فهرست مقالات Think-aloud

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  1 - مقایسه تأثیر آموزش راهبردهای تصویر سازی ذهنی، تفکر بلند، بازنمایی کتبی و بازنمایی حرکتی بر عملکرد دانش‌آموزان ابتدایی در حل مسائل کلامی ریاضی
  مسعود سلیمی اسماعیل سعدی پور علی دلاور حسن ملکی
  هدف از انجام این پژوهش که به روش آزمایشی انجام شده است، مقایسه تأثیر آموزش راهبردهای تصویر سازی ذهنی، تفکر بلند، بازنمایی کتبی و بازنمایی حرکتی بر عملکرد دانش‌آموزان پسر پنجم ابتدایی در حل مسائل کلامی ریاضی بوده است. بدین منظور، از طریق روش نمونه گیری خوشه‌ای تصادفی دو چکیده کامل

  هدف از انجام این پژوهش که به روش آزمایشی انجام شده است، مقایسه تأثیر آموزش راهبردهای تصویر سازی ذهنی، تفکر بلند، بازنمایی کتبی و بازنمایی حرکتی بر عملکرد دانش‌آموزان پسر پنجم ابتدایی در حل مسائل کلامی ریاضی بوده است. بدین منظور، از طریق روش نمونه گیری خوشه‌ای تصادفی دو مدرسه ابتدایی پسرانه از ناحیه 3 آموزش و پرورش شهر اصفهان انتخاب شد. .به صورت تصادفی 75 نفر از دانش‌آموزان این 2مدرسه انتخاب و به صورت تصادفی نیز به 5 گروه 15 نفری شامل گروه تصویر سازی ذهنی، گروه تفکر بلند، گروه بازنمایی کتبی یا نوشتاری (رسم شکل، تصویر، جدول، نوشتن کلمات و نمادها)، گروه بازنمایی حرکتی (استفاده از دست‌ها) و گروه کنترل تقسیم شدند. به تمامی دانش‌آموزان 5 گروه یک پیش آزمون شامل 12 مسأله کلامی ریاضی وآزمون ماتریس‌های پیشرونده ریون داده شد. تفاوت معناداری بین میانگین نمره‌های کسب شده توسط دانش‌آموزان 5 گروه در پیش آزمون و آزمون هوشی ریون مشاهده نشد. به هر یک از گروه‌های آزمایشی به مدت 10 جلسه 45 دقیقه‌ای آموزش داده شد. گروه کنترل هیچ آموزشی را دریافت نکرد. پس از اتمام جلسات آموزشی، تمامی افراد 5 گروه، به پس آزمون حل مسائل کلامی ریاضی که فرم مشابه و همتای پیش آزمون بوده است، پاسخ دادند. تحلیل واریانس یک طرفه بر روی تفاضل نمره‌های پیش آزمون ـ پس آزمون دانش‌آموزان گروه‌های آزمایشی و کنترل، تفاوت‌های قابل ملاحظه و معناداری را بین گروه‌ها نشان داد. دانش‌آموزان گروه بازنمایی کتبی و گروه تصویر سازی ذهنی ، در مقایسه با گروه کنترل، عملکرد بهتری در پس آزمون نشان دادند. نتایج به دست آمده، تأثیرمثبت استفاده ازروش‌های بازنمایی کتبی و تصویرسازی ذهنی را در حل مسائل کلامی ریاضی، تأیید می‌کنند. پرونده مقاله
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  2 - Promoting EFL Learners’ Writing Skills via Reflection: The Case of Kolb’s Experiential Learning Cycle
  سلمان اصحابی مژگان رشتچی مسعود سیری
  10.30495/jal.2023.1993016.1511
  Writing skill is a challenging and frequently-used activity in academic circles. This study investigated the effects of reflective writing on EFL learners’ writing performance. The participants were 61 Iranian EFL learners from two intact university classes random چکیده کامل

  Writing skill is a challenging and frequently-used activity in academic circles. This study investigated the effects of reflective writing on EFL learners’ writing performance. The participants were 61 Iranian EFL learners from two intact university classes randomly assigned to the non-reflective (n=31) and reflective (n=30) groups. Over sixteen sessions of instructions over eight weeks, the non-reflective group was taught using the traditional writing method; however, the reflective group was exposed to reflective writing instruction under Kolb’s Model. The data were collected through reflective writing compositions and the content analysis of think-aloud protocols. The quantitative data analysis revealed that the reflective group significantly outperformed the non-reflective group in writing compositions. The thematic analysis of think-aloud protocols substantiated the quantitative data findings, indicating that all participants went through the cognitive psychological processes of ‘planning, drafting, pausing and thinking, reading and reproducing, reviewing, editing and revising’ as they were engaged in reflective writing via Kolb’s Experiential Learning Cycle. The results offer significant implications for language instructors, curriculum planners, and course designers. پرونده مقاله
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  3 - An Investigation of Cognitive Processes of Interpretation from Persian to English
  سمانه تیموریان ماندانا یوسفی
  This study examined the cognitive processes in interpretation through employing Think-aloud Protocols (TAPs) among Iranian translators. The participants included 10 professional and nonprofessional translators selected through Nelson Proficiency Test. TAP and retrospect چکیده کامل

  This study examined the cognitive processes in interpretation through employing Think-aloud Protocols (TAPs) among Iranian translators. The participants included 10 professional and nonprofessional translators selected through Nelson Proficiency Test. TAP and retrospective interview were used as the major instruments in order to collect the data from self-reports protocols. In order to assess the translators' mind activity in the flow of interpretation, they were administered a translation test of approximately 150 words concerning a general subject. Then, the applied cognitive processes (attention, comprehension, memory processes, and problem solving) by the participants were determined and examined. Also, for identifying the significance of differences between the translators concerning the cognitive processes, a chi-square nonparametric test was run. Analyzing the translators' performance during think aloud activity of interpretation revealed that both professional and nonprofessional translators have used the same cognitive processes and the results of the chi-square test revealed there was no significant difference between them at the level of comprehension, memory processes, and problem solving. However, significant difference was observed at the attention level. The findings can help the instructors to become aware about mental abilities and are beneficial for students and translators to improve their translation ability. پرونده مقاله
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  4 - Test-taking Strategies and EFL Learners’ Performance on the Reading Sub-test of Iranian Universities PhD Entrance Exam
  Elahe Nikneshan Hossein Barati
  The present study was an attempt to investigate the validity of the English section of Iranian Universities PhD Entrance Exam in TEFL. To this end, 15 EFL learners from university of Isfahan who were in their last semester of that MA education were invited to contribute چکیده کامل

  The present study was an attempt to investigate the validity of the English section of Iranian Universities PhD Entrance Exam in TEFL. To this end, 15 EFL learners from university of Isfahan who were in their last semester of that MA education were invited to contribute to the study. A group of 5 university lecturers were also asked to support the study as expert judges. A TOEFL reading paper was used to divide the participants into three ability groups, each consisting of five learners. Think-aloud study was used to find out the strategies each ability group used when completing the test. All the participants completed the reading section of the PhD Entrance Exam while verbalizing their thoughts. The verbal reports were transcribed and coded based on Barati’s (2005) taxonomy of Test-taking strategies. The Chi- square analysis of the think aloud protocols revealed that Monitoring and Evaluation strategies were used significantly more than other strategies by all ability groups. Moreover, the results indicated that the high ability group of test takers were more successful compared with others in maneuvering among different type of strategies. Further, different patterns of strategy use were observed in the three ability groups. The findings of the present study may be of interest to the PhD Entrance Exam developers as well as EFL material designers and classroom instructors. پرونده مقاله
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  5 - Writers on the Move: Visualizing Composing Processes Involved in Academic Writing
  Alireza Ameri Zahra Pourniksefat
  The present research study aimed to explore covert processes of editing and revision which were involved in writing four different academic text genres (i.e. abstract, conclusion, data commentary, and cover letter) in English language. To this end, six EFL learners with چکیده کامل

  The present research study aimed to explore covert processes of editing and revision which were involved in writing four different academic text genres (i.e. abstract, conclusion, data commentary, and cover letter) in English language. To this end, six EFL learners with Persian as their mother were recruited to participate in this study. All the participants attended an induction session and each individual participant was invited to attend four writing sessions (total of 26 sessions for all 6 participants). Think-aloud protocol was employed for participants to verbalize all their thought processes, including stray notions, false starts, and incomplete or fragmentary thoughts, while performing the composition tasks. All the writing sessions were video-recorded and the participants were asked to insert their texts in Microsoft Word, which was in fact linked to the keystroke logging program, that is, Inputlog. The composition tasks were then dropped into Inputlog software to trim (i.e. reconstruct text production). The collected data were analyzed using qualitative content analysis as an interpretation and analysis method based on a three-step procedure proposed by Strauss and Corbin in grounded theory (open coding, axial coding, and selective coding). The results offered four main processes of planning, formulating, evaluating, and reformulating. The reformulating process was further subdivided into editing and revision. To draw a more accurate comparison between the processes, the researchers needed to resort to a statistical apparatus and run the Test of Chi Square. The results of chi-square indicated that there were significant but weak differences between the processes of editing and revision among different text genres. The results of the study would contribute to an understanding of how writing, editing and revising processes could integrate the learners into the process of academic writing. پرونده مقاله