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Showing 2 results for Recall
Katayoon Afzali,
Volume 21, Issue 1 (4-2018)
Abstract
| 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. |
Katayoon Mansouri, Jaleh Hassaskhah, Esmaeel Ali Salimi,
Volume 26, Issue 2 (9-2023)
Abstract
Working memory plays a fundamental role in multiple facets of our cognitive life (Baddeley, 2017) like learning and processing first and second language. Thus, this study investigated the effect of multimodal input enhancement on working memory capacity and collocation learning across different age groups. The participants were 117 adolescents and adults randomly assigned into two experimental and two control groups. The experimental groups received textual and aural enhanced input, while the control groups received non-enhanced input. The data were collected through Preliminary English Test, n-back test, immediate and delayed posttest of collocations. The results showed that multimodal input enhancement had a positive effect on working memory capacity and recall and retention of collocations in both adolescents and adults. However, adolescents outperformed adults in immediate and delayed tests of collocations and also adolescents adjusted their working memory capacity more than adults in multimodal context. The results also indicated that there was an interaction effect between age and working memory on recall and retention of collocations. Generally, the findings highlight the role of learners’ memory resources and cognitive functioning in processing multimedia input and learning language components. The study has several implications for teachers, teacher training courses, course designers, and curriculum developers.
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