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دسترسی آزاد مقاله
1 - 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
2 - Developing Interactive Tasks in Iranian EFL Students’ Self-Monitoring, Self-Regulation, and Willingness to Communicate Using ICT Tools
Fereshte Abkhoo Roya Baharlooei Hadi Salehi Omid TabatabaeiThis mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using t چکیده کاملThis mixed-methods design study has been conducted to gain insights into the developing interactive tasks in Iranian EFL students in terms of self-monitoring, self-regulation, and willingness to communicate within the educational system. The study collected data using the questionnaires measuring self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC) to compute the differences in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The study adopted a qualitative interview-based methodology with EFL learners who took part in the investigation and the extent to which they could achieve and receive the instruction with significant findings. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students’ motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. As the results of the study, using the independent sample t-test, the interactive tasks could facilitate suitable training and professional development. The major finding of the study was related to the influence of interactive activities in improving positive attitudes towards interactive tasks and was beneficial to language learning. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students’ achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects. پرونده مقاله -
دسترسی آزاد مقاله
3 - A Comparative Study of the Effects of Interactive Versus Individual Performance Tasks on EFL Learners’ Speaking Skill
رویا خوئی احسان ذولفقاری یونسیInteraction has always been viewed as a key element in developing the knowledge of an L2 and establishing dynamic communicative episodes. However, it is not always materialized in foreign language learning contexts where access to English speakers is limited. Hence, thi چکیده کاملInteraction has always been viewed as a key element in developing the knowledge of an L2 and establishing dynamic communicative episodes. However, it is not always materialized in foreign language learning contexts where access to English speakers is limited. Hence, this study investigated the effects of employing interactive and individual performance tasks on Iranian male EFL learners’ speaking ability. The participants were 32 homogeneous upper-intermediate EFL learners in two intact classes, randomly assigned to two experimental groups. The first experimental group performed problem-solving, reasoning-gap, and opinion-gap tasks individually, and the second group employed problem-solving, reasoning-gap, and information-gap tasks through team-work for 16 sessions. Two speaking pre- and post-tests were administered to evaluate the participants’ oral performance before and after the treatment. The statistical analysis of the data showed no statistically significant difference between the mean scores of the two groups on the speaking post-test, indicating that neither form of performance was superior to the other in the process of developing L2 oral proficiency. However, the results of two paired samples t-tests demonstrated that the learners’ speaking skill had significantly improved in both groups at the end of the experiment. Therefore, the researchers concluded that a careful execution of individual performance tasks in the absence of interaction could also contribute to developing speaking an L2. پرونده مقاله -
دسترسی آزاد مقاله
4 - Iranian Students' Emotional Perceptions of the Effects of Interactive Tasks on Self-Monitoring, Self-Regulation, and Willingness to Communicate
Fereshteh Abkhoo Roya Baharlooie Hadi Salehi Omid TabatabaeiEngagement and interaction have recently been considered practical activities essentially in educational settings. Due to the importance of this notion, this research paper reviewed the qualitative study aimed to find out the evaluation of Iranian EFL students' emotiona چکیده کاملEngagement and interaction have recently been considered practical activities essentially in educational settings. Due to the importance of this notion, this research paper reviewed the qualitative study aimed to find out the evaluation of Iranian EFL students' emotional attitudes and perceptions towards interactive tasks on self-monitoring, self-regulation, and willingness to communicate in learning. Accordingly, the study as personality assessment developed the semi-structured interviews with 40 students in an experimental group and 40 students in a control group to explore students' motivational beliefs and their attitudes towards interactive tasks influencing their performance in learning and assisting them to communicate successfully. Based on the attitudinal analysis as the results of this study, using the Transcribed Interview Sample with coding (an extract) clearly identified that students with interactive tasks mainly outperformed those with regular instruction. Furthermore, the findings of the research indicated that students' achievement was improved in terms of their motivation, autonomy, and empowerment as contributed to their learning. However, this study revealed that teachers could increase the academically collaborative talk as well as social-emotional behavior of students in their teaching and learning environments to share feeling safe, taking risks, and enjoy constructive effects. پرونده مقاله -
دسترسی آزاد مقاله
5 - Effects of Using Interactive Tasks on Iranian EFL Students’ Self-Monitoring, Self-Regulation, and Willingness to Communicate Using ICT Tools
Fereshteh Abkhoo Roya Baharlooie Hadi Salehi Omid TabatabaeiThe current quasi-experimental quantitative study aimed to find out how interactive tasks could impact the Iranian EFL students’ self-monitoring, self-regulation, and willingness to communicate in a classroom setting. The study utilized there questionnaires, self- چکیده کاملThe current quasi-experimental quantitative study aimed to find out how interactive tasks could impact the Iranian EFL students’ self-monitoring, self-regulation, and willingness to communicate in a classroom setting. The study utilized there questionnaires, self-monitoring scale (SMS), self-regulated language learning scale (SRLLS), and willingness to communicate (WTC), to assess changes in interactive scores of 40 students in an experimental group with the interactive scores of 40 students in a control group. The results of this study, using the independent sample t-test, clearly revealed that the students with the interactive tasks mainly outperformed those with the regular instruction. In more, the study proposed that the interactive tasks were effective to improve the students’ achievement as well as alleviate and increase their performance through utilizing interactional competence. The findings of the research also indicated that the students were in an attempt to be the more adaptive and engaged learners which would be contributed to their learning. However, applying teaching methods should address interactive activities in an effective and meaningful way in a non-threatening environment in the classroom to increase engagement in the language classroom alongside the improvement of the students’ confidence and enhancing learning. پرونده مقاله
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