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جستجو در مقالات منتشر شده |
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37 نتیجه برای Efl
Fatemeh Chahkandi، Abbass Eslami Rasekh، Mansour Tavakoli،
دوره 19، شماره 1 - ( 1-1395 )
چکیده
This research intends to explore the efficacious English teachers’ goals and strategies to effectively manage their own as well as their students’ emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers’ goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students’ mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management
، ، ،
دوره 19، شماره 2 - ( 6-1395 )
چکیده
Mahmood Reza Atai، ، ،
دوره 20، شماره 1 - ( 1-1396 )
چکیده
Ali Akbar Jabbari، Mohammad Omid Mohammadi، Ali Mohammad Fazilatfar،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Zahra Masoumpanah، Mohammad Hassan Tahririan، Ahmad Alibabaee، Katayoon Afzali،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Katayoon Afzali،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses. |
Zahra Hesami، Golnar Mazdayasna، Ali Mohammad Fazilatfar،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development. |
Marzieh Souzandehfar،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| For the first time, this study combined models and principles of authentic assessment from two parallel fields of applied linguistics as well as general education to investigate the authenticity of the TOEFL iBT speaking module. The study consisted of two major parts, namely task analysis and task survey. Utilizing Bachman and Palmer’s (1996) definition of authenticity, the task analysis examined the degree of the correspondence between the characteristics of the speaking module tasks in the TOEFL iBT test and those of target language use (TLU) tasks. In the task survey, a Likert Scale questionnaire of authenticity was developed by the researcher based on Herrington and Herrington’s (1998; 2006) four criteria of authentic assessment. The questionnaire was sent through email to 120 subjects who had already taken the test in order to elicit their attitudes towards the degree of the authenticity of the speaking section tasks. The results of the task analysis revealed a limited correspondence between the characteristics of the test tasks and those of the TLU tasks. However, the results of the task survey indicated that except for one factor (indicators), most of the test takers had a positive view toward the authenticity of the speaking module tasks in terms of the three other factors (context, student factor, task factor) |
Muhamad Alii Rahimi، Javad Gholami، Zhila Mohammadnia،
دوره 21، شماره 2 - ( 6-1397 )
چکیده
| The present study was undertaken to investigate the effects of varying frequency patterns (FPs) of words on the productive acquisition of a young EFL learner in a home setting. Target words were presented to the learner using games and role plays. They were subsequently traced for their frequencies in input and output. Eighteen immediate tests and delayed tests were administered to measure the oral production following the treatments. To examine the efficacy of varying FPs, target words were grouped into four sets: High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO). The findings revealed that the differences among the FPs were statistically significant. Meanwhile, Wilcoxon signed-rank test identified a significant discrepancy between the words with LILO and HIHO frequency patterns. The findings demonstrated that the differences in FPs led to different productive gains, and higher word production cropped up when words occurred very frequently both in input and output. This study shows that higher teacher talk in tandem with higher learner talk could boost lexical production by a young learner in meaning-focused instructions. |
لیلا حسن زاده، سعیده آهنگری، نسرین حدیدی تمجید،
دوره 23، شماره 1 - ( 1-1399 )
چکیده
در روانشناسی آموزشی، ساختارهای فکری هر فرد به مجموعه ای از باورهای اصلی در مورد هوش و نقش آن در یادگیری موفق در یک حیطه خاص اشاره دارد (رایان و مرسر، 2012). با در نظر گرفتن نقش میانجیگری تعامل و خود-تنظیمی، مطالعه حاضر به بررسی نقش ساختارهای فکری افراد در مورد زبان و یادگیری زبانی در پیش بینی دستاورد انگلیسی زبان آموزان در برخی از آموزشگاههای زبان در شهر تبریز، ایران، می پردازد. نخست داده ها از طریق سه پرسشنامه با نامهای پرسشنامه ساختارهای فکری زبانی لوو و نولز (2017)، پرسشنامه تعامل دانشجویان ماراکو و دیگران (2016) ، مقیاس یادگیری خود-تنظیم شدهَ آکادمیک ماگنو (2010)، و همچنین نمرات انگلیسی زبان آموزان در آخر ترم جمع آوری شد. سپس، داده ها توسط نرم افزارهای SPSS 20 و Amos 8 به صورت کمّی تجزیه و تحلیل شدند. نتایج به دست آمده نشان میدهد که ارتباط مستقیم و معناداری بین ساختارهای فکری زبانی و دستاورد انگلیسی وجود دارد. همچنین، نقش میانجیگری تعامل و خود-تنظیمی در این رابطه معنادار است. بر اساس این نتایج، لازم است معلمین بر ترویج ساختارهای فکری که بر رشد و استعداد نهانی و نه بر محدودیت و ایستایی تأکید دارند، اهتمام ورزند.
