (CT), a basic survival skill in this fast-paced and ever-changing world we live in, has been the focus of many studies in recent years. Looking at the literature of studies, it can be clearly understood that an essential factor like gender has been ign چکیده کاملCritical thinking (CT), a basic survival skill in this fast-paced and ever-changing world we live in, has been the focus of many studies in recent years. Looking at the literature of studies, it can be clearly understood that an essential factor like gender has been ignored in the investigations conducted on CT. The present study examined the status of CT among Iranian EFL teachers and its relationship with gender in the private and public sectors. In other words, the study attempted to trace any difference between male and female EFL teachers in applying this vital skill. With these purposes in mind, 153 EFL teachers (male=57 and female=96) were selected according to a convenience sampling from 20 private language institutes and 20 public schools in Isfahan to participate in the study. The participants were requested to complete an eighty-item Watson-Glaser’s Critical Thinking Appraisal questionnaire. The findings indicated a poor status of CT among the teachers; also, it was revealed that males and females were not significantly different from one another in applying CT skills. However, the private sector apparently has provided a better context for the development of CT among EFL teachers. The conclusion and implications of the study were further discussed. پرونده مقاله -
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95 - Impact of Using the STAD Model of Cooperative Learning on Autonomy and Attitude of Iranian Secondary School EFL Learners
ابوالحسن نطریThis quasi-experimental study investigated the impact of cooperative learning on Iranian secondary school EFL learners’ Autonomy and attitude. To achieve the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placem چکیده کاملThis quasi-experimental study investigated the impact of cooperative learning on Iranian secondary school EFL learners’ Autonomy and attitude. To achieve the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into an experimental group receiving treatment through the STAD model of cooperative learning and a control group devoid of the stated treatment. To recognize the entry behaviors of the participants, pretests were run. The same educational content was taught to both EG and CG during an educational term. Furthermore, to disclose the effect of treatment, an autonomy posttest similar to the pretest but in rearranged order in options and items, and also an attitude posttest with the same characteristics were administered to the students in both groups at the end of the instruction. Moreover, the mean scores of autonomy and attitude questionnaires were compared via a one-way ANCOVA, and chi-square respectively. The outcomes showed the rejection of both null hypotheses consequently concluding that cooperative learning had a significant effect on the autonomy and attitude of Iranian EFL learners. پرونده مقاله -
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96 - Assessing English Language Quality of EFL Students: Links to A Grounded Theory
فاطمه گرجی شهرام افراز فضل الله صمیمیThis qualitative study was an endeavor to assess English language quality of EFL students with linking to a grounded theory. To this aim, first 20 teachers working in a non-profit language institute were selected based on chain sampling or snowball sampling. Sampling co چکیده کاملThis qualitative study was an endeavor to assess English language quality of EFL students with linking to a grounded theory. To this aim, first 20 teachers working in a non-profit language institute were selected based on chain sampling or snowball sampling. Sampling continued until theoretical saturation and were interviewed. After extracting the components and indicators obtained from the analysis of interviews, a questionnaire was created to collect the necessary information and data to assess the quality of English language students. Then, a total number of 100 English language teachers teaching English in different levels of proficiency participated in this survey. According to the careful analysis, findings identified the main evaluating criteria for English language quality of Iranian EFL Learners as individual characteristics, learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety, weakness in learning, assessing knowledge/skills, positive evaluation, as well as individual and social consequences. Moreover, the most important ones with the highest distribution of category concepts among EFL learners referred to learning strategy (like to acquire language skills, spirit of competitiveness, spirit of collaboration, planning, cognitive development, employing group learning), individual characteristics (using peers' experiences, using the experiences of others, appropriate evaluation, giving desirable homework, eagerness to attend the class), and learning dynamics (innovative management, self-centered learning, having online learning, a positive learning context, access to up-to-date resources). The results can provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL setting. پرونده مقاله -
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97 - A Critical Review of Materials Adaptation in English Language Education
لیلا نیکبخت فاطمه جهانگیری دهاقانیSince there should be concordance between the materials and the level of the students, the teachers need to adapt the materials. Adopting a critical perspective, the current review paper found several research studies in the field of language education that have identif چکیده کاملSince there should be concordance between the materials and the level of the students, the teachers need to adapt the materials. Adopting a critical perspective, the current review paper found several research studies in the field of language education that have identified areas and trends in materials adaptation research conducted over the past four decades. The numbers of articles, books, and conference PowerPoints were twenty- three, five, and fifteen respectively. The articles were categorized into three areas: reasons for materials adaptation (N = 13), procedures of adaptation (N = 10), and adapting and adopting (N = 4). Furthermore, the reasons for materials adaptation indicated fourteen reasons. The procedures of adaptation included adding, deleting or omitting, modifying, simplifying, and reordering. The third area, the differences between adopting and adapting are essential for teachers and administrators. As a result, because of the fourteen reasons for materials adaptation, adopting and adapting materials are crucial for administrators, teachers, and learners. Reviewing the past study, the current study provided new research lines in materials adaptation for the EFL community. پرونده مقاله -
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98 - Association between Suggestion Speech Act and Language Proficiency, Gender, and Verbal Intelligence among Iranian EFL Learners
سعید کریملوThis study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completio چکیده کاملThis study was an attempt to investigate Iranian EFL learners’ use of suggestion speech acts concerning factors such as language proficiency, gender, and verbal intelligence. With this aim, 105 Iranian EFL learners participated in this study. A Discourse Completion Test (DCT) was used to produce data related to the suggestion forms utilized by the participants. Percentage and chi-square tests were used to analyze the data. The findings showed that different language proficiency levels did not produce any significant difference in the production suggestion speech act. However, participants’ performance considering different gender reached statistical significance. Also, verbal intelligence proved to be a significant factor in using suggestion forms among Iranian EFL learners. پرونده مقاله -
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99 - Integration of Foreign Culture in English Instruction: Iranian EFL Learners and Teachers' Views in Academic Context
آذر باقری مسعودزاده اکرم شکریان بهزادیThis study focused on the integration of foreign culture in English instruction in an academic context. More specifically, it analyzed the Iranian university EFL students' and teachers' views towards the integration of foreign culture in English instruction. Moreover, t چکیده کاملThis study focused on the integration of foreign culture in English instruction in an academic context. More specifically, it analyzed the Iranian university EFL students' and teachers' views towards the integration of foreign culture in English instruction. Moreover, the possible difference between the participants' views towards the integration of foreign cultures was assessed. In doing so, 30 English EFL university teachers and 40 B.A. students were selected from four universities in Kerman (Bahonar, Azad, Payame Noor, & Institute of Higher Education). In order to collect data, a related questionnaire developed by Han (2010) was employed to examine the participants' views. After completing the questionnaires, the acquired data were analyzed by conducting descriptive statistics and the t-test of two independent groups. The results emerged from data analysis indicated that a great percentage of students asserted that learning foreign cultures was significant for them. It was necessary for them to get information about the target culture and spend more time on it. The university teachers remarked the same views as learning foreign cultures was important for them. It was essential for them to provide information and to spend more time on foreign culture teaching. The results of the study revealed no significant difference between the participants' views towards the integration of foreign culture in English instruction. Findings will contribute to the theoretical research gap in the field of culture and foreign language teaching and can serve as a guide to lead teachers and learners to the desired cultural goals of a specific language course. پرونده مقاله -
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100 - On the Relationship Between Foreign Language Classroom Anxiety and English Achievement
