صفورا جاهدی زاده

صفورا جاهدی زاده

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فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۴ مورد از کل ۴ مورد.
۱.

DE-MOTIVATORS, BURNOUT AND LANGUAGE ACHIEVEMENT IN AN IRANIAN EFL CONTEXT (بررسی ارتباط بی انگیزگی با فرسودگی تحصیلی و موفقیت تحصیلی دانشجویان ایرانی زبان انگلیسی)(مقاله علمی وزارت علوم)

کلید واژه ها: تحلیل عاملی تأییدی مدل سازی معادلات ساختاری بی انگیزگی فرسودگی ذهنی موفقیت زبانی

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تعداد بازدید : 50 تعداد دانلود : 189
مطالعه ی حاضر به بررسی بی انگیزگی 250 دانشجوی زبان انگلیسی و ارتباط آن با فرسودگی ذهنی آنان می پردازد. این مطالعه همچنین به بررسی تاثیر غیر مستقیم بی انگیزگی و تاثیر مستقیم فرسودگی ذهنی بر موفقیت زبانی دانشجویان ایرانی می پردازد. به منظور دستیابی به اهداف مذکور، مطالعه ی پیش رو در دو مرحله طراحی شده است. فاز اول آرایه ای از مراحل های مختلف به منظور بررسی روایی نسخه ی فارسی مقیاس بی انگیزگی که توسط ساکایی و کیچوکی (2009) طراحی شده است می باشد در مرحله ی دوم محققان با استفاده از پرسشنامه ی روایی شده ی بی انگیزگی و پرسشنامه ی فرسودگی ذهنی مازلاک (نسخه ی دانشجو) به بررسی رابطه ی میان بی انگیزگی دانشجویان و فرسودگی ذهنی آنان که شامل سه بعد خستگی عاطفی ، بدبینی، و عدم کارایی تحصیلی است می پردازد. نتایج حاصل از برآورد پایایی و تحلیل عاملی تأییدی (CFA) در فاز اول مطالعه نمایانگر شاخصه های روایی و پایایی قابل قبول نسخه ی فارسی بی انگیزگی بود. یافته های مرحله دوم نیز از طریق مدل سازی معادلات ساختاری (SEM) نشان داد که بی انگیزگی دانش آموزان تاثیر مثبتی بر میزان فرسودگی ذهنی انان دارد. در میان شش عامل بی انگیزگی، منابع اطلاعاتی مورد استفاده در کلاس و عدم علاقه بیشترین تاثیر را به همراه داشت. فرسودگی ذهنی نیز به نوبه خود تاثیر منفی بر پیشرفت زبانی دانشجویان را نشان داد.
۲.

Directed Motivational Currents: The Implementation of the Dynamic Web-Based Persian Scale among Iranian EFL Learners(مقاله علمی وزارت علوم)

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تعداد بازدید : 512 تعداد دانلود : 421
Directed motivational current (DMC) ̶ as a novel strand in L2 motivational field ̶ is a robust motivational drive fueled by a highly valued goal and capable of stimulating and sustaining long-term behavior. The present study explored English as a foreign language students’ Directed Motivational Currents by validating the dynamic web-based Persian version of the scale, finding the most crucial motivational currents, and exploring its association with students’ proficiency and educational levels. This is accomplished by translating the DMC Disposition Scale (Muir, 2016) which measures two facets of easy flowand challengethrough twelve items as the first step and utilizing the validated questionnaire to explore the most significant motivational currents of students by analyzing students’ responses on open-ended items of the questionnaire (qualitative phase) and finding the association between DMC and proficiency level as well as DMC and educational level (the quantitative phase) as the second step. The results of reliability estimates and confirmatory factor analysis (CFA) demonstrated acceptable reliability and validity indices of the Persian version of DMC Disposition Scale. The results also indicated that most of the DMCs experienced by students were competitively self-referenced experiencesrather than competitively other-referencedobjectives. Moreover, a significant difference was observed between elementary and upper-intermediate proficiency levels of students regarding DMC with upper-intermediate learners experiencing more levels of motivational currents than the elementary counterparts. BA and MA students of English were found to experience more levels of DMCs than diploma learners. The most significant cases in the qualitative phase as well as the discussion on both parts are presented.
۳.

EFL Students’ Evaluation Apprehension and Their Academic Achievement, Gender, and Educational level: Towards Designing and Validating a Comprehensive Scale

کلید واژه ها: evaluation apprehension EFL students academic achievement EFA CFA

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تعداد بازدید : 230 تعداد دانلود : 24
Student evaluation apprehension as one of the detrimental factors in an English as a foreign language (EFL) context, reduces and gradually diminishes student participation in classroom activities, since learners are mostly concerned with how others (teacher and classmates) evaluate/judge their performance. Due to the fact that the studies considering the important role of student evaluation apprehension are scarce in number, this study was conducted to validate the newly-designed questionnaire via exploratory and confirmatory factor analyses and find the relationship between student evaluation apprehension and academic achievement, gender, and educational level of 258 EFL students. The results from EFA, CFA, and reliability analyses revealed that the new questionnaire is a valid and reliable instrument measuring EFL students’ evaluation apprehension. Moreover, a significant negative correlation was observed between student evaluation apprehension and academic achievement. Besides, it was found that females experience evaluation apprehension more than males, and BA students were also found to have more evaluation apprehension than their MA counterparts.
۴.

The Effect of Mobile Assisted Language Learning (MALL) on Iranian EFL Learners’ Idiom Learning and Perceptions of Classroom Activities(مقاله علمی وزارت علوم)

کلید واژه ها: idiom Mobile assisted language learning perceptions of classroom activities

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تعداد بازدید : 757 تعداد دانلود : 852
The present study examined the effect of mobile assisted language learning (MALL) on Iranian EFL learners' idiom learning and perceptions of classroom activities. To do so, this study was carried out in six classes at Imam Reza International University in Mashhad, Iran. The participants included 114 BA students of Teaching English field. The present study was quasi-experimental that utilized a mixed methods research design. It contained a control group with 45 participants and an experimental group with 69 participants. MALL for teaching idioms via Telegram was considered as a treatment in experimental group. In the present study, Telegram app was chosen because the researcher, the teachers, and the participants had similar experience of using this app. Pictures, texts, audio, and video files, were used as the materials in teaching idioms. Students’ Perceptions of Classroom Activities scale designed and validated by Gentry and Gable (2001) and translated into Persian and validated by Ghanizadeh and Jahedizadeh (2015) was used for assessing students’ perceptions of classroom activities (interest, choice, joy, and challenge). Twelve students in experimental group sat for an interview which was audio and video recorded. In the interview sessions, students were asked about the experience of informal learning in this research, the materials used, pros and cons toward the channel and MALL. The results demonstrated the effectiveness of mobile phone usage in enhancing EFL university students’ idiom learning as well as in students’ perceptions of classroom activities with the highest differences observed in challenge and joy perceptions. The results of the qualitative phase were also in line with those of the quantitate phase.

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