مصطفی زمانیان

مصطفی زمانیان

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فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۹ مورد از کل ۹ مورد.
۱.

Teachers' Attitudes towards the Use of Instructional Technology and its Impact on Their Self-efficacy(مقاله علمی وزارت علوم)

کلید واژه ها: attitude Instructional Technology Iranian EFL Teachers Self-Efficacy

حوزه های تخصصی:
تعداد بازدید : ۲۳۹ تعداد دانلود : ۱۱۳
This quantitative study intended to investigate Iranian EFL Teachers' attitudes towards the use of instructional technology in their classroom and its impact on their self-efficacy. Eighty teachers were surveyed using Teacher Sense of Self-Efficacy Survey (TSES) and the Media Technology Usage and Attitudes Scale (MTUAS). The first research question was designed to examine teachers' attitudes towards the use of instructional technology within the classroom and its effects on their self-efficacy and concerning the subscales of teacher self-efficacy, the findings significantly predicted the impacts of the use of instructional technology on teachers’ self-efficacy. In addition, after analyzing the data using Multiple Regression Analysis, it was further discovered that teacher self-efficacy had a significant relationship with the ability to integrate all of the sub-groups: smartphones, the internet, social media, texting, and email; The results showed that emails and smartphones, two subscales of media questionnaire, could highly predict the significant impacts of the use of integrated technology on teachers' self-efficacy. The findings suggested that training for technology-related components may not need to focus on how to use the technologies, but focusing more on how the technologies can benefit the classroom and help learners to improve their learning within the classroom.
۲.

Impact of Employing Augmented Reality Technology on Lowering Foreign Language Anxiety in Adult EFL Learners

کلید واژه ها: augmented reality CALL Educational Technology mobile learning

حوزه های تخصصی:
تعداد بازدید : ۲۷۸ تعداد دانلود : ۱۳۰
This study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral interview in the second phase was designed and implemented. Forty adult Iranian EFL learners took part in the quantitative study and were randomly assigned to experimental and control groups. The authors developed and delivered the AR-infused materials through the Zappar application, an AR platform. The treatment involved the conventional language teaching method for the control and the AR-integrated one for the experimental group for 20 sessions. The anxiety level of learners in both groups was assessed before and after the treatment to check for any effects. Data on participants’ FLA has been gathered through Horwitz’s (1986) Foreign Language Classroom Anxiety Survey (FLCAS) questionnaire and analyzed via ANCOVA in SPSS. Also, the participants in the experimental group were interviewed at the end of the experiment to provide feedback on their AR-integrated language learning experience. Results revealed that AR did not affect learners’ foreign language anxiety levels. Also, some learners found it not very relaxing and easy to use. This could be attributed to the novelty of the experience and the cognitive load imposed on learners. The study’s outcomes were in contrast to several previous research findings; however, since research in this area is still in its infancy, more research should be done on the impact of AR on language education.
۳.

The Effect of Augmented Reality on Adult EFL Learners’ Attitudes and Motivation: A Mixed Methods Study(مقاله علمی وزارت علوم)

کلید واژه ها: augmented reality Attitudes motivation CALL Mall

حوزه های تخصصی:
تعداد بازدید : ۲۱۱ تعداد دانلود : ۹۷
Language education, among most other aspects of life, has been affected by the ever-advancing technology. To be most efficient, educators need to know the affordances technology brings to the teaching and learning process. Augmented Reality is a recent technology that can be accessed through the Internet and mobile phones and brings several advantages to the language classroom. This mixed-methods study aims to examine the effect of Augmented Reality on adult language learners’ attitudes and motivation. To this end, data were obtained through a questionnaire administered to 40 adult EFL learners in Iran of different ages and educational levels who participated in a pre-test post-test design, followed by a semi-structured interview. Results confirmed that adult learners, disregarding their age and educational background, benefit from AR in the sense that it enhances their attitudes and motivation towards learning the language. The themes revealed in the interviews clarified that this enhancement is because AR is exciting to learners since it gets them engaged in the learning process and attracts them through gamification. Results of the current study have implications for language specialists and teachers to design and incorporate AR-infused materials in teaching to increase learners’ motivation, and consequently, their learning.
۴.