فرهاد قربان دردی نژادThe aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxi چکیده کاملThe aim of this study was to examine the relationship between foreign language classroom anxiety and English language achievement among high school third-graders. A sample of 239 students (110 males and 129 females) was assessed for their levels of foreign language anxiety using FLCAS. Participants’ scores on their final English test were also used as the measure of their English achievement. The results revealed foreign language classroom anxiety significantly and negatively correlated with English achievement. Implications for both teachers and learners and suggestions for further research are provided. پرونده مقاله -
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101 - The Effect of Output on Subsequent Input in EFL Contexts
مینا کاظم زاده سعید تاکیThis study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign lang چکیده کاملThis study sought to investigate the effect of output processing on subsequent input processing. To this end, a recall task was used to measure the effect of output on subsequent input processing. The participants were selected from learners of English as a foreign language (EFL). They were homogeneous in terms of their language proficiency. The participants were assigned to two treatment groups: one output and one non-output. The output group went through three phases beginning with writing a story in English based on four cartoon pictures. Then, they read a model story describing these cartoon pictures. Finally, they were asked to recall the story in as much detail as possible. While the non-output group went through only the last two steps (input and recall). The results showed that when the participants produced the output and then received the input, they could recall the subsequent input better. پرونده مقاله -
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102 - The Emotional Value of the Phrase ‘I love you’ for Iranian Bilinguals
علی جهانگرد شری هولدریدMisunderstanding the emotionality of a word or an emotion-laden word used inaccurately or inappropriately might lead to pragmatically unwanted and embarrassing effects. The present study’s objective was to analyze the perception and use of the phrase ‘I love چکیده کاملMisunderstanding the emotionality of a word or an emotion-laden word used inaccurately or inappropriately might lead to pragmatically unwanted and embarrassing effects. The present study’s objective was to analyze the perception and use of the phrase ‘I love you’ in Iranian bi/multilingual’s different languages. The aim was to identify if variables of sociobiographical, learning history, and social and linguistic context of L2 use affect the perceivedweight and use of this phrase. The research was conducted using both quantitative (statistical correlation) analysis and qualitative (open-ended questions) to investigate the research question. Twenty Iranian bi/multilingual participants answered an emotional language valuation questionnaire derived from a subsection of the Bilingualism and Emotion Questionnaire (BEQ) database. Our research found that there was no statistical association with the variables except language dominance. Furthermore, seventy percent of the participants reported feeling that ‘I love you’ had the greatest weight in their L1regardless of their age, gender, education level, whether they learned the L2 in a natural, instructed or mixed environment, the onset age of learning, even if they had a high degree of socialization and an extensive network of interlocutors in their L2. پرونده مقاله -
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103 - EFL Reading Comprehension Questions in Iranian High School Books: A Critical Thinking Perspective
زهرا شارقی مجتبی مطلبی کیاIn line with the studies in EFL/ESL contexts confirming the positive relationship between critical thinking ability and reading comprehension, this study intended to investigate how frequently critical thinking was used in the questions of EFL reading comprehension in I چکیده کاملIn line with the studies in EFL/ESL contexts confirming the positive relationship between critical thinking ability and reading comprehension, this study intended to investigate how frequently critical thinking was used in the questions of EFL reading comprehension in Iranian high school books. To this end, Critical Reading Questions (CRQs), Vocabulary in Context (VIC), Literal Comprehension (LC), and Extended Reasoning (ER) were identified. The focus of the study was on ER questions, which lead to critical thinking. The reason was that the crucial problem of the students lies in textually implicit information in the texts. To classify the questions for CRQs, Petersonʼs (2008) model was employed, and to specify critical thinking question types, a framework proposed by Academic Skills Unit (2008) was used as reference. To collect the data, the researchers identified the total percentages and frequencies of questions related to the passages in English Books I, II, III, and Pre-University. The findings revealed very little attention to critical thinking within the objectives of the questions of Books I, II, and III. Fortunately, the Pre-University book could be helpful to provide the students with fruitful exercises which fostered the application of ER questions. This study highlights the need for raising researchers' and teachersʼ awareness of ER-based reading comprehension questions. پرونده مقاله -
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104 - Attitude and Cognitive Specificity of Second Language Learning: A Study of Mobile-Assisted Islamic Culture-based Vocabulary Learning
علیرضا جلیلی‌فر زهره گونی‌بند شوشتری سعید خزاییThis study attempted to address the issue of how to incorporate formulaic sequences into English forms of Islamic instructions through the medium of high-tech media. To this end, formulaic representation of Islamic culture-based materials, consisting of 90 vocabulary it چکیده کاملThis study attempted to address the issue of how to incorporate formulaic sequences into English forms of Islamic instructions through the medium of high-tech media. To this end, formulaic representation of Islamic culture-based materials, consisting of 90 vocabulary items similar to the words and phrases used in Islamic cultural settings. They were integrated with multimodal cell-phone delivery of cued and non-cued content accessed by 218 Iranian male and female high-school juniors at a pre-intermediary level of English language proficiency. The participants were placed into four different working memory (WM) ability groups, using visual and verbal WM tests, via the short message service (SMS) and multimedia messaging service (MMS) in 18 virtual didactic sessions. Upon treatment, after the end of each virtual session, they were formatively evaluated on their recognition and recall of L2 vocabulary through the mobile-assisted testing module (MATM). The results indicated that except for learners of low-visual and low-verbal abilities the other three groups treated with content containing pictorial or formulaic representations performed significantly better on the tests. The study concluded that written and pictorial cues could provide useful complementary information. پرونده مقاله -
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105 - Undergraduate Argumentative Writing in English as a Foreign Language: a Gendered Perspective
عباس زارعی شینا کوارDetermining whether gender-related differences exist in the linguistic characteristics of writing in formal contexts is one of the concerns of recent research on gender in second language writing. This study aimed to explore gender differences in undergraduate argumenta چکیده کاملDetermining whether gender-related differences exist in the linguistic characteristics of writing in formal contexts is one of the concerns of recent research on gender in second language writing. This study aimed to explore gender differences in undergraduate argumentative writing in English as a foreign language (EFL) in terms of lexical and discoursal features. Around 100 Persian-speaking male and female EFL learners with insignificant differences in English proficiency at the time of the study and with similar background literacy experiences performed an opinion-based writing task under exam conditions. Combined corpus analysis and discourse analysis techniques were used to describe and compare their texts in terms of writing quality, lexical properties, and rhetorical organization. Results showed that a) male learners received significantly higher mean scores in the content and organization of their argumentative writing (t= 2.03 and 2.08 respectively, p≤ 0.04); b) female EFL learners wrote less assertively and expressed positions more obscurely as shown in the analysis of their topic sentences; and c) While male learners used both inductive and deductive overall organizations for their texts, most female learners (74.4%) wrote more deductively. Results of concordance and keyword analyses through Wordsmith Tools also illustrated that learners’ social and ideological contexts of gender contributes to their approach to academic writing in English. پرونده مقاله -
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106 - نگاهی به ترجمه «فرهنگ اصطلاحات ادبی» کادن
حمیدرضا شایگان فر -
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107 - Applying a Learner-Focused Web-Based Approach to Enhance EFL Learners’ Oral Skills and Self-Efficacy
Neda Ghabeli Massoud Tajaddini Neda Fatehi RadThe present work adopted a multiphase design to investigate the effect of using web-based collaborative and strategy-based approaches on EFL learners' oral skills. Moreover, a more comprehensive objective was to check if the use of collaboration and strategy instruction چکیده کاملThe present work adopted a multiphase design to investigate the effect of using web-based collaborative and strategy-based approaches on EFL learners' oral skills. Moreover, a more comprehensive objective was to check if the use of collaboration and strategy instruction could enhance EFL students' self-efficacy. The participants of the study consisted of 85 intermediate EFL learners who were studying at a language school in Kerman. To collect the data, four instruments were used: Cambridge Placement Test to homogenize the participants, pre- and post-listening and speaking tests, a questionnaire to estimate EFL learners’ self-efficacy, and an interview. The results suggested that most of the students preferred cooperative learning strategy-based instruction. The findings indicated that the effective use of web-based collaboration in speaking and listening classes that could have a remarkable effect on the linguistic input of the learners. The sample also proposed that the appreciation of the program was a given sign of the positive effect of both web-based instruction and collaboration in the web environment. Above all, the results of the speaking and listening tests revealed that the participants improved satisfactorily. پرونده مقاله -
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108 - Implicit and Explicit Instruction of Reading Strategies and the Application of Metacognitive Strategies by Iranian EFL Freshmen Students
Marjan Mehrpour Mostafa Zamanian Firooz Sadighi Ehsan HadipourfardThis quantitative research explores the implicit and explicit instruction of reading strategies and its connection through the application of metacognitive strategies by Iranian EFL students. To this purpose, 100 Iranian university freshmen, aged 20-35, studying at the چکیده کاملThis quantitative research explores the implicit and explicit instruction of reading strategies and its connection through the application of metacognitive strategies by Iranian EFL students. To this purpose, 100 Iranian university freshmen, aged 20-35, studying at the Marwdasht Branch, Islamic Azad University, were selected as participants through a convenient sampling method, from a pool of 117 students. Then, the Key English Test (KET) was used to check their homogeneity. The Strategy Inventory for Language Learning (SILL) was also used as a pre-test and post-test to specify the kind and occurrence sequence of learning strategies applied by the participants before and after the treatment. So, the participants were allotted to two experimental groups and received implicit and explicit instruction of reading strategies respectively. The results obtained from statistical data analysis showed that affective strategies were the very frequently-applied strategies, while memory strategies were the least frequently-applied strategies in the explicit group. It was also found that in the implicit group, cognitive strategies were the most frequently-applied strategies, while social strategies were the least frequently-applied strategies. These results have pedagogical implications for EFL teachers to use appropriate approaches in teaching reading strategies, that will ultimately help the students to develop more awareness and competence in reading comprehension. پرونده مقاله -
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109 - Relationship between EFL Teachers’ Efficacy and Productivity
آزاده قربان زاده Seyyed Hassan Seyyedrezaei Behzad Ghonsooly Zari Sadat SeyyedrezaeiThe present study investigated the association between teachers’ efficacy and productivity among EFL teachers of adolescent students. On this premise, eighty high school English teachers from 34 public high schools in Mashhad were selected out of 100 English teach چکیده کاملThe present study investigated the association between teachers’ efficacy and productivity among EFL teachers of adolescent students. On this premise, eighty high school English teachers from 34 public high schools in Mashhad were selected out of 100 English teachers through convenience sampling. Data were collected via two instruments, the Teachers’ Efficacy Questionnaire (Tschannen-Moran & Woolfolk, 2001), and the Teachers’ productivity Questionnaire (Hersey & Goldsmith, 1980). Subsequently, the data analyzed through the Pearson correlation and regression toward the mean analysis. The results of the correlation tests uncovered that there was a critical connection between EFL teachers’ efficacy and productivity. Furthermore, the results of simple regression analyses confirmed that teachers’ efficacy was a noteworthy predictor of their productivity. Thusly, in light of the results of assessing teachers’ perception, policymakers and professionals might have the option to cultivate teachers’ competency by planning and determining their future professional paths and provide a clearer perspective for their professional growth and development. پرونده مقاله -
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110 - Effect of EFL Teachers’ Experience and Effectiveness on Their EFL Students’ Achievement
Maryam Ghaffari Mohammad Javad Riasati Mohammad BagheriThis study examined the effect of Iranian EFL teachers’ years of experience and their effectiveness on Iranian EFL students’ achievement. 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars pr چکیده کاملThis study examined the effect of Iranian EFL teachers’ years of experience and their effectiveness on Iranian EFL students’ achievement. 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars province. The instruments to collect data were Oxford Quick Placement Test, Demographics, and Teacher Effectiveness Questionnaire. The results were analyzed using One-way ANOVA, frequency analysis, independent samples t-test, and Multiple Regression Analysis. The findings revealed teachers’ perceptions of effectiveness are related to their years of teaching experiences. It appeared that highly experienced teachers in this study perceived that their effectiveness positively influenced students’ achievement. Besides that, it is hoped that this study can also add more in-depth literature review in academia about the effect of Iranian EFL teachers’ experience and their effectiveness) organization and communication skills, pedagogical knowledge, socio-affective skills, and English proficiency) on EFL students’ achievement. پرونده مقاله -
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111 - Coherence Analysis of Iranian M.A. Students’ Comprehension and Production of English Relative Clauses
Masoomeh Benshams Firooz Sadighi Mohammad Falahati Qadimi Fumani Naser RashidiThis study investigated whether English relative clauses play a significant role in textual cohesion, which is understood as textual connectivity and determination of sex and academic years in the perception and production of relative clauses of the Iranian EFL students چکیده کاملThis study investigated whether English relative clauses play a significant role in textual cohesion, which is understood as textual connectivity and determination of sex and academic years in the perception and production of relative clauses of the Iranian EFL students. Therefore, 200 Iranian EFL language students (112 females and 88 males) majoring in English as a foreign language from Marvdasht and Shiraz Islamic Azad universities took two researcher-made tests, namely a reading comprehension test of 20 items and a writing test. Miltsakaki’s (2003) rules for pronoun resolution were utilized to score students’ answers. Semi-structured interviews were conducted with 30 English students to cross-validate the results of the tests conducted by the researchers. The results suggested that English relative clauses have an essential role in textual cohesion, which is understood as textual connectivity. The Kolmogorov-Smirnov Test and Mann-Whitney Test manifested that sex and academic year did not significantly affect Iranian EFL M.A. students’ understanding and production of relative clauses. The results of this study are of critical pedagogical implications for English as Foreign Language teachers, students, and course designers. پرونده مقاله -
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112 - A Case of Group-Reflection Training: Iranian In-Service EFL Teachers’ Belief and Performance Development
سجاد فتحی احمد محسنی حسین رحمن پناهThis study examines the effect of implementing group-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehr چکیده کاملThis study examines the effect of implementing group-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teachers participated in this study. All participants held a master's degree in TEFL. Teacher’s belief questionnaire, observation checklist, and Skype app were used as the instruments to collect data in this study. Before the training phase, the pre-test (observation checklist) was administered, and teachers’ previous teaching performance was evaluated and recorded by an expert supervisor (one of the researchers). Also, the teacher’s belief questionnaire was used by all the participants in this study to evaluate teachers’ assumptions about the efficacy of their teaching practice. The researchers utilized Skype App to instruct the participants in an online setting. During the training phase, participants were exposed to the group-reflection practice. The instruction was done in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered, and teachers’ teaching performance was evaluated and re-recorded. The teacher’s belief questionnaire was also utilized as the post-test. The data analysis indicated that implementing the principles of group-reflective instruction had a statistically significant effect on Iranian in-service EFL teachers’ beliefs about their teaching efficacy and teaching performance development. The findings of the present study have some implications that can assist English language educators, EFL learners, students, language curriculum program policymakers, and syllabus designers. پرونده مقاله -
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113 - Relationship Between Linguistic Intelligence of EFL Learners and Their Performance on Grammar
Nasrin Garavand Akbar Azizifar Habib Gowhary Shahram WelidiThis study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old particip چکیده کاملThis study investigated the possible relationships between Linguistic Intelligence and Grammar Performance of English as a Foreign Language Learners. To this aim, 139 homogenous undergraduate male and female English language learners between 22 and 32 years old participated in this study. Participants had been studying English language programs at the University of Kohdasht. The instruments utilized in this study were the Multiple Intelligence Questionnaire (MIDAS) designed by Shearer in 1996 to value linguistic intelligence, and a grammar TOEFL test to measure grammar performance of the learners. Descriptive statistics and correlation indicated a statistically significant relationship between linguistic intelligence of the learners and their performance on grammar. The results of regression analysis revealed that linguistic intelligence was the best predictor of learners’ performance on grammar. The independent sample t-test also showed no significant differences between males and females with respect to linguistic intelligence of learners and their performance on grammar. The findings propose professional English teachers to investigate the function of individual differences such as linguistic intelligence in different steps of teaching and learning of grammar in classes and provide more effective activities to help language learners improve their performance on grammar. پرونده مقاله -
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114 - Designing Criteria for Evaluating the English Language Quality of Iranian EFL Learners: Teachers’ Perceptions and Attitudes in Focus
Fatemeh Gorji Shahram Afraz Fazlolah SamimiThis study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descr چکیده کاملThis study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descriptive exploratory type. The statistical population of this research includes 20 experienced teachers working at different levels (primary, intermediate & advanced) in a non-profit language institute (Safir Language Institute) in Bandar Abbas, Hormozgan, Iran. Sampling was performed theoretically using chain sampling or snowball sampling. In this study, the process of analyzing the data obtained from the interviews was performed in three coding steps (open, axial, and selective) which were performed consecutively, the interviews were collected and analyzed and coded line by line using version 10 of qualitative data analysis software (MAXQDA). Results showed that the most important Criteria for Evaluating the English Language Quality of Iranian EFL Learners are learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety and low self-esteem, weaknesses in learning, positive evaluation, negative evaluation, assess knowledge and skills, individual consequences, social consequences, cultural implications, economic consequences, and political consequences. پرونده مقاله -
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115 - Translation Approaches to Lexical Observation of Teaching English for Academic Purposes: Inter-Legal Contexts
محسن عادل Ahmad MohseniTeaching English for the academic law field upon international purposes may implement certain amendments to the resolution on the correlation with morphological and lexical implications in transmission through the legal English texts to the law translated Persian texts چکیده کاملTeaching English for the academic law field upon international purposes may implement certain amendments to the resolution on the correlation with morphological and lexical implications in transmission through the legal English texts to the law translated Persian texts in application.Uncertainty in paramountcy of multinational contract regulation such as Joint Comprehensive Plan of Action, linguistic or otherwise, may lead to the legal disputes. More law language complications are predictably to arise when more than one language is involved. Inter-lingual uncertainty such as ambiguity, vagueness and the other meaning indeterminacy feasibly sustains the area that has received inadequate consideration with regard to the legal lexicons system in details. This study focused on inter-lingual fluctuating with the specific reference to the legislative contexts. Therefore, it endeavored to possibly ascertain the discrepancies in corresponding concepts from the morphological and lexical correlations in between the source and target contextual contents. In a survey procedure, fifty main legal topics were provided, conveying sophisticated concepts from the academic text book of criminal law by Elliott and Frances. The data of the translated terms were then analyzed through five Persian academic sources. Afterwards, the obtained information in graphs and tables demonstrated that there remains a critical requirement to minimize the probable deviation derived from rendering legal formations and its lexical applications thereof. In addition, the findings supported that morphological relatedness remains graded rather than absolute, and evince the coordination of legally joint contributions with the form and concept overlap. پرونده مقاله -
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116 - Exploring the Interplay among Stroke, Strictness, and Teacher Success from EFL Teachers’ Perspective: A Mixed-Methods Study
Reza Afsharpour Ghasem Barani Seyyed Hassan Seyyed Rezaei Zari Sadat SeyyedrezaeiThis mixed-methods study aimed to explore the interplay among stroke, strictness, and teacher success from Iranian male and female EFL teachers’ points of view. This study employed a sequential explanatory mixed-methods approach. In the present study, 420 EFL teac چکیده کاملThis mixed-methods study aimed to explore the interplay among stroke, strictness, and teacher success from Iranian male and female EFL teachers’ points of view. This study employed a sequential explanatory mixed-methods approach. In the present study, 420 EFL teachers, 200 males and 220 females, participated based on convenience sampling. For collecting the quantitative data, three questionnaires were employed. From the sample of the study, 50 EFL teachers (25 male and 25 female) were interviewed on teacher stroke and teacher strictness. The intended variables' relationships were examined using the Pearson product-moment correlation formula, and thematic analysis (TA) was applied to analyze the qualitative data. The findings showed that there is a significant relationship between female and male teachers' success and stroke, and there is also a significant relationship between female and male teachers' success and strictness. The qualitative findings indicated that the male and female teachers adopted a positive view toward strictness and stroke as the teachers behaviors in the class in which complement the quantitative findings. At the end of the paper, the implications of the study were presented. پرونده مقاله -
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117 - Investigating the Effects of Online and Traditional Modes of Corrective Feedback on the Iranian EFL Learners' Writing Quality
Sahar Farrahi Avval Hassan Asadollahfam Bahram BehinCorrective feedback (CF) is an inseparable part of second language acquisition (SLA) and has been the focus of numerous studies since the concept of CF was introduced in the field of SLA. This study focused on investigating the differences between two modes of providing چکیده کاملCorrective feedback (CF) is an inseparable part of second language acquisition (SLA) and has been the focus of numerous studies since the concept of CF was introduced in the field of SLA. This study focused on investigating the differences between two modes of providing CF, namely, online and traditional modes, which would affect Iranian EFL learners’ writing ability. To serve this purpose, 317 EFL learners from four language schools in Tabriz took the TOEFL: 271 participants scored between 477 and 510, the scores of 164 of them fell between ±1SD, and 66 of them agreed to participate in the study who were asked to deliver a 200-word composition. Their compositions were analyzed based on CAF (complexity, accuracy, and fluency). They were then divided into two groups; one group underwent a treatment of 10 sessions of online chatting (1 hour each session), and the other group was asked to deliver 10 writing tasks. Afterward, all participants were asked to deliver another 200-word writing task. These tasks were analyzed based on the CAF criteria. The obtained results proved a significant difference between the writing ability of the participants receiving CF through online sessions and that of those receiving CF in traditional mode. The findings implicate that EFL teachers could be encouraged and allowed to use up-to-date ways of providing CF if more development in the teaching and learning of English as a second language is anticipated. پرونده مقاله -
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118 - The Challenges Faced by English Teachers in Iranian Schools and Their Training
Farhad Kariminasab Shaban Najafi Karimi Amir MarzbanThe major objectives of this research were to develop an understanding of the challenges faced by English teachers in Iranian schools and their training. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces چکیده کاملThe major objectives of this research were to develop an understanding of the challenges faced by English teachers in Iranian schools and their training. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces of Iran. Self-reporting questionnaires were conducted as a survey method. The results of this study indicate that the biggest challenges faced by English teachers seems to be teaching mixed level classes, managing behavior discipline, choosing appropriate activities and materials, and relating to students. Around one-thirds of teachers had no pre-service training in teaching English prior to teach students; the problem is compounded by lack of support and in-service training, three-fourths of teachers didn’t have any in-service training. Approximately half of those surveyed did not have probationary periods; in addition, four-fifth of them had no support during their first of teaching. Overall, Many teachers felt not well prepared for teaching English. Overall, the evidences from this study recommend that current teachers’ training programs should be modified and outlines some recommendation to overcome these challenges. پرونده مقاله -
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119 - The Effect of Strategy Training of Speech Acts of Request and Apology on Developing Iranian EFL Learners “Pragmatic Performance and Critical Thinking”
Parisa Bazaei بهرام مولایی Massood YazdanimoghaddamSince requesting happens in a circumstance of imbalance, the speaker ought to continuously respect the principles of politeness without consideration to the question of their request. This study investigated the effect of strategy training of speech acts of asking and s چکیده کاملSince requesting happens in a circumstance of imbalance, the speaker ought to continuously respect the principles of politeness without consideration to the question of their request. This study investigated the effect of strategy training of speech acts of asking and statements of regret on developing Iranian EFL learners’ pragmatic performance and critical thinking. According to the nature of the treatment, it was decided to select the participants who had not had enough language exposure at the language institute before the study. For this, before conducting an Oxford English Test (OPT), it was expected to select those whose scores would fall between one standard deviation (+1SD) above the mean and one standard deviation (-1SD) below the mean as the cut-off criterion. Finally, 80 out of 114 Iranian EFL male and female learners from six language classes in intermediate level of proficiency were chosen. Next, they were divided randomly into two experimental and control groups (20 males and 20 females, for each group). A mixed-method design was utilized; the qualitative data collected via interview was used to triangulate the quantitative data collected. The data were investigated by two skilled raters, specified in applied linguistics to recognize the effectiveness of strategy training of request and apology speech acts. The data were keyed into the SPSS. 22. The finding showed that there was an important positive consequence of strategy training of speech act of request on developing Iranian EFL learners’ pragmatic performance. A meaningful relationship was found between critical thinking and pragmatic performance. پرونده مقاله -
