حامد برجسته

حامد برجسته

مطالب

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۱۵ مورد از کل ۱۵ مورد.
۱.

Learning styles, Technology Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during Agile App Development(مقاله علمی وزارت علوم)

کلید واژه ها: Learning Styles technology savviness Needs analysis custom-made mobile applications vocabulary knowledge

حوزه های تخصصی:
تعداد بازدید : ۱۷۰ تعداد دانلود : ۱۷۷
 Juxtaposing the ubiquitous facets of mobile technology as everyware (Greenfield, 2010) and vocabulary as one of the most axial aspects of language learning (Bowles & Cogo, 2016; Schmitt & Schmitt, 2020) , besides the importance of considering learners’ attributes and needs (Taghizadeh, 2019) while developing a mobile vocabulary application (app), necessitates analyzing the relationship and impact of all these elements in a single structural model. To tackle the issue, first, via a mixed-methods design, the researcher developed a bespoke mobile application using the task model and the principles of agile methodology. and then investigated the impact of using the app on a sample of 62 Iranian EFL university students’ vocabulary recognition and recall, the results of which were published in two other articles. In this study, the researcher integrated the obtained data within a proposed structural model and assessed the model's fitness to investigate the interaction and interrelationship among the latent variables mentioned above. The results obtained from SEM-PLS analyses revealed that within the unified structural model, the learners’ preferences and needs were favorably influenced by their learning style orientation and technology savviness. Similarly, the findings verified the positive impact of considering learners’ preferences and needs during the agile app development lifecycle on the target participants’ vocabulary knowledge, encompassing vocabulary recognition and recall. Finally, the fitness of the proposed structural model was verified based on the criteria for model assessment mentioned by Sparks and Alamer (2022) . The SEM-PLS data analyses and the implications of the study are presented and discussed.
۲.

Screening EFL Teachers’ Perception on ‘Prospect 1’: The Case of Internal and External Evaluation

تعداد بازدید : ۱۲۲ تعداد دانلود : ۱۵۲
Since 2012, the ELT experts of Iran’s Ministry of Education have developed and published series titled ‘ Prospect ’ which includes three successive textbooks designed for teaching English to the students of grades 7th, 8th and 9th of junior high schools of Iran. It is a fact that the key components of all educational programs are the textbooks, the efficiency of which contributes to the accomplishment of the pedagogical goals of the curriculum. With the goal of helping Iranian materials developers modify ‘ Prospect ’ series and improve the overall quality of the very textbooks, this study aimed to conduct evaluation over one of the series namely ‘ Prospect 1 ’ through screening EFL teachers' perception who have been incorporating the textbook in their online and conventional classrooms at least during the last five years. By emulating a model provided by McDonough and Shaw (1993) on the basis of external and internal evaluation of textbooks, a 55-five-point Likert scale questionnaire was adapted by the researchers and the required data were gathered from 46 female and 58 male English teachers in urban and rural junior high schools of Gilan and Mazandaran provinces of Iran. The findings revealed that EFL teachers were relatively dissatisfied with some important facets of ‘ Prospect 1. ’ Our respondents believed that the textbook is really poor in printing quality, and it lacks attractive and motivating pictures and illustrations. Moreover, not incorporating variant dialects and authentic language, not using modern techniques such as typography and perceptual saliency, and not considering the needs of the learners or different learning styles, are among other shortcomings that seem to be in dire need of modification.
۳.

مدل یابی خودهای انگیزشی زبان انگلیسی بر اساس عملکرد زبان با نقش میانجی اضطراب یادگیری زبان انگلیسی در دانش آموزان مقطع دوم متوسطه(مقاله پژوهشی وزارت بهداشت)

کلید واژه ها: اضطراب یادگیری زبان خودهای انگیزشی عملکرد زبان انگلیسی دانش آموز

حوزه های تخصصی:
تعداد بازدید : ۱۶۸ تعداد دانلود : ۱۴۸
مقدمه: یادگیری زبان محصول تعامل پیچیده عوامل درونی تفکر و شناخت، و عوامل بیرونی هیجانات و تعاملات اجتماعی و فرهنگی است. اضطراب یادگیری زبان دوم به عنوان یکی از انواع اضطراب های آموزشی می تواند بر عملکرد فراگیران تاثیر می گذارد. این پژوهش با هدف مدل یابی خودهای انگیزشی زبان انگلیسی بر اساس عملکرد زبان با نقش میانجی اضطراب یادگیری زبان انگلیسی در دانش آموزان مقطع دوم متوسطه انجام شد. روش کار: پژوهش حاضر از نوع پژوهش های همبستگی مبتنی بر روش مدل یابی معادلات ساختاری بود. جامعه آماری را شامل دانش آموزان دختر سال سوم متوسطه اول شهرستان بابل در سال تحصیلی 97-1396 تشکیل دادند که تعداد 260 نفر با استفاده از روش نمونه گیری تصادفی خوشه ای انتخاب شدند. ابزارهای گردآوری داده ها شامل پرسشنامه اضطراب کلاس زبان انگلیسی هوروتیز و همکاران (1986)، پرسشنامه سیستم خودهای انگیزشی زبان تاگوچی و همکاران (2009) و نمره درس زبان عنوان شاخص عملکرد زبان بودند. برای تجزیه و تحلیل داده ها در آمار توصیفی از میانگین و انحراف استاندارد و در سطح آمار استنباطی از مدل یابی معادلات ساختاری با نرم افزارهای 24 SPSS و23 Amos استفاده شد. یافته ها: نتایج نشان داد بین سیستم خودهای انگیزشی زبان و اضطراب زبان انگلیسی با عملکرد زبان رابطه معنی داری وجود دارد. اضطