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دسترسی آزاد مقاله
1 - A Study into the Effects of Competitive Team-Based Learning and 'Learning Together' on the Oral Performance of Intermediate EFL Learners
Mahdi Mardani Tahereh JahanbazianThe present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) -- on oral performance چکیده کاملThe present study intended to look into and compare the possible effects of Competitive Team-Based Learning (CTBL) with Learning Together (LT) or Cooperative Group-Based Learning (CGBL) – the most popular method of Cooperative Learning (CL) -- on oral performance of Iranian EFL intermediate students. After administering the oral interview, this researcher selected a group of 40 almost homogeneous Iranian intermediate students and randomly assigned them to control and experimental groups – 20 per group. Based on their scores, the experimental class were divided into 5 almost heterogeneous teams - four members each. But in the control group, the participants were allowed to shape their own favourable groups. For six weeks (18 sessions of 90 minutes each), both the groups received the same course materials, instructor, curriculum, out of-class and in-class assignments, schedule of instruction and equivalent methods of evaluation, but the experimental group experienced language learning via CTBL rather than via the CGBL as their counterparts in the control group. At the end of the course again the oral interview was administered to both the groups. Then the obtained scores on pre-test and post-test were analyzed through different statistical procedures. The results of the study rejected the null hypothesis and provided evidence supporting the hypothesis that CTBL can have a more significant effect on improving the oral performance of Iranian intermediate students. This researcher will discuss the probable causes for the results of the study, and will shed light on the pedagogical implications. She will also suggest recommendations for further research. پرونده مقاله -
دسترسی آزاد مقاله
2 - Intermediate EFL Learners’ Shyness, Communication Apprehension, the Accuracy and Fluency of their Oral Performance
Maryam Babapoor Zohreh Seifoori Mahtaj ChehrehAchieving proportionate levels of accuracy and fluency in oral proficiency seems extremely far-fetched to many adult learners whose enthusiasm to learn through participation in communicative tasks is adversely influenced by aversive affective factors like shyness and co چکیده کاملAchieving proportionate levels of accuracy and fluency in oral proficiency seems extremely far-fetched to many adult learners whose enthusiasm to learn through participation in communicative tasks is adversely influenced by aversive affective factors like shyness and communication apprehension (CA). The present correlational study explored Iranian English learners’ shyness and CA, and the accuracy and fluency of their task-based performance for any probable association. The research participants comprised a homogenous sample of 50 female learners from a pool of 70 intermediate learners. The revised Cheek and Buss Shyness Scale (RCBS) (Cheek, 1983), and Personal Report of Communication Apprehension-24 (McCroskey, 1982) were employed to measure the participants’ shyness and CA. A narrative picture-description task was used to elicit and record the participants’ oral performance. Further statistical analyses of the data verified that the group was within the shyness and apprehension range and that these features were negatively correlated with the fluency and accuracy of their speech. The findings underscore the need to help learners overcome these deterrent variables to enhance their disrupted and inaccurate performance. Pedagogical implications will be discussed in the paper. پرونده مقاله -
دسترسی آزاد مقاله
3 - The Effect of Portfolio Assessment on the Development of Metadiscourse Markers Awareness in EFL Learners' Oral Performance
tooba mardaniPortfolio assessment as one of the alternatives to testing is defined as the systematic collection of student work measured against predetermined scoring criteria. This paper aimed to investigate the effect of portfolio assessment in the oral performance of EFL learners چکیده کاملPortfolio assessment as one of the alternatives to testing is defined as the systematic collection of student work measured against predetermined scoring criteria. This paper aimed to investigate the effect of portfolio assessment in the oral performance of EFL learners in an attempt to examine its impact on their metadiscourse awareness. To determine the impact of portfolio assessment on the oral performance and metadiscourse awareness of EFL learners, 60 university students majoring in English language teaching were initially selected. After being homogenized for their proficiency level, they were randomly divided into an experimental group (EG) and a control group (CG). As the treatment, portfolio assessment was employed as the teaching technique for the experimental group. Data was then subjected to different statistical procedures. The results of data analysis revealed that the participants in the EG outperformed those in the CG with regard to the achievement in their overall oral performance. Second, the findings showed that experimental groups’ awareness to metadiscourse markers significantly increased after instruction. The findings of the present study have implications for learners and teachers in the realm of TEFL in particular and education in general. پرونده مقاله -