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120 - A Transformational Shift through Pedagogical Translanguaging: English Language Teaching and the Content of Courses
Mohammad Iman Askari Mahsa RanjbarDue to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. P چکیده کاملDue to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. Perhaps the best academic resources to explore about the issue are translation-oriented courses taught through typical teaching strategies in academic English programs. The issue led to reinforcement of considering pedagogical translanguaging within English Language Teaching (ELT) context among EFL learners who attend the related courses of the ELT programs focusing on translation skills. Thus, a sequential explanatory mixed design was selected to study the possible transformation resulted by translanguaging among EFL learners and teachers in the current study. As the pedagogical implications of the study, it is possible to declare that translanguaging within EFL context is considered as an influential strategy in helping teachers and learners to benefit from bilingual capacities in providing and understanding the content of courses. The issue also emphasizes on the transformational shift among the scholars and experts of the EFL context to have a new look over the role of translation, as an interactive code-switching procedure between First Language (L1) and Second Language (L2), which is not banning the language learners’ linguistic repertoire application. پرونده مقاله -
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121 - The Comparative Effect of Authoritative vs. Facilitative Virtual Intervention Models on the Development of Second Language Speaking Components of Iranian EFL Learners
Zohreh Darabi Nasim Shangarffam Ahmad MohseniThis study investigated the comparative effect of authoritative vs. facilitative virtual intervention models on the development of second language speaking components of Iranian EFL Learners. The study participants were 60 intermediate male and female EFL learners at Im چکیده کاملThis study investigated the comparative effect of authoritative vs. facilitative virtual intervention models on the development of second language speaking components of Iranian EFL Learners. The study participants were 60 intermediate male and female EFL learners at Imam Reza University in Mashhad who were selected out of the total number of 80 participants taking a standard Preliminary English Test (PET) as a language proficiency test. Subsequently, the participants were randomly divided into two experimental groups and received a standard speaking pretest. Next, one experimental group received authoritative intervention and the other one received facilitative intervention. After ten sessions of treatment, the speaking section of another version of PET, as the posttests, was given to the participants. Finally, the learners took part in a semi-structured interview. The use of SPSS examined the quantitative data, and the outcomes were examined through a series of t-tests and MANOVA. The results of quantitative analyses revealed that Facilitative Intervention (FI) model was more effective than the Authoritative Intervention (AI) for the L2 speaking development of Iranian EFL learners. Another point of variance was concentrating on the grammatical accuracy in measuring L2 speaking. For the AI group, grammatical errors and pronunciation were more important, whereas for the FI group, pronunciation and lexical resources were more central, followed by discourse management and interactive communication. پرونده مقاله -
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122 - Analyzing Vision3 through Bloom’s Revised Taxonomy
Hanane Shabani Hossein Rahmanpanah Ahmad MohseniAs developing material is an ongoing process that needs to be analyzed in a multidimensional manner, the present study focuses explicitly on English Textbook Vision3 in Iranian senior high schools to investigate to what extent this English textbook involves the domains چکیده کاملAs developing material is an ongoing process that needs to be analyzed in a multidimensional manner, the present study focuses explicitly on English Textbook Vision3 in Iranian senior high schools to investigate to what extent this English textbook involves the domains of learning objectives defined by Benjamin Bloom’s Taxonomy (1985) each of which contains several subcategories investigated through the study in details. Considering gained tables on analyzing Information Load and Significance Factor of the English textbook Vision3 (Student’s and Workbook) within cognitive, affective and psycho-motor domains of Bloom’s Revised Taxonomy using Shannon Entropy Method, it is concluded that regarding cognitive domain,“Evaluation” in the first, “Application” in the second, “Synthesis” in the third “Knowledge” in the fourth, “Analysis” in the fifth and “Comprehension” is in the sixth place of significance and none of six defined cognitive subcategories are neglected within developing the textbook as the last English textbook of senior high school program in Iranian Educational Curriculum. However, statistical results show that among affective domain’s subcategories only“Responding” and “Receiving” are put into practice, while higher levels of affective domain including “Valuing”, “Organizing” and “Characterization” are neglected throughout the both student’s and the workbook. Furthermore, studying the psycho-motor domain of the considered English textbook it seems that “Guided Response”, “Mindset” are the only subcategories which are noticed through strategies In general, tables reveal that the most frequent involved domain among Bloom’s Revised Taxonomy belongs to cognitive one and the other two domains (affective and psychomotor) play little role through their higher subdivisions. پرونده مقاله -
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123 - Development of a Validated Model for English Learners’ Cultural Identity: Using Their Perceptions and Attitudes
Sharareh EbrahimiKnowing a language and communicating with the speakers of that language require learning about the culture of the native speakers of that language. The aim of this study was to develop a validated model of cultural identity among Iranian English learners. Initially, it چکیده کاملKnowing a language and communicating with the speakers of that language require learning about the culture of the native speakers of that language. The aim of this study was to develop a validated model of cultural identity among Iranian English learners. Initially, it was attempted to determine different factors of cultural identity based on the learners’ perceptions about cultural identity to develop a model. Thus, 20 EFL learners studying at Safir English language institute in Tehran, Iran were interviewed about their cultural identity and their attitudes were recorded. Considering qualitative phase, a close inspection of the responses of these learners in the interviews and going through three stages of open, axial and selective coding, four factors including “religion, culture, nationality, and language” were extracted. After that, a questionnaire indicating factors of cultural identity was constructed. In the quantitative phase, the questionnaire went through an exploratory factor analysis for the sake of validity and after a pilot study with 183 learners, 384 EFL learners filled it out. Structural Equation Modeling (SEM) analysis was also run through LISREL 8.8. to confirm that the proposed model enjoyed validity for future research by running a confirmatory factor analysis and the model of cultural identity was developed. The findings of this study can make English teachers and materials developers aware of these important findings to be prepared to help the learners with possible challenges in English classes. پرونده مقاله -
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124 - Validating a Motivation Theory Model among Iranian Kurdish and Azerbaijani EFL Learners Using Structural Equation Modeling Approach
Faran Rasoulian Fazlollah Samimi Shahram AfrazThis study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a چکیده کاملThis study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a semi-structured interview was done with 18 Azerbaijani interviewees (in the Azerbaijan University of Tabriz) and 18 Kurdish ones (in the Kurdistan University of Sanandaj) and 6 participants of focus group from each ethnic group to brainstorm their ideas. After discovering seven EFL motivating factors with 29 categories, a questionnaire was made which reflected the factors. In the quantitative phase, the 80-item questionnaire underwent an exploratory factor analysis to test validity, and after the confirmation of its validity and reliability through a pilot study with 234 participants, the questionnaire was distributed among 320 EFL participants. To corroborate the validity of the proposed model, Structural Equation Modeling (SEM) analysis was used with LISREL 8.8. Eventually, confirmatory factor analysis was run and the model of motivating factors was developed with three factors related more to Azerbaijani students leading to integrative motivation and four for Kurdish students making instrumental motivation. The emerged model is helpful for policymakers of education and teachers caring about better English instruction. پرونده مقاله -
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125 - Impact of Fully-Immersive Teaching vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno چکیده کاملBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. پرونده مقاله -
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126 - Iranian TOEFL iBT and the IELTS Teachers’ Views on the Structure of the TOEFL iBT and IELTS Receptive and Productive Sections in terms of Dynamic and Static Assessment