Impact of Personal Response System (PRS) on Iranian EFL Learners’ Performance, Class Communication and Comfort Level

کلید واژه ها: Class Communication Comfort Level English Language Performance Personal Response System (PRS) Technology

حوزه های تخصصی:
تعداد بازدید : ۱۹۲ تعداد دانلود : ۹۸
The current study aimed at investigating the impact of Personal Response System (PRS) on Iranian EFL learners’ English language performance, class communication, and comfort level. To this purpose, a mixed methods design was used. The participants comprised 60 male-female Iranian grade eight junior students studying at Bahonar secondary school, Kazeroon, Iran. They were selected through convenient sampling method from two intact classes and divided into two experimental and control groups. The needed data was collected using the following instruments: Oxford Placement Test (OPT), Preliminary English Test (PET), Observation Checklist, and PRS. The two groups of the participants attended twelve English class sessions of the high school once a week. The only difference between the two groups was that during the class sessions, the experimental group attended PRS. Data analysis was conducted through descriptive statistics, independent samples t-tests and qualitative content analysis of the observation data. The results showed that PRS had a statistically significant impact on English language performance, class communication, and comfort level of Iranian EFL learners. Accordingly, EFL teachers are recommended to use this tool in an attempt to enhance EFL learners' general English language performance.  
۵.

The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production(مقاله علمی وزارت علوم)

کلید واژه ها: task complexity Strategic Planning oral production Accuracy fluency Complexity EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۲۰۹ تعداد دانلود : ۱۱۴
This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this purpose, 90 EFL learners were selected through convenience sampling from a language institute in Shiraz, Iran, and randomly assigned to two control and four experimental groups. The study adopted a quasi-experimental design in the form of pretest, treatment, and posttest. In the first step, all participants took part in a speaking pretest in which they were required to narrate a story based on a series of picture description tasks. While the experimental groups underwent 10 treatment sessions of picture description task performance along with two planning types i.e., teacher-led and collaborative planning conditions, the control groups were not allowed to plan the task performance. In the last session, the language learners took a posttest whose results were compared with those of the pretest. The findings revealed that the language learners in the collaborative planning groups outperformed the other groups in terms of both fluency and complexity. Further, teacher-led groups did better than the other groups in terms of accuracy. This study carries crucial implications for EFL teachers, material developers, syllabus designers, and speaking skill examiners.
۶.

The Potential Combined Effects of Task Complexity and Planning Types on Iranian EFL Learners’ Oral Production Performance(مقاله علمی وزارت علوم)

کلید واژه ها: task complexity planning language learners oral production CAF

حوزه های تخصصی:
تعداد بازدید : ۳۳۳ تعداد دانلود : ۱۷۳
This study examined the combined effects of two task complexity levels (i.e., high- and low-complex) and two planning conditions including pre-task planning and on-line planning on Iranian intermediate language learners’ speech production regarding complexity, accuracy, and fluency. To this end, 90 intermediate EFL learners from a language institute in Shiraz were randomly assigned into two control and four experimental groups. At first, the language learners in all groups participated in the speaking pretest. Presented with a series of picture description tasks, the participants were asked to narrate a story. During 10 treatment sessions of picture description task performance, the experimental and control groups attempted different planning time conditions including pre-task planning, online planning, and no-planning along with task complexity levels. Finally, following the last session, the posttest was administered to all participants. The narrations analysis, as well as the results of Mixed between-within groups ANOVAs and a series of one-way ANOVAs, manifested that language learners in the pre-task high complexity group outperformed all other groups in terms of complexity. Moreover, the online low complexity group and online high complexity group outperformed the pre-task planning low complexity, no-planning low complexity, and no-planning high complexity groups regarding accuracy. With regard to fluency, the pre-task planning low complexity group significantly outperformed the no-planning low complexity, no-planning high complexity, and online high complexity groups. It was also concluded that pre-task planning affected language learners’ speech fluency. The implications of the results are also addressed.
۷.