دسترسی آزاد مقاله
4 - عوامل تاثیرگذار بر ارزیابی فعالیت های فرهنگی دانشگاه آزاد اسلامی بر مبنای اسناد بالادستی
ناصر فاضل هروی جعفر قهرمانی ابوالفضل قاسم زاده علیشاهیهدف این پژوهش تعیین عوامل تاثیرگذار بر ارزیابی فعالیت‌های فرهنگی در دانشگاه آزاد اسلامی کشور بر مبنای اسناد بالا دستی است. این تحقیق از نظر هدف ، یک بررسی کاربردی و از نظر زمانی یک بررسی مقطعی است. جامعه آماری، کلیة متخصصان حوزه فرهنگی شاغل در دانشگاه‌ها، مراکز آموزش عا چکیده کاملهدف این پژوهش تعیین عوامل تاثیرگذار بر ارزیابی فعالیت‌های فرهنگی در دانشگاه آزاد اسلامی کشور بر مبنای اسناد بالا دستی است. این تحقیق از نظر هدف ، یک بررسی کاربردی و از نظر زمانی یک بررسی مقطعی است. جامعه آماری، کلیة متخصصان حوزه فرهنگی شاغل در دانشگاه‌ها، مراکز آموزش عالی، حوزه‌های علمیه و برخی معلمان با تجربه تا حد اشباع نظری بود. داده‌ها از طریق مصاحبه عمیق و نیمه‌ساختار یافته با18 نفر خبره که با روش نمونه‌گیری نظری انتخاب شده بودند، گردآوری شد. برای تجزیه و تحلیل داده‌ها از نرم‌افزار آماری MaxQDA استفاده شد. از روش تئوری داده‌بنیاد با رهیافت نظام مند نیز برای تجزیه و تحلیل داده ها استفاده گردید. با توجه به تعاریف عملکرد فرهنگی دانشگاه ، دو مقوله ذاتی شامل عملکرد فرهنگی-رفتاری دانشگاه و عملکرد فرهنگی-کارکردی دانشگاه است. هر کدام از مقوله‌ها، در زیر مقوله یکی از مقوله های ذاتی دسته بندی شدند. بررسی مطالعات انجام شده حاکی از تایید نتایج بود . در نهایت ، عملکرد بالای فرهنگی دانشگاه با همراهی بسترسازهای سازمانی و بسترسازهای فراسازمانی، بستری برای دستیابی به اهداف را ایجاد می کند و از طریق راهبردهای سازمانی و راهبردهای فراسازمانی ، به اهداف عالی خود نائل می شود. پرونده مقاله -
دسترسی آزاد مقاله
5 - The Efficacy of the Inclusion of Recast and Prompts Corrective Feedback in Task- based Language Teaching on Iranian EFL Learners' Knowledge of Grammar
نورالدین یوسفی وحید محمدیThis study was an attempt to explore the impacts of recast and prompt as two types of corrective feedback on the development of knowledge of past tense by Iranian pre-intermediate EFL learners. This study followed quasi- experimental design including pre-test, treatment چکیده کاملThis study was an attempt to explore the impacts of recast and prompt as two types of corrective feedback on the development of knowledge of past tense by Iranian pre-intermediate EFL learners. This study followed quasi- experimental design including pre-test, treatment, an immediate post-test, and a delayed post-test procedure. Initially, the pretest data from learners' performance on the Oral Performance Test (OPT) and the Untimed Grammatical Judgment Test (UGJT) was collected. After administering the pretest, the researchers gave the treatment to two experimental groups. Recast corrective feedback was supplied to the first experimental group, prompt corrective feedback was provided to the second experimental group, and no specific corrective feedback was given to the control group. The immediate post-test was given immediately following the delayed post-test, which was performed three weeks later. The findings of the study showed that when it came to their explicit and implicit knowledge of past tense, students who received prompt or recast corrective feedback outperformed those who received no particular corrective feedback. The results also showed that in this area, students in the group receiving prompt corrective feedback still did significantly much better than those in the recast group. The findings of this study may be useful for all stakeholders in the field of education but particularly for language teachers and students. They would benefit language teachers, teacher trainers, and material developers interested in employing task-based approach with feedback in their pedagogical activities. پرونده مقاله -
دسترسی آزاد مقاله
6 - The Impact of Mixed Planning on the Accuracy of Iranian Learners’ Oral Performance
