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205 نتیجه برای نوع مطالعه: پژوهشي
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دوره 20، شماره 1 - ( 1-1396 )
چکیده
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دوره 20، شماره 1 - ( 1-1396 )
چکیده
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دوره 20، شماره 1 - ( 1-1396 )
چکیده
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دوره 20، شماره 1 - ( 1-1396 )
چکیده
Fatemeh Hemmati، Farnaz Farrokh Allaiee،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
| This study aimed to compare the underlying measures of male and female high- school students’ social capital in terms of regional variations and gender and investigate the relationship between those measures and the students' foreign language (FL) achievement. To this end, a number of 904 third-grader high school students (278 male and 626 female) from two educational districts (privileged district (PD) and less-privileged district (LD)) participated in the study. They filled out the Student Social Capital Questionnaire and took an English language achievement test. The results showed that the students in the PD outperformed their counterparts in the LD. Furthermore, group statistics and t-test results suggested variations among the groups of students in terms of such factors as mothers’ involvement, institutional trust, intergenerational closure, and parents’ educational aspiration. Pearson product-moment correlation indicated that there was a significant negative correlation between male and female students' participation in social networks and religious activities on the one hand, and their foreign language achievement on the other hand. However, there was a significant positive correlation between intergenerational closure and parents’ educational aspiration and female students' English scores on the S-test. The findings have implications for families and school members to provide students with hopeful and positive aspirations and intimate family environments and learning environments, which can enhance their FL achievement. |
Ali Akbar Jabbari، Mohammad Omid Mohammadi، Ali Mohammad Fazilatfar،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Leila Jooybary، Shahab Moradkhani، Nourrodin Yousofi،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Mohammad Nabi Karimi، Afsaneh Abaszadeh،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Zahra Masoumpanah، Mohammad Hassan Tahririan، Ahmad Alibabaee، Katayoon Afzali،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Soheila Parsa، Mohammad Hassan Tahririan،
دوره 20، شماره 2 - ( 6-1396 )
چکیده
Mahmood Reza Atai، Mohammad Nabi Karimi، Fatemeh Asadnia،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| The competitive academic atmosphere of the higher education worldwide along with the current trend in producing research-oriented knowledge by universities has made research publication the first priority for doctoral students. In this study, we addressed the conceptions of purpose, process, and product of publishing research articles among Iranian doctoral students of applied linguistics. To this end, thirty students were interviewed and the data were analyzed using the grounded theory approach. The findings demonstrated that doctoral students publish papers to prepare a competition-winning resume, significantly contribute to the ELT community, turn into life-long learners and problem-solvers, and fulfill their course requirements. Furthermore, with regard to the research publication process, they highlighted the role of mixed-methods in spotting real problems in context and getting their papers published in prestigious journals. Additionally, the students believed that publishing in international journals grants them the opportunity to gain international recognition, attract an international audience, receive expert quality feedback from professional reviewers, publish in journals specific in focus and scope, and avoid publishing in cheap predatory journals. Finally, the findings suggest that the doctoral students need more systematic coaching to successfully conduct and publish their research |
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. |
Manoochehr Jafarigohar، Mahboubeh Mortazavi،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| 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. |
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. |
Hamideh Marefat، Bahareh Farzizadeh،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| This study aims at investigating whether Persian native speakers highly advanced in English as a second language (L2ers) can switch to optimal processing strategies in the languages they know and whether working memory capacity (WMC) plays a role in this respect. To this end, using a self-paced reading task, we examined the processing strategies 62 Persian speaking proficient L2ers used to read sentences containing ambiguous relative clauses in their L1 and L2. The results showed that L2ers adopt the same strategy as that used by English native speakers in both of their languages, indicating a target-language like parsing pattern in their L2 and an attrition of L1 parsing routine. Additionally, their attachment preferences were not modulated by WMC in L2. This result highlights the “skill-through-experience” position adopted by researchers who question the role of WMC in L2 syntactic parsing. However, high-capacity L2ers' preferences in L1 had attrited (becoming English-like), and low-capacity ones had no preference. This modulation, too, can bear out the above position owing to the observation that L2ers failed to differentiate between their L1 and L2, and particularly that their differing WMCs did not contribute to native-like performance in their L1. |