علی اکبر آریامنش، حسین براتی، منیژه یوحنایی،
دوره 23، شماره 2 - ( 6-1399 )
چکیده
این مطالعه به مقایسه سه سوال ترکیبی بخش گفتاری آزمون تافل اینترنتی از نظر پیچیدگی، درستی، و روانی می پردازد. بدین منظور، گروهی از داوطلبان ایرانی آزمون تافل اینترنتی چند روز قبل از آزمون اصلی در یک آزمون شبیه ساز تافل شرکت کردند. پاسخهای شفاهی جمع آوری شده درابتدا به شکل نوشتاری درآورده شدند و سپس با استفاده از نرم افزارهایی از قبیل سیلاب شمار و "کومتریکس 3" به ترتیب از بعد روانی و پیچیدگی مورد سنجش قرار گرفتند. البته برای سنجش درستی کلام، پاسخها به صورت دستی تحلیل شدند. نتایج نشان داد که پاسخها به سه سوال گفتاری از بعد روانی به شکل معناداری با هم متفاوت بودند. از نظر شاخص درستی نیز تفاوت معناداری حاصل شد، البته مقایسه های دو به دو با نوساناتی همراه بود. در اتباط با شاخص های انتخاب شده برای پیچیدگی، تنوع واژگانی، میانگین تعداد توصیف کننده های ماقبل اسم، و تحلیل معنایی پنهان تفاوت های معناداری بین سوالات 2 و 3 از یک سو و سوال 4 از سوی دیگر نشان دادند. با این وجود، شاخص درونه شدگی ماقبل فعل هیچگونه تفاوت معناداری بین سه سوال نشان نداد. این نتایج می تواند بر نقش تاثیرگذار متون عامل در اینگونه سوالات ترکیبی سنجش گفتاری صحه بگذارد.
Hamid Allami، Mohsen Ramezanian،
دوره 24، شماره 1 - ( 1-1400 )
چکیده
، ، ،
دوره 24، شماره 2 - ( 6-1400 )
چکیده
Masoumeh Ghamoushi، Zohre Mohamadi Zenouzagh، Mohammad Hashamdar،
دوره 25، شماره 2 - ( 6-1401 )
چکیده
The growing literature on teacher professional development emphasizes the positive contribution of teacher engagement to the professional development of teachers. However, scant attention was given to the relationship between this concept and teacher ecological agency as one of the potential factors influencing teacher engagement and in turn professional development. To fill this research gap, a sample of 369 EFL teachers from different institutes in Iran selected through convenience sampling participated in this study. The required data was collected by administering two questionnaires: The teacher ecological agency questionnaire and the teacher engagement questionnaire. The relationship between teachers’ ecological agency and teachers’ engagement and their underlying components were investigated through structural equation modeling (SEM) and Pearson correlation. The outcomes of SEM revealed a significant association between teachers’ ecological agency and engagement. The Pearson correlation results indicated that all three components of teacher ecological agency are correlated significantly with all five components of teacher engagement. The highest degree of correlation was found between emotional engagement and practical-evaluative agency (.711), agentic engagement, and practical-evaluative agency (.705) and cognitive engagement and practical-evaluative agency (.692). The pedagogical implications of this study enhance the efficiency of the educational system and teachers’ professional development.