زهره سیفوری پرویز بیرجندیThis study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – چکیده کاملThis study set out to explore the impact of three levels of task planning on the accuracy of task-based oral performance with narrative task types among sixty Iranian sophomores majoring in Teaching English as a Foreign Language (TEFL) at Islamic Azad University – Tabriz Branch. It was hypothesized that simultaneous pre-task/on-line planning would lead to more accurate performance. To test the research hypothesis, a quasi experimental design was used with three levels of planning (pre-task planning (PTP), on-line task planning (OLP), pre/on-line task planning (POLP). The participants in the study included 60 pre-intermediate TEFL sophomores at Islamic Azad University-Tabriz Branch who were selected out of a population of 200 TEFL sophomores on the basis of their scores on a proficiency test and an oral pre-test. One-way ANOVA run on the post-test data indicated statistically significant effects on the accuracy of the participants' task-based oral performance under POLP planning condition. However, there was no significant effect on accuracy as a result of PTP and OLP planning. The independent samples t-test analysis revealed significant accuracy gains in the POLP groups whereas the same improvements were not observed in the PTP and OLP planners. پرونده مقاله -
دسترسی آزاد مقاله
7 - ارائه مدلی برای ارزیابی فعالیت‌های فرهنگی دانشگاه آزاد اسلامی بر مبنای اسناد بالا دستی
ناصر فاضل هروی جعفر قهرمانی ابوالفضل قاسم‌زاده علیشاهیاسناد بالادستی، جزء مهم ترین اسناد مرتبط با حوزه فعالیت‌های فرهنگی که در بسیاری از تصمیمات و اقدامات مهم در حوزه فرهنگی مورد استفاده قرار می‌گیرد. هدف از این پژوهش ارائه مدلی جهت ارزیابی فعالیت‌های فرهنگی در دانشگاه آزاد اسلامی کشور بر مبنای اسناد بالا دستی است. روش تحق چکیده کاملاسناد بالادستی، جزء مهم ترین اسناد مرتبط با حوزه فعالیت‌های فرهنگی که در بسیاری از تصمیمات و اقدامات مهم در حوزه فرهنگی مورد استفاده قرار می‌گیرد. هدف از این پژوهش ارائه مدلی جهت ارزیابی فعالیت‌های فرهنگی در دانشگاه آزاد اسلامی کشور بر مبنای اسناد بالا دستی است. روش تحقیق از نوع تفسیرگرایی و از نظر هدف یک بررسی کاربردی[1] و از نظر زمانی یک بررسی مقطعی[2] است. جامعه این پژوهش، شامل کلیة متخصصان حوزه فرهنگی شاغل در دانشگاه‌ها، مراکز آموزش عالی و حوزه‌های علمیه تا حد اشباع نظری می‌باشد. در این پژوهش از روش تئوری داده بنیاد با رهیافت نظام مند برای تجزیه و تحلیل داده ها استفاده شد. داده های پژوهش از طریق مصاحبه های عمیق و نیمه ساختار یافته با 18 نفر خبره که با روش نمونه گیری نظری انتخاب شده اند، گردآوری شد. برای تجزیه و تحلیل داده‌ها از نرم‌افزار آماری MaxQDA استفاده شد. نتایج حاصل نشان داد عوامل سازمانی شرایط لازم جهت شکل گیری عملکرد بالای فرهنگی دانشگاه را فراهم می کنند. دستاوردهای حاصل از تحقیق می تواند در راستای ارزیابی فعالیت های فرهنگی دانشگاه آزاد اسلامی برمبنای اسناد بالادستی به کار رود. 5- Applied 6- Cross Sectional پرونده مقاله -
دسترسی آزاد مقاله
8 - Cross-linguistic Validation of Processability Theory: The Case of EFL Iranian Students’ Speaking Skill
Saeed Taki Maryam HamzehianAbstract This study investigated the validity of processability theory proposed by Pienemann (1998/2015) among Iranian EFL learners’ oral performance. The theory defines six procedural stages for learners in the process of second language acquisition. In order to چکیده کاملAbstract This study investigated the validity of processability theory proposed by Pienemann (1998/2015) among Iranian EFL learners’ oral performance. The theory defines six procedural stages for learners in the process of second language acquisition. In order to conduct the study, 10 intermediate EFL learners were selected based on their performance on Oxford Placement Test. Then, they participated in five tasks; namely, interview, spot-the- difference task, picture description, picture identification and story-telling task. Their speech was recorded and then transcribed according to predetermined structures (i.e., interrogatives, word order, and negation) called target structures. The frequency of the occurrence of target structures was calculated based on the emergence criterion. The results showed that Iranian EFL learners produced language structures in the predicted procedural stages as proposed by processability theory. Thus, processability theory can be valid for Iranian EFL learners too. پرونده مقاله -
دسترسی آزاد مقاله
9 - Investigating the Oral Performance of Demotivated and Motivated Iranian Seminary EFL Learners
Ahmad MolaviThe concept of demotivation and removing possible barriers of learning has been researched and advocated throughout the ESL/EFL literature but it seems that it has not been well studied at least on Iranian seminary EFL learners. As such, this study aimed at investigatin چکیده کاملThe concept of demotivation and removing possible barriers of learning has been researched and advocated throughout the ESL/EFL literature but it seems that it has not been well studied at least on Iranian seminary EFL learners. As such, this study aimed at investigating the effect of demotivation on oral performance of Iranian EFL seminary learners and finding possible demotivating factors which may affect it. The participants were 50 male intermediate EFL learners studying at