Hassan Soodmand Afshar، Mehdi Doosti، Hossein Movassagh،
دوره 21، شماره 1 - ( 1-1397 )
چکیده
| This study investigated the cross-disciplinary variations in the generic structure of Introduction sections of 52 Applied Linguistics and 52 Chemistry research articles drawing upon Swales’ (2004) framework, taking into account the new insights proposed by Bhatia (2004), Shehzad (2008), and Lim (2012, 2014). To this end, in addition to collecting quantitative data and conducting frequency and Chi-square analyses, a number of semi-structured interviews were conducted with some Chemistry scholars and Applied Linguistics (ALs) experts for triangulation purposes. The results of the quantitative data analysis indicated that the two disciplines showed significant variations in the frequency with which they used some steps and sub-steps to realize the moves. The results of the qualitative content analysis of the interviews also helped understand why authors in each discipline might use a specific move/step more than the others and why a move/step was frequently used by the authors in one discipline, but completely absent in another. Finally, based on the results, some implications were presented to postgraduate students and novice researchers in Chemistry and Applied Linguistics to help them write effective research articles in their field. The findings of the study could also provide some practical implications for the EAP teachers to help their students become better writers. In addition, some suggestions were presented to genre analysts to help them obtain more dependable results when analyzing the generic structure of various sections of research articles. |
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) |
Monoochehr Jafarigohar، Mohammad Hamed Hoomanfard، Alireza Jalilifar،
دوره 21، شماره 2 - ( 6-1397 )
چکیده
| 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. |
Soroor Ashtarian، Saman Ebadi، Nourodin Yousofi،
دوره 21، شماره 2 - ( 6-1397 )
چکیده
| This study aimed to investigate the application of Group Dynamic Assessment (GDA) to writing accuracy of EFL learners and explore whether secondary interactants could benefit from interactions between mediator and primary interactants. The idea of implementing DA (Dynamic Assessment) in dyads seems unworkable since teachers are required to teach the whole class (Guk & Kellog, 2007). Moreover, Lantolf and Poehner (2004) suggest a new approach to DA that is GDA, which involves applying DA with a large number of learners rather than individuals. Following a multiple case study design and interactionist DA, the development of ten students in a class of twenty five was tracked during the eight sessions of DA program. Data were collected though written artifacts, video-recording of interactions, interview, and observation. The results indicated that GDA was an effective way of helping learners overcome their linguistic problems and there were signs of microgenetic as well as macrogenetic development within the same DA session and across sessions. The present findings provide further insight into understanding how secondary interactants benefit from the interactions between mediator and primary interactants. |
Mohammad Khatib، Fattaneh Abbasi Talabari،
دوره 21، شماره 2 - ( 6-1397 )
چکیده
| This study aimed, firstly, to investigate the underlying components of Iranian cultural identity and, secondly, to confirm the aforementioned components via Structural Equation Modeling (SEM) analysis. In order to achieve these goals, the researchers reviewed the extensive local and international literature on language, culture and identity. Based on the literature and consultations with a group of 30 university undergraduate and post graduate learners English language learners and a cadre of four university professors in the field of sociology, an Iranian EFL Language Learners’ Cultural Identity Model with six components (Nationality, Religion, Arts, Persian Language and Literature, Media, and Globalization) was hypothesized. In order to test and validate the model, a questionnaire was developed. To probe the reliability of the questionnaire, Cronbach’s Alpha was used. The reliability of all the items in the questionnaire was 0.78. To estimate the construct validity of the model, Exploratory Factor Analysis using PCA was performed, which indicated five components (Religion, Arts, Persian Language and Literature, Media, and Globalization) underlying Iranian Cultural Identity. Then, Structural Equation Modeling (SEM) analysis through AMOS 22 was performed to test the model and the interaction among the components. The SEM results confirmed the existence of five factors. Finally, statistical results are discussed and implications are provided. |
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