سید محمدرضا امیریان

سید محمدرضا امیریان

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نمایش ۱ تا ۴ مورد از کل ۴ مورد.
۱.

Short- And Long-Term Word Clustering Effect on Vocabulary Learning of EFL Learners: A Case of Semantic Versus Phonological Clustering

تعداد بازدید : ۱۳ تعداد دانلود : ۲۲
The aim of this study is to determine the effect of word clustering method on vocabulary learning of Iranian EFL learners through a case of semantic versus phonological clustering. To this effect, 80 homogeneous students from four intermediate classes at an English institute in Torbat e Heydariyeh participated in this research. They were assigned to four groups according to semantic versus phonological clustering [± semantic, ± phonological] then, based on each groups' clustering pattern, 10 selected words were taught. At the end of the treatment phase, immediate and delayed posttests of vocabulary were given to students in a multiple choice format to understand the effects of word clustering in short and long term vocabulary learning. The analysis of the research was done in SPSS through one-way ANOVA. The results in both immediate and delayed post-tests showed a statistically significant difference among groups. The obtained mean scores revealed this rank order of mean performance in both immediate and delayed post-tests: [+ semantic, + phonological], [+ semantic, - phonological], [- semantic, + phonological], and [- semantic, - phonological]. Additionally, the effect of time did not turn out to be significant. These findings and relevant implications are discussed in the paper.
۲.

An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners

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تعداد بازدید : ۵۷ تعداد دانلود : ۴۷
The present study was designed to initially test a model of the role of a set of cognitive (namely, aptitude and working memory) and motivational (namely, language learning goals, self-efficacy beliefs and self-regulation strategy use) individual differences variables in writing performance of a group of Iranian undergraduate EFL learners and, subsequently, to identify the possible differences in the writing quality and composing behavior of learners with different individual characteristics. A convenient sample of 125 BA level students of English Language Teaching and Literature from three state universities in Iran took part in the study. As for the data collection procedure, these participants, in various time intervals, wrote an argumentative essay, responded to the composing process scale, completed the aptitude and working memory measures and filled in the questionnaires exploring their motivational propensities, self-efficacy beliefs and self-regulatory strategy use in writing. The collected data were analyzed by using Path Analysis and Multivariate Analysis of Variance (MANOVA). Due to some problems like small sample size and idiosyncratic nature of the data, the model did not give satisfactory fit indexes. However, it was found that cognitive variables were more strongly correlated with the writing competence of the learners than the motivational ones. More specifically, the construct of foreign language aptitude had the highest potential to account for the writing competence of the learners and the learners having different levels of this construct were different from each other in terms of writing quality and composing processes employed while writing.
۳.

An Investigation into the Individual Differences Correlates of Iranian Undergraduate EFL Learners’ Writing Competence: A Mixed Methods Approach

کلید واژه ها: Individual differencesWriting competenceComposing processMixed-methods research

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تعداد بازدید : ۱۱۶ تعداد دانلود : ۱۱۳
The present study adopted a mixed-methods research design and explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners. The necessary data were collected through a series of instruments and both quantitative (e.g., multiple regression and t-tests) and qualitative (e.g., narrative construction and qualitative comparative analysis) techniques were used to analyze the data. The results of these analyses indicated that the construct of foreign language aptitude had the highest level of correlation and contributory potential to account for the writing competence of the learners. The composing process of learners with different individual characteristics was also compared and it was found that learners with high self-regulation capacity orchestrated and managed their composing behavior in more effective ways compared to their less self-regulated counterparts. Moreover, the narratives and qualitative comparative analysis provided some insights about how various individual characteristics might affect the composing behavior of the individual learners. Finally, it was suggested that consideration of individual differences in writing can reveal more subtle information about the causes of strengths and weaknesses of different learners and may enable the teachers to design and implement more effective instructions targeting their learners’ individual needs

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