Arezoo Daneshvar Mohammad Bagheri فیروز صدیقی Lotfollah Yarmohammadi Mortaza YaminiThis mixed-methods design study investigated Iranian TOEFL iBT and IELTS teachers’ views on thestructure of the TOEFL iBT and IELTS receptive and productive sections from the yardsticks of dynamicand static assessment. It also examined the conformity level of the چکیده کاملThis mixed-methods design study investigated Iranian TOEFL iBT and IELTS teachers’ views on thestructure of the TOEFL iBT and IELTS receptive and productive sections from the yardsticks of dynamicand static assessment. It also examined the conformity level of the receptive and productive sections ofTOEFL iBT and IELTS to dynamic assessment and static assessment standards. To achieve the objectivesof the study, 100 information-rich TOEFL iBT and IELTS teachers selected based on purposive andsnowball sampling completed two 8-item researcher-made questionnaires on the underlying features ofthese exams. To cross-validate the quantitative results, we performed semi-structured interviews with 10informed teachers selected through purposive sampling from among the questionnaire respondents. Thesemi-structured data were content analyzed using a researcher-made framework categorizing thedistinctive dynamic assessment and static assessment features. The results of the qualitative phasecorroborated those of the quantitative part revealing that these exams mainly conform to static assessmenttenets and that they enjoy only a few dynamic assessment features. The pedagogical implications of thefindings are also explicated. پرونده مقاله -
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127 - Assessing Quality of Pedagogical Translations: Dominant Evaluative Methods in the Final Tests of Undergraduate Translation Courses
حسین حیدری تبریزیTranslation evaluation is an activity of vital concern in the context of translator education. However, it is one that is, despite being a common practice, under-researched and under-discussed. The leading purposes were to determine the dominant methods for translation چکیده کاملTranslation evaluation is an activity of vital concern in the context of translator education. However, it is one that is, despite being a common practice, under-researched and under-discussed. The leading purposes were to determine the dominant methods for translation evaluation of undergraduate students in the final tests of translation courses at Iranian universities and to identify its major characteristics. To meet the objectives, in a 30-minute semi-structured interview, 10 experienced university translation instructors responded to 10 questions on how they develop their translation tests, how they guarantee the quality of their tests, and most importantly, how they evaluate and score their students’ performance. The results confirmed that the dominant method which is commonly and currently practiced is the purely essay-type format except at Payam-e-Noor University where multiple-choice items are always present as well. The findings also showed how much discrepancy exists among the Iranian translation teachers (as developers of final translation tests), who are least informed about the current translation evaluation methods. It was also revealed that the criteria they use for developing such tests and scoring student translations are not theory-driven but are highly subjective, mainly based on their personal experience and intuition. Hence, the quality and accountability of such tests are under serious question. پرونده مقاله -
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128 - Demystifying the Role of Paired Task and Test-Taker Speaking Ability in Assessing Co-Constructed Discourse in Paired Oral Assessment
Masoumeh Nouri Abbas Bayat Peyman RajabiThe present study was an attempt to demystify the role of paired task and test-taker speaking ability in assessing co-constructed discourse in paired oral assessment across Iranian EFL paired examinees with different ability combinations. To accomplish this aim, non-exp چکیده کاملThe present study was an attempt to demystify the role of paired task and test-taker speaking ability in assessing co-constructed discourse in paired oral assessment across Iranian EFL paired examinees with different ability combinations. To accomplish this aim, non-experimental qualitative research was devised in which 36 participants were purposely recruited from three distinct speaking competence levels; namely, upper-intermediate (High-Level), lower intermediate (Mid-Level), and elementary (Low-Level), with 12 learners in each. Participants with similar and different proficiency levels were randomly assigned to six different paired group combinations and were given a discussion task as a paired-test speaking task in which they were asked to discuss the topic of the conversation and attempt to develop the co-constructed discourse. The voices of each couple discussing the assigned topic were then record-ed. Following the transcription of the examinees' performances, the researcher analyzed the learners' conversations using Young's model of interactional competence, which deals with the speakers' ability to organize interactions in terms of turn-taking, break-down repair, and mutual understanding using ver-bal communication in relation to the situational context. The findings demonstrated that low-ability partners employed gestures and postures in turn-taking, as well as a lot of breakdown repairs while fail-ing in mutual comprehension, particularly in talks with more skilled interlocutors. Mid-ability pairs struggled to provide an adequate response in the second position to demonstrate understanding of an interlocutor's comment or statement but could advance the communication in terms of mutual under-standing and moderate success in proper breakdown repairs in their own similar and balanced pairs. However, they lost confidence in taking turns and relied heavily on fixes when conversing with more experienced interlocutors. Similarly, low-ability paired persons seldom tropicalized portions of other speakers' contributions in their own talk. High-ability speakers were more likely to demonstrate prior talk knowledge through contingent answers. These findings revealed that task direction and progress might have an impact on interactional behavior and how understanding is expressed. Additionally, the findings have some implications for teaching, learning, and testing L2 speaking through paired-test tasks for the purpose of improving EFL learners' speaking skills sub-skills. پرونده مقاله -
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129 - Measuring EFL Teachers’ Assessment Identity: Development and Validation of a Questionnaire
Qotboddin Jan-nesar Moqaddam Hossein Khodabakhshzadeh Khalil Motallebzadeh Gholam Hassan KhajavyThis paper investigated the quantitative phase of an exploratory sequential mixed methods research. The main purpose of this study was to develop and validate a Teachers‟ Assessment Identity (TAI) question- naire based on the dimensions and factors found in the first pa چکیده کاملThis paper investigated the quantitative phase of an exploratory sequential mixed methods research. The main purpose of this study was to develop and validate a Teachers‟ Assessment Identity (TAI) question- naire based on the dimensions and factors found in the first part of the study. The extracted factors from interviews along with the theoretical framework formed the basis for the generation of the pool of items, which later reduced to 46 items for eventual inclusion in TAI questionnaire. This initial draft of the scale was revised and re-worded based on the comments offered by assessment experts and teachers. The de- signed questionnaire was then distributed to 384 EFL teachers. Normality and reliability of data were measured using SPSS. Construct validity of the designed scale was assessed through CFA with AMOS 24. The results derived from the statistical analysis indicated that TAI questionnaire had a good model- data fit, and the factor loadings and reliability values were at a satisfactory level. The findings showed that the Teachers‟ Assessment Identity (TAI) questionnaire contained three dimensions i.e. assessing as- sessment literacy, dispositions, and contextual factors. This questionnaire could be used as a valid and reliable scale for teachers as assessors. پرونده مقاله -
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130 - English Language Teachers’ Attitudes towards Instructional Technology and their Teaching Satisfaction
Mitra Moazam Mostafa Zamanian Firooz SadighiThis study investigated Iranian EFL Teachers’ attitudes towards instructional technology in their classroom and its impact on their job satisfaction. Data were collected using the Media Technology Usage and Attitudes Scale and Teacher Job Satisfaction Questionnair چکیده کاملThis study investigated Iranian EFL Teachers’ attitudes towards instructional technology in their classroom and its impact on their job satisfaction. Data were collected using the Media Technology Usage and Attitudes Scale and Teacher Job Satisfaction Questionnaire to examine teachers’ attitudes towards the use of instructional technology within the classroom and its effects on their job satisfaction. A sample of 80 teachers was asked to complete a survey detailing their job satisfaction and assessing attitudes towards technology integration in the classroom. Based on the present study’s findings, teachers’ job satisfaction slightly predicted the impacts of instructional technology. In addition, after analyzing the data using multiple regression analysis, it was further discovered that the use of a smartphone could highly predict the significant impacts of the use of integrated technology on teachers’ job satisfaction. The research suggested that teachers need support to better integrate the available technologies within the classroom. پرونده مقاله -
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131 - Developing and Validating an EFL Learners’ Spiritual Intelligence Inventory: A Mixed-Methods Study
Masoumeh Azadi Parviz Maftoon Minoo AlemiThe present study developed a questionnaire (Appendix 1) based on the relevant literature and interviews with 22 EFL learners, resulting in a 27-item questionnaire that was distributed among 360 EFL learners. A sequential mixed methods design was used. The analysis of t چکیده کاملThe present study developed a questionnaire (Appendix 1) based on the relevant literature and interviews with 22 EFL learners, resulting in a 27-item questionnaire that was distributed among 360 EFL learners. A sequential mixed methods design was used. The analysis of the qualitative data revealed the elements of EFL learners’ spiritual intelligence. An exploratory factor analysis (EFA) of EFL learners’ responses generated four factors, namely: (1) Learning English for personal, social, and educational benefits, (2) learning English for personal, social, and academic achievement, (3) learning English to promote religious values, and (4) learning English for intercultural communication. The results of the study suggest that this scale is a reliable and valid measure of EFL learners’ SI. This study also revealed that SI has a significant relationship with gender and educational levels. The findings can help researchers define SI and how EFL learners’ SI can be measured. Educationists, practitioners, academics, theorists, teacher training centers, teachers, curriculum constructors, and pedagogic planners may find the results of this study beneficial if they are concerned with the importance of SI in the educational context and its influence on the performance of EFL learners. پرونده مقاله -