A Genre-Based Investigation of Inter/Intra-Lingual Relationships between Persian and English Academic Writings: Common Underlying Proficiency Oriented(مقاله علمی وزارت علوم)

کلید واژه ها: argumentative and descriptive academic writings common underlying proficiency genre-sensitivity inter/intra-lingual relationships

حوزه های تخصصی:
تعداد بازدید : ۳۷۴ تعداد دانلود : ۲۳۸
Although L2 writing has attracted salient attention and monopolized many studies in EFL contexts, there is still no full image of its complicated nature.  Trying to play a supplementary role in achieving that image, this study aimed at finding whether Persian and English argumentative and descriptive academic writings were inter/intra-lingually associated and if genre played a role in provoking any differences in the means of total scores obtained from the essays. In so doing, 50 Iranian senior MA TEFL students at the intermediate level were asked to write down two argumentative and two descriptive essays in Persian and English. Each essay was assessed against IELTS task 2 writing band descriptors. Then, the data were analyzed through the Pearson product-moment correlation and paired-samples <em>t</em>-test. The results revealed there were significant positive correlations between the total scores obtained from Persian and English argumentative and descriptive essays. The findings supported the existence of a common underlying proficiency (Cummins, 1980), out of which L1 and L2 writing skills emerged. The results also illustrated there were significant differences between the means of some of the total scores. It was supposed these differences might be due to the possible genre-sensitive nature of common underlying proficiency.
۸.

استخراج عوامل شکست پیاده سازی سیستم مدیریت امنیت اطلاعات (ISMS) در کشورهای در حال توسعه (با تمرکز بر سامان های ایرانی)(مقاله علمی وزارت علوم)

تعداد بازدید : ۵۲۴ تعداد دانلود : ۲۴۵
در دنیای کنونی، مباحث مرتبط با امنیت اطلاعات، تبدیل به یکی از مشکلات بخش های دولتی و خصوصی در همه کشورها شده است. با توجه به تفاوت های فرهنگی و میزان اهمیت و توجه به احترام به حریم خصوصی افراد، پیاده سازی سیستم های امنیت اطلاعات در کشورهای مختلف می تواند تفاوت هایی را در برداشته باشد. مقاله حاضر در رابطه با شناسایی عوامل شکست پیاده سازی سیستم مدیریت امنیت اطلاعات (ISMS) در کشورهای در حال توسعه و با بررسی موردی بر سازمان های ایرانی است. مفهوم کلیدی ISMS برای سازماندهی، طراحی، پیاده سازی و نگهداری مجموعه ای منسجم از فرآیندها و سیستم ها به منظور مدیریت کردن دستیابی پذیری اطلاعات بطور موثر است. در این مقاله ابتدا تحقیقات مختلف که به برخی از موانع پیاده سازی ISMS اشاره کرده بودند، با مطالعات کتابخانه ای جمع آوری شد و این عوامل استخراج گردید. سپس این موانع از طریق روش دلفی تکمیل و نهایی گردید. در فرآیند دلفی از نظرات ۱۹ صاحب نظر استفاده شد که این افراد از بین اساتید هیئت علمی دانشگاه های مختلف که دارای تحصیلات، تخصص و تجربه در زمینه امنیت اطلاعات بودند و همچنین محققان و مجریان در زمینه ISMS انتخاب شدند. در نهایت به دلیل امکان دسترسی محققین به سازمان های ایرانی، ۱۸ عامل در طی ۴ مرحله به عنوان موانع پیاده سازی ISMS در سازمان های ایرانی شناسایی شدند.
۹.

روشی برای بهبود ناسازگاری فرایند تحلیل سلسله مراتبی(مقاله علمی وزارت علوم)

کلید واژه ها: فرایند تحلیل سلسله مراتبی ناسازگاری مقایسات زوجی تصمیم گیر چند معیاره

حوزه های تخصصی:
تعداد بازدید : ۱۸۴۳ تعداد دانلود : ۱۲۳۱
در مقاله حاضر پس از بیان ضروت تصمیم گیر علمی، مدل های تصمیم گیری چند معیاره وهمچنین فرایند تحلیل سلسله مراتبی، از تکنیک های تصمیم گیر به اجمال معرفی می شوند. در ادامه با توجه به اهمیت سازگاری در فرایند تحلیل سلسله مراتبی، الگوریتم حداقل مربعات برای محاسبه بردار اولویت تعمیم یافته و روش ساده ای جهت تشخیص عامل ناسازگاری و اصلاح آن در ماتریس مقایسات زوجی ارائه می شود.

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