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Showing 3 results for Saidi
Mavadat Saidi, Esmat Babaii,
Volume 23, Issue 1 (3-2020)
Abstract
The current study aimed to explore the nature of discursive strategies academics would use to share their specialist knowledge to both specialists and non-specialists. To this end, a corpus of 40 academic research articles and 40 popular science articles were randomly selected from the archive of four English international peer-reviewed journals and four English popular magazines and newspapers in the field of Nutrition. Appraisal Theory (Martin & White, 2005), a discourse framework to examine evaluative and/or persuasive language, was used to analyze the data. The results revealed significant areas of similarity and difference in terms of certain discursive elements leading to discernible degrees of persuasion. The findings imply that in order to develop a scientifically literate society, scientists should appeal to diverse discourse resources to provide the public with their findings in an informative and entertaining way. The results of the study carry some pedagogical implications for EAP courses held in EFL settings since being able to both comprehend and produce scientific texts of different professional levels at international scale seems to be a requirement for the future scientists.
Forough Rekabizadeh , Mavadat Saidi,
Volume 26, Issue 1 (3-2023)
Abstract
The study aimed to examine the mediating role of self-efficacy beliefs in the relationship between coping strategies and language learning anxiety using Structural Equation Modeling (SEM). A total of 783 language learners participated in this research and completed Coping with Language Anxiety Scale, Foreign Language Anxiety Scale, and Self-Efficacy Belief Scale. The data were analyzed using SEM to test the hypothesized mediation model. Results indicated that coping strategies were negatively associated with language learning anxiety. Furthermore, self-efficacy beliefs partially mediated the relationship between coping strategies and language learning anxiety. Specifically, higher levels of self-efficacy were found to enhance the negative effect of coping strategies on language learning anxiety. These findings highlight the importance of promoting coping strategies and self-efficacy in language learning contexts to reduce anxiety. The implication of these findings for language learners, educators, and researchers are discussed, along with suggestions for future research in this area.
Dr. Reza Nejati, Dr. Mavadat Saidi,
Volume 28, Issue 1 (4-2025)
Abstract
effectiveness, however, challenges such as academic dishonesty remain significant concerns. Un-proctored online assessments, especially multiple-choice exams, are particularly vulnerable to cheating and plagiarism, threatening the integrity of student evaluation. While numerous strategies have been proposed to mitigate cheating, the effectiveness of specific measures in un-proctored settings remains underexplored. This study investigates the impact of several anti-cheating strategies on un-proctored online multiple-choice exams administered through Moodle. Strategies tested included fixed time limits, limited exam availability,restriction on backtracking, and auto-submit on time expiration. The TOEFL reading section was administered to 608 students to assess the effectiveness of these strategies. Results showed a Variance-Covariance Matrix value of +0.386 and a -2log likelihood of +37.913.919, indicating validity for the sample and effective mitigation of cheating. Item and person reliability analysis revealed that fewer than 4% of participants exceeded the outfit index of 1.2, suggesting minimal instances of random guessing or dishonesty. This research contributes to the growing body of literature by providing empirical evidence on the effectiveness of specific anti-cheating measures in un-proctored online assessments.
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