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132 - Effect of EFL Teachers’ Experience and Empowerment on Their EFL Students’ Achievement
Maryam Ghaffari Mohammad Javad Riasati Mohammad BagheriThe purpose of this study was to investigate the effect of Iranian EFL teachers’ years of experience and their empowerment on Iranian EFL students’ achievement. To this end, 70 EFL teachers and 60 intermediate students were selected from different English la چکیده کاملThe purpose of this study was to investigate the effect of Iranian EFL teachers’ years of experience and their empowerment on Iranian EFL students’ achievement. To this end, 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars province. The instruments used in this study include the Oxford Quick Placement Test, Demographics, and Teacher Empowerment Questionnaire. The results were analyzed using One-way ANOVA, frequency analysis, independent samples t-test, and Multiple Regression Analysis. The result from the descriptive analysis regarding the distribution of means based upon the responses provided by the participants of the present study indicated that highly experienced teachers view their most empowered subscale as autonomy, status, self-efficacy, impact, decision-making and professional growth, respectively. These results suggested that teachers perceive their highest level of empowerment to reside in their ability to make decisions on what is taught or about curriculum, and to have control over daily schedules. In addition, it is important to mention that low-experienced teachers view their most empowered subscale as self-efficacy, professional growth, status, autonomy, impact and decision-making. The findings of the current research suggest that teachers perceive their highest level of empowerment to reside in their ability to share their skills and knowledge with students to help them learn. پرونده مقاله -
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133 - Status of English as a Foreign Language Teachers from their Perspectives According to the Professional Competency Model
شیوا مرزوقی حسین احمدی حمید رضا خلجیThis mixed-method study investigated the various competencies English as Foreign Language (EFL) teachers require by examining a model. To fulfill the study objectives, the grounded theory was adopted in the qualitative phase to explore EFL key informants' articulations چکیده کاملThis mixed-method study investigated the various competencies English as Foreign Language (EFL) teachers require by examining a model. To fulfill the study objectives, the grounded theory was adopted in the qualitative phase to explore EFL key informants' articulations and concerns about the issue; therefore, semi-structured interviews were conducted with 21 Iranian EFL teachers recruited by purposeful sampling. In the quantitative phase, a researcher-made 103 item questionnaire was extracted based on the interview codes. After being piloted, it was administrated to 382 Iranian EFL teachers to validate the results obtained in the qualitative phase and investigate Iranian EFL teachers' professional competency and their preferences about its dimensions. Three dimensions were discovered in the qualitative phase, which was not favourable among EFL teachers in the quantitative phase. Meanwhile, factor analysis about the EFL teachers' dimensions yielded three factors according to priority: a) attitudinal competency, b) management competency, and c) language competency. The researchers concluded that attitudinal competency is regarded as the most highly valued of the three dimensions by Iranian EFL teachers. Language competency is regarded as the least priority, which justifies the fact that despite showing eagerness and enthusiasm to teach, these teachers do not possess enough linguistic competency and do not tend to develop it. Accordingly, the researchers suggested some practices for developing EFL teachers' professional competency, emphasizing that all dimensions are essential and EFL teachers should have a balanced combination of them. پرونده مقاله -
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134 - Using the STAD Model of Instruction to Enhance Learners’ General Achievement and Creativity
َAbolhassan Nazari امید طباطبایی Mohammad Ali Heidari ShahrezaThis study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their perf چکیده کاملThis study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into experimental groups receiving treatment through the STAD model of cooperative learning and the control group devoid of the stated treatment. To recognize the entry behavior pretests were run. The same educational content was taught to both EG and CG during an educational term. To disclose the effect of treatment, a creativity posttest similar to pretest but in reshuffled order in options and items, and also an achievement posttest within the content taught were administered to the students in both groups at the end of the instruction. Furthermore, the mean scores of achievement and creativity tests were compared through an independent samples t-test, and one-way ANCOVA respectively. The outcomes showed the rejection of the both null hypothesis consequently concluding that cooperative learning had a significant effect on the overall achievement of Iranian EFL learners, and creativity. پرونده مقاله -
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135 - Impact of Fully-Immersive Teaching (FIT) Vs. Conventional Communicative Language Teaching on the Articulation Skills of EFL Learners With Expressive Language Disorder (ELD)
Mojgan Khaki Hossein Heidari Tabrizi Sajad ShafieeBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagno چکیده کاملBased on the tenets of the cognitive theory of multimedia learning, the purpose of this research was to investigate the impact of Fully-Immersive Teaching (FIT) vs. conventional communicative language teaching on the articulation abilities of Iranian EFL learners diagnosed with Expressive Language Disorder (ELD). Purposively choosing 36 Iranian pre-intermediate EFL learners who had mild to moderate levels of ELD, we used a quasi-Solomon four-group design and separated them into two experimental and two control groups. The intervention included twenty sessions of seventy minutes each and comprised of eighty microlearning speech exercises that were developed in VR by FIT. The participants in the control group were given instruction based on Communicative Language Teaching (CLT), which is an approach to language education. Both the OQPT and the Wechsler Individual Achievement Test (WIAT-III) were used in this study's pre-testing and post-testing procedures. The results showed that individuals who were instructed in accordance with FIT performed better than their colleagues who had been subjected to CLT in terms of articulation abilities. These skills included expressive vocabulary, oral word fluency, and sentence repeats. TEFL, therapeutic education, cognitive speech therapy, and instructional technology might all stand to gain from the outcomes. پرونده مقاله -
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136 - Improving Iranian EFL Young Learners’ Reading Comprehension Skills: Collaborative and Individual Reading in Focus
مانیا کوه افکن فرامرز عزیزملایری Hossein AhmadiThis study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across i چکیده کاملThis study aimed to inquire about EFL reading sessions across Collaborative Strategic Reading (CSR) and Individual Reading (IR) among young EFL learners. In essence, the researcher’s goal was to investigate how reading sessions using CSR and reading aloud across individual and collaborative activities promote EFL learners’ reading comprehension skills. To this end, 2 Iranian EFL teachers from a primary school in Tehran, and 16 Iranian second-graders studying at a primary school in Tehran, were randomly selected as participants. Then, using teachers' reflective journals, participants' observations, and face-to-face interviews with teachers, the needed data were elicited and descriptively analyzed. The obtained results showed that reading sessions using CSR and reading aloud strategy across individual and collaborative activities promote learners' reading comprehension skill more than IR reading sessions. Moreover, teacher-student interactions (TSI) and student-student interactions (SSI) proved beneficial in improving the participants' reading comprehension skills. پرونده مقاله -
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137 - A Learning-Centered Analysis of the ESP Needs of Engineering Students
Sartoon Mostafavi Ahmad Mohseni Gh AbbasianThe current study investigated Iranian engineering students’ target situation and learning needs about a tertiary level course of English for specific purposes (ESP). To this end, a convenience sample including 27 ESP instructors and 222 students majoring in diffe چکیده کاملThe current study investigated Iranian engineering students’ target situation and learning needs about a tertiary level course of English for specific purposes (ESP). To this end, a convenience sample including 27 ESP instructors and 222 students majoring in different fields of engineering from 10 randomly selected Iranian universities participated in an exploratory sequential mixed-method study. As the preliminary stage of the analysis, the instructor participants were interviewed about various domains representing the ESP needs of engineering students. The qualitative teacher-elicited data were used to develop a needs analysis questionnaire specific to the student participants of the study. The descriptive analysis of the responses provided by the engineering students to the needs analysis questionnaire shed light on the significant learner needs relevant to ESP learning and those related to the target situation of use. Providing a context-relevant scheme to design, evaluate, and modify ESP courses for Iranian students of engineering, the study’s findings could positively influence the current ESP pedagogy in Iran. پرونده مقاله -