Islamic Propagation Office, Isfahan, Iran, selected based on their performance on the Oxford Placement test. A pretest-posttest design oral performance exam was used. The participants were divided into two groups of motivated and demotivated group based on the motivational questionnaire (Celce-Murcia, Brinton, & Goodwin, (1996). The collected data included: (1) the results of the motivational questionnaire, (2) the results of the oral tasks (used as pre and post tests) and (3) responses to a semi-structured interview regarding the possible demotivating factors which may influence participants' oral performance. The independent sample t-test and paired samples t-test were used to determine whether there were significant inter and intra-group differences. The results provide evidence that motivation helps enhance EFL seminary learners’ oral performance and demotivation significantly hinders improving it. پرونده مقاله -
دسترسی آزاد مقاله
10 - Students’ Oral Assessment Considering Various Task Dimensions and Difficulty Factors
Houman Bijani Adnan SatariyanThis study investigated students’ oral performance ability accounting for various oral analytical factors including fluency, lexical and structural complexity and accuracy with each subcategory. Accordingly, 20 raters scored the oral performances produced by 200 s چکیده کاملThis study investigated students’ oral performance ability accounting for various oral analytical factors including fluency, lexical and structural complexity and accuracy with each subcategory. Accordingly, 20 raters scored the oral performances produced by 200 students and a quantitative design using a MANOVA test was used to investigate students’ score differences of various levels of language proficiency groups with respect to their oral scores in each analytical factor. The findings showed that students, in each level of language proficiency, were different from each other regarding various measures of fluency, lexical complexity, structural complexity and accuracy when performing the five oral tasks. Besides, the findings showed that language planning, perspective and immediacy were the determining dimensions in oral task difficulty. The findings demonstrated the usefulness of analytical approaches to rater training programs in detecting rater effects and demonstrating the consistency and variability in rater behavior. The analysis confirmed that the nature of second language oral construct is not constant, thus different results are achieved using different oral task dimensions. Consequently, the outcomes have constructive implications in the use of feedback as a reliable indicator of task difficulty and specifically as a basis for test design and validation. پرونده مقاله -
دسترسی آزاد مقاله
11 - Adopting Multiple Intelligence-Based Activities (MIBAs) to Enhance Male and Female EFL Learners’ Oral Performance
مرجان لطفی خواجویی رویا بهارلویی Hadi Salehi Omid TabatabaeiThis study aimed to investigate the effectiveness of Gardner’s multiple intelligence-based activities (MIBAs) to improve the oral performance of male and female EFL learners. To this end, 60 Iranian intermediate EFL learners were selected out of 120 learners based چکیده کاملThis study aimed to investigate the effectiveness of Gardner’s multiple intelligence-based activities (MIBAs) to improve the oral performance of male and female EFL learners. To this end, 60 Iranian intermediate EFL learners were selected out of 120 learners based on their scores on a sample Oxford Quick Placement Test (OQPT) and divided into two equal groups of experimental (n=30) and control (n=30). The IELTS speaking test was administered as a pretest. The experimental group was taught through some appropriate activities based on the definition of eight types of Gardner’s intelligences. At the same time, a method including conventional speaking activities such as repetition drills, memorization, reading texts, and answering some knowledge questions was employed for the control group. The treatment period lasted for 10 weeks. After the treatment, the oral posttest, the same as the pretest, was administered to investigate the impact of the teaching process on the learners' oral performance. The participants’ oral proficiency was evaluated using both the IELTS speaking band scores and a researcher-made evaluation sheet including eight speaking components. The findings revealed that the experimental group outperformed the control group. The use of MIBAs significantly affected EFL learners’ oral performance and improvement regardless of their gender. The findings may offer some implications for the fields of teaching, material preparation, and curriculum designing. Additionally, the findings can make optimal changes for assessment methods. پرونده مقاله
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