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Showing 6 results for Jafarigohar
Manoochehr Jafarigohar, Mahboobeh Mortazavi,
Volume 16, Issue 1 (3-2013)
Abstract
This study aimed to examine the impact of three different journal writing techniques namely, individual journal writing, collaborative journal writing with peers, and collaborative journal writing with the teacher, on the self-regulation of Iranian EFL learners. One hundred and fifty female English learners studying in a language institute were asked to answer the Academic Self-Regulated Learning Scale (ASRL-S). Out of the initial participants, sixty upper-intermediate learners whose scores on ASRL-S pretest fell one standard deviation from the mean were chosen and randomly assigned to four groups. The ASRL-S was administered again after the treatment to the participants. The results of a one-way analysis of variance of the ASRL-S posttest indicated that collaborative journals that provide the chance to benefit from their teacher’s or peer’s feedback could significantly boost learners' self-regulatory skills. The learners who kept a reflective journal but did not share it with either their teacher or their peers were also found to outperform the ones who did not use the reflective technique. Therefore, the findings of the study also confirmed the individual journal writing as a form of reflective practice to improve learners' self-regulation significantly.
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Volume 17, Issue 1 (4-2014)
Abstract
The importance of input has been a broadly documented concept in the field of second or foreign language acquisition. However, kinds of input and ways of its presentation are among the controversial issues in L2 classroom research. Therefore, this study was designed to compare the effects of three kinds of input-based instruction on intake and acquisition of the English causative structures by Iranian EFL learners. A total of 105 university students in four intact classes were randomly assigned to four different conditions: processing instruction (PI), textual input enhancement (TE), consciousness-raising (C-R), and control (CO). A pretest/posttest (immediate and delayed) design was used, where participants’ ability to interpret and produce the target structure was assessed through administering a multiple choice interpretation test and a sentence-level production test. Moreover, a grammaticality judgment test was run to assess the amount of intake. Results revealed that learners in the PI group significantly outperformed learners in the other groups on both immediate/delayed production posttests. The findings also indicated that, C-R group could not retain the significant effect of instruction on delayed production posttest and TE tasks were not effective in improving the learners’ production of the target structure. Moreover, the PI group outperformed the other groups on grammaticality judgment test too. Based on these findings, we can conclude that PI which encompasses the most outstanding features of both focus on form and meaning instruction might be a more effective approach in helping EFL learners to acquire the target grammatical forms.
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Volume 19, Issue 1 (4-2016)
Abstract
Planning, monitoring, and evaluating one’s performance constitute individuals’ metacognitive strategies. Recently, metacognition has been conceptualized not only at the individual level but also at pair and group levels. The concept of socially-shared metacognition has arisen based on the idea that group members observe, control, evaluate, and regulate each other’s actions to promote the group’s problem-solving. This article investigated the impact of motivational scaffolds on a group of Iranian EFL learners’ individual and socially-shared metacognition. Two groups of 30 female intermediate learners participated in this study. In the experimental group, the participants received the teacher’s motivational scaffolds as she provided instructions and feedback throughout individual and collaborative oral and written tasks. On the other hand, the participants in the control group were asked to take part in the routine oral and written classroom activities. The participants’ think-aloud protocols in individual and pair activities were analyzed, and instances of metacognitive activities were identified. The data were analyzed through two Mann-Whitney U tests, and the results indicated that motivational scaffolds statistically significantly enhanced the use of metacognitive strategies at both inter and intra-individual levels. Implications for classrooms are discussed
Manoochehr Jafarigohar, Mahboubeh Mortazavi,
Volume 21, Issue 1 (4-2018)
Abstract
| This study investigated the quality of metacognition at its inter-individual level, i.e., socially-shared metacognition, across two collaborative writing tasks of different difficulty levels among a cohort of Iranian EFL learners. Moreover, it examined the correlation between the individual and the social modes of metacognition in writing. The analysis of think-aloud protocols of a number of pre-intermediate and advanced EFL learners revealed instances of episodes in which peers used metacognitive activities at pair level. Besides, comparing think-aloud protocols of tasks indicated more frequent and longer use of socially-shared metacognitive episodes in more difficult writing tasks. The study also found high correlation between the social mode of metacognition in L2 writing and learners’ individual metacognition. The pedagogical implications include the provision of learning opportunities in which learners are challenged to exploit metacognitive strategies, such as planning, monitoring, and self-evaluating. |
Monoochehr Jafarigohar, Mohammad Hamed Hoomanfard, Alireza Jalilifar,
Volume 21, Issue 2 (9-2018)
Abstract
| The present study aimed at providing a typology of Iranian supervisors’ written feedback on L2 graduate students’ theses/dissertations and examining the way different speech functions are employed to put the supervisors’ thoughts and feelings into words. In so doing, a corpus of comments, including 15,198 comments provided on 87 TEFL theses and dissertations by 30 supervisors were analyzed. We employed an inductive category formation procedure to form the typology of comments, and followed a deductive procedure to put the comments into the three categories of expressive, referential, and directive speech functions. The findings showed that supervisors provided seven main categories of comments on theses and dissertations: grammar and sentence structure, content, method, organization, references, formatting, and academic procedures. Furthermore, the findings indicated that supervisors employed comments with different patterns and for different purposes on MA and PhD students’ texts. |
Hoda Divsar, Manoochehr Jafarigohar,
Volume 23, Issue 1 (3-2020)
Abstract
The present study investigated the educational objectives of the English literature curricula at the undergraduate and graduate levels at Iranian universities based on Bloom’s revised taxonomy. Using a detailed checklist based on Bloom’s revised taxonomy and the respective classifications, the educational objectives associated with knowledge (factual, conceptual, procedural, and metacognitive) and cognitive (remember, understand, apply, analyze, evaluate, and create) dimensions were analyzed. The results of the content analysis revealed the dominance of the lower-order thinking skills in the undergraduate curriculum and the prevalence of the higher-order thinking skills in the graduate curriculum. The results showed that the most frequent objective in terms of the knowledge domain was understand in both curricula. Regarding the knowledge dimension, conceptual and procedural knowledge occurred most often at both curricula, confirming that acquiring the knowledge of concepts and the processes safeguards the commended quality for the curriculum designers. Moreover, it was found that the metacognitive-related categories were almost missing from the categories. The results of the cross-tabulation revealed the superiority understand/conceptual in BA and the supremacy of understand/procedural in MA objectives. The findings entail the revisions of the educational objectives to accommodate critical thinking. The findings have pedagogical implications for EFL teachers, the curriculum developers, and policy makers.
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