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138 - Washback Effect of the English Proficiency Test (EPT) on PhD Candidates’ Language Learning Strategies
Golnaz Jamalifar Hadi Salehi Omid Tabatabaei Manoochehr JafarigoharWashback has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviours. The English Proficiency Test (EPT) is a high-stakes test in Iran and is prone to bring degrees of washback both at micro and macro levels. This study was چکیده کاملWashback has been defined as the impact of testing on curriculum design, teaching practice, and learning behaviours. The English Proficiency Test (EPT) is a high-stakes test in Iran and is prone to bring degrees of washback both at micro and macro levels. This study was an attempt to examine the washback effect of the EPT on Iranian PhD candidates’ language learning strategies. To this end, a mixed-methods approach of data collection was used to collect, analyze, and integrate quantitative and qualitative data to reach a better grasp of the research topic and enhance the validity and reliability of the information. Based on the sequential exploratory design, two phases of data collection were conducted with a two-week interval. In the first phase, the Strategy Inventory for Language Learning (SILL) was administered to 200 students at Islamic Azad University, Isfahan (Khorasgan). In the second phase, 20 students who filled out the questionnaire showed their willingness to participate in the interview session and write their language learning diaries. Finally, the quantitative and qualitative data were analyzed via descriptive and thematic analysis, respectively. The results showed both positive and negative washback effects on the students’ language learning strategies. The findings of this study have practical implications for EFL language teachers, syllabus designers, and material developers. پرونده مقاله -
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139 - Analyzing the Effect of Using Meta-cognitive Strategies on Iranian EFL Learners’ Writing Skill
محمدشریف حسینیThe present paper was an endeavour to explore the impact of using metacognitive strategies on EFL learners' writing performance of a language institute in Gachsaran, Iran. Also, the students’ views on the use of these strategies in EFL classes and their effect on چکیده کاملThe present paper was an endeavour to explore the impact of using metacognitive strategies on EFL learners' writing performance of a language institute in Gachsaran, Iran. Also, the students’ views on the use of these strategies in EFL classes and their effect on the writing performance were assessed. To this end, 40 intermediate learners were recruited to participate in this study. The experimental group included 20 students who adopted metacognitive writing strategies, while the control group included 20 students who followed a conventional teaching writing skill. Firstly, all participants took part in the same pre-test of writing, and the scores were recorded. Then, implementing the mentioned strategies started after running the pre-test. Finally, the students of both groups took part in the post-test and the scores were recorded carefully. Moreover, a metacognitive writing questionnaire was published to explore the views toward employing the mentioned strategies. The data were analyzed descriptively and inferentially. The results indicated that the employment of metacognitive strategy significantly affected the Iranian EFL learners’ writing performance. Further, the EFL learners hold positive views on the effectiveness of the mentioned strategies regarding planning, monitoring, and evaluating their writing performance, and among all, “Monitoring” was used mainly by the participants. پرونده مقاله -
دسترسی آزاد مقاله
140 - شناسایی ابعاد، مؤلفه‌ها و شاخص‌های آموزش زبان مبتنی بر هویت حرفه‌ای (سهولت کسب و کار)
محمد جواد زنگنه اینالو مجتبی معظمی اسماعیل کاوسی محسن عامری شهرابیچکیدههدف اصلی پژوهش شناسایی ابعاد و مؤلفه‌های آموزش زبان مبتنی بر هویت حرفه‌ای است. بخش کیفی در دو گام به شناسایی ابعاد و مؤلفه‌ها با تکنیک تحلیل مضمون و بخش کمی با تحلیل کیو (روش آمیخته) انجام گرفت. نتایج کیفی برای 20 نفر از خبرگان ارسال گردید. روش کار نمونه گیری هدفمن چکیده کاملچکیدههدف اصلی پژوهش شناسایی ابعاد و مؤلفه‌های آموزش زبان مبتنی بر هویت حرفه‌ای است. بخش کیفی در دو گام به شناسایی ابعاد و مؤلفه‌ها با تکنیک تحلیل مضمون و بخش کمی با تحلیل کیو (روش آمیخته) انجام گرفت. نتایج کیفی برای 20 نفر از خبرگان ارسال گردید. روش کار نمونه گیری هدفمند و گلوله برفی است. نرم افزار بخش کیفی مکس کیودا و بخش کمی SPSS است. پس از جمع آوری نتایج، کارتها توزیع و اندازه کفایت دادهها با استفاده از آزمون کرویت بارتلت و آزمون کیزر-میر- اولکین تایید و استخراج عامل‌ها با استفاده از چرخش واریماکس صورت گرفت. نتایج تحلیل منجر به استخراج 7 بعد: "فلسفه ذهن و یادگیری"؛ "قوه/چرخه یادگیری و زمینه سازی آن"؛ "قوه تفکر و پرورش آن"؛ "نقش مغز در یادگیری"؛ "مکانیسم‌های فعال سازی مغز و حافظه"؛ "تبدیل و انتقال چندگانه داده ها"؛ و "الگوها/مدارها و تصاویر عصبی" شناسایی و استخراج گردیدند. کلمات کلیدی: هویت حرفه ای، آموزش زبان انگلیسی، یادگیری، کسب و کار پرونده مقاله -
دسترسی آزاد مقاله
141 - بررسی و ارزشیابی کمی دوره کارشناسی ارشد رشته مترجمی زبان انگلیسی در ایران
پرویز بیرجندی مانیا نصرتی نیاچکیده: هدف از انجام این تحقیق بررسی و ارزیابی دوره کارشناسی ارشد رشته مترجمی زبان انگلیسی می باشد. با وجود اینکه حدودا هشت سال از تشکیل این دوره می گذرد اما از ابتدای تشکیل هیچ نوع ارزیابی از این رشته انجام نشده است. به منظور انجام ارزشیابی حاضر، بعد از مطالعه بیش از چکیده کاملچکیده: هدف از انجام این تحقیق بررسی و ارزیابی دوره کارشناسی ارشد رشته مترجمی زبان انگلیسی می باشد. با وجود اینکه حدودا هشت سال از تشکیل این دوره می گذرد اما از ابتدای تشکیل هیچ نوع ارزیابی از این رشته انجام نشده است. به منظور انجام ارزشیابی حاضر، بعد از مطالعه بیش از 30 مدل ارزشیابی ابتدا مدل 2002) CIPP (Stufflebeam, که برای این تحقیق مناسبتر از بقیه مدلها بود انتخاب شد و سوالات تحقیق بر اساس چهار قسمت این مدل (Context, Input, Process, and Product) به شرح زیر نوشته شدند: 1- مهمترین مهارتهای زبانی(عمومی- آکادمیک) دانشجویان دوره کارشناسی ارشد رشته مترجمی زبان انگلیسی از نظر مدیران گروه، استادان و خود دانشجویان کدامند؟ 2- آیا برنامه آموزشی این دوره بر مبنای اهداف مصوبه شورای عالی برنامه ریزی وزارت علوم و آموزش عالی طرح ریزی و اجرا شده است ؟ 3- آیا در مورد ارزیابی دانش ومیزان تسلط دانشجویان روی مهارتهای زبانی، بین نظر استادان و دانشجویان هماهنگی وجود دارد؟ 4- به عنوان شاخص ونشان دهنده میزان موفقیت یا عدم موفقیت این دوره، آیا بین دانش و مهارتهایی که دانشجویان در این دوره کسب می نمایند و میزان رضایت آنان رابطه ای وجود دارد؟ اولین گام درجهت انجام این تحقیق نیاز سنجی جامعه ای بود که نیازها و اهداف دانشجویان، همچنین مشکلات زبانی و ترجمه ای آنها را در این دوره نشان دهند. این نیاز سنجی از طریق مشاهده کلاسی، انجام مصاحبه، تهیه و توزیع پرسشنامه ها در کلیه واحدهای دانشگاهی (سراسری و آزاد) که این رشته در آنها تدریس می شود (بغیر از واحد چابهار) انجام گرفت. بطور کلی اطلاعات بدست آمده حا کی از آن است که هدف اول این دوره آموزشی یعنی "تربیت مترجمان زبده در زمینه های علوم انسانی، علوم اجتماعی وغیره" که مورد نیاز جامعه می باشد چنا نکه باید وشاید تحقق پیدا نکرده است. بنظر می رسد که رفع این نا رسا یی نیاز به بررسی و انجام اقدامات اصلاحی نیاز دارد که امید می رود با راهنمایی و نظریات استادان و مسئولین امر به مرحله اجرا گذاشته شود. پرونده مقاله -
دسترسی آزاد مقاله
142 - رابطه ی کمرویی و پیشرفت تحصیلی در یادگیری زبان انگلیسی در دانشجویان پسرشرکت کننده در آموزشگاه های زبان کانون
مرضیه غلامی توران پشتی صمد کریم زادهچکیده: هدف اساسی این پژوهش بررسی تأثیر کمرویی در پیشرفت تحصیلی زبان انگلیسی دانشجویان پسر شرکت کننده در مراکز آموزشی زبان کانون می باشد. جامعه آماری این پژوهش کلیه دانشجویان پسر، شرکت کننده در آموزشگاه زبان کانون در شهرستان سیرجان می باشد. از این جامعه، تعداد 50 نفر به چکیده کاملچکیده: هدف اساسی این پژوهش بررسی تأثیر کمرویی در پیشرفت تحصیلی زبان انگلیسی دانشجویان پسر شرکت کننده در مراکز آموزشی زبان کانون می باشد. جامعه آماری این پژوهش کلیه دانشجویان پسر، شرکت کننده در آموزشگاه زبان کانون در شهرستان سیرجان می باشد. از این جامعه، تعداد 50 نفر به عنوان نمونه انتخاب شدند. ابزار اندازه گیری، پرسشنامه کمرویی می باشد که از اعتبار و روایی کافی برخوردار است و پیشرفت تحصیلی زبان انگلیسی توسط نمرات پایان ترم دانشجویان بررسی شد. نتایج نشان داد، جمعا" 40% دانشجویان شرکت کننده در مراکز آموزشی زبان، کمرو می باشند، تحلیل داده ها با استفاده از روش همبستگی نشان داد که بین نمره پیشرفت تحصیلی زبان انگلیسی با کمرویی و علاقمندی به زبان انگلیسی رابطه معنا داری وجود دارد. تحلیل رگرسیون نیز نشان دادکه می توان از روی متغیر پیش بین نمره کمرویی (با 99 درصد اطمینان)، متغیر ملاک (پیشرفت تحصیلی در یادگیری زبان انگلیسی) را پیش بینی نمود. معادله رگرسیون به شرح زیر تنظیم می شود: پرونده مقاله -
دسترسی آزاد مقاله
143 - مقایسه‌ی یادگیری زبان انگلیسی دانش‌آموزان دو زبانه با دانش‌آموزان یک زبانه
ناصر یوسفی احمد سهرابی عذرا اعتمادی سیداحمد احمدیچکیده: این پژوهش به بررسی رابطه دو زبانه و یک زبانه با یادگیری زبان انگلیسی در میان دانش آموزان پسر پایه سوم مقطع راهنمایی با کنترل سه متغیر فردی(هوش)، خانوادگی وآموزشگاهی می پردازد. در این پژوهش200 دانش‌آموز پایه سوم مقطع راهنمایی(نیمی عرب زبان ونیمی فارسی زبان)از مد چکیده کاملچکیده: این پژوهش به بررسی رابطه دو زبانه و یک زبانه با یادگیری زبان انگلیسی در میان دانش آموزان پسر پایه سوم مقطع راهنمایی با کنترل سه متغیر فردی(هوش)، خانوادگی وآموزشگاهی می پردازد. در این پژوهش200 دانش‌آموز پایه سوم مقطع راهنمایی(نیمی عرب زبان ونیمی فارسی زبان)از مدارس ناحیه چهار اهواز به طور تصادفی خوشه ای انتخاب شدند.برای جمع آوری اطلاعات از پرسشنامه محقق ساخته،آزمون هوشی ریون وامتحان معلم ساخته پایانی برای متغیرهای کنترل و یادگیری زبان انگلیسی استفاده شده است. نتایج پژوهش نشان داد بیشترین همبستگی ساده بین یادگیری زبان انگلیسی دانش آموز با تدریس شاگردمحور بدست آمده است.دراین پژوهش به جز متغیر های درسی محور و ترتیب تولد،بقیه متغیرها با یادگیری زبان انگلیسی رابطه داشته اند بخصوص متغیر دو زبانگی،تدریس شاگردمحور،موقعیت اقتصادی،فرهنگی خانواده،وضعیت مطلوب آموزشگاهی،تحصیلات معلم وهوش دانش آموز در معادله رگریسون مؤثر بوده اند.این متغیرها حدود 88 درصد واریانس یادگیری زبان انگلیسی را تبیین می کنند. با کنترل متغیرهای فردی،نمره زبان با دو زبانگی همبستگی معنی داری بدست آمد:( r = 47، 050/0α<). بدین ترتیب دو زبانگی بعد از کنترل برخی متغیرهای مربوط به دانش آموزان از قبیل هوش،خانواده،وضعیت، مدرسه معلم وتدریس شاگردمحور،می تواند 25درصد واریانس یادگیری زبان انگلیسی را تبیین کند که در سطح آلفای ( 05/0α<) معنی دار است.به طور کلی بعد از کنترل یا خنثی کردن متغیرهای خانوادگی،فردی وآموزشگاهی،دانش آموز دو زبانه ویک زبانه دریادگیری زبان انگلیسی با هم تفاوت معنی داری دارند.(یعنی دانش آموزان دو زبانه بیشتر از دانش آموزان یک زبانه،انگلیسی را یاد می گیرند)تحلیل کواریانس هم نتایج مشابهی نشان می دهد،که در بخش تبیین کاملاّ به آن اشاره شده است. پرونده مقاله
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