Naser Rashidi، Mehrnoosh Dehbozorgi،
دوره 26، شماره 1 - ( 1-1402 )
چکیده
In recent years, there has been increasing interest in understanding how cognitive skills influence second language acquisition. Cognitive control, a set of mental processes that include attention, inhibition, and working memory, has been shown to play a significant role in language learning. This study examines the impact of cognitive control skills on language development among adult Iranian English learners, comparing it both in online and in person settings. Forty adult EFL learners were divided into two groups and underwent a 9-week instructional period, with cognitive control skills assessed using the Attention Network Task (ANT), working memory tasks, and a Raven’s IQ test. Data were analyzed using Pearson correlation, regression, and ANCOVA to determine relationships between variables. The results of the study revealed that while aspects of cognitive control like orienting and altering do not have a significant impact on language development, the more complex, controlling aspect exhibits a positive relationship (F=4.937, p=0.033). This relationship was contingent upon controlling for differences between post-examination and primary examination of ANT results, indicating that controlling attention is a stronger predictor of language outcomes. Furthermore, the study demonstrated that the mode of instruction—online or in-person—has no significant impact on this relationship (F=0.009, p=0.925), suggesting that cognitive control operates independently of teaching mode. The study’s findings suggest that educators and curriculum developers should emphasize activities targeting the controlling component of cognitive control in language learning, as this is linked to better language development. Additionally, since the mode of instruction does not significantly impact this relationship, effective language instruction can be delivered in both online and in-person settings, providing flexibility in course design.
Gholamhossein Shahini، Mohammad Hakani،
دوره 26، شماره 1 - ( 1-1402 )
چکیده
Given the link between parental involvement and children’s academic outcomes, the current research set out to redress the imbalance created by the almost nonexistence of research evidence on the impacts of simultaneous presence of mothers beside their children in an EFL class. To this end, following a mixed-method approach (a quasi-experimental design and semi-structured interviews), 35 starter-level female children, aged 4-6, selected via convenience sampling were randomly assigned into an experimental group (N=18) in which mothers attended the class with their children, and a control group (N= 17) in which mothers did not. Findings unraveled that mothers’ in-class presence enhanced children’s English language vocabulary, increased their class attendance, provided a feeling of affection and safety to help them relax and get motivated, caused their in-class behaviors to be closely monitored, and created rapport and solidarity between home and school. Mothers’ in-class presence also provided a unique opportunity for mothers to co-teach with the teacher the new vocabularies to their children. The findings also suggested that teaching English to mothers prior to their children’s course of instruction assisted them in scaffolding their children in classes. The implication is that as a result of their ongoing in-class presence, mothers may become more vigilant influential agents in educational meetings and school board decision-makings. Also, stakeholders need to be encouraged to devise plans allowing them to harness more efficiently the positive impacts of mothers’ in-class presence and provoke parents’ active participation in classrooms.
Kobra Tavassoli، Marjan Oskouiefar، Masoumeh Ghamoushi،
دوره 26، شماره 2 - ( 6-1402 )
چکیده
This study aimed to investigate the impact of mobile-assisted learning-oriented assessment (LOA) on the writing ability of English as a Foreign Language (EFL) learners. A total of 60 intermediate Iranian EFL learners were selected through convenience sampling and divided randomly into two groups: control and experimental. Both groups completed pretests and posttests, and the experimental group received nine 90-minute sessions focused on teaching descriptive essay writing using LOA syllabi and mobile applications related to the tasks. The control group followed a traditional writing syllabus without any LOA-related treatments. Both groups used the Adobe Connect mobile application for their online classes. Two open-ended questions were administered to the experimental group at the beginning and end of the course to measure their attitudes toward mobile-assisted language learning (MALL). The data were analyzed using a repeated-measures two-way ANOVA, revealing that mobile-assisted LOA significantly improved the EFL learners’ writing ability. The results of the two open-ended questions indicated that the learners had a positive attitude toward MALL in general but a somewhat negative attitude toward online classes. The findings have important implications for teachers, materials developers, and teacher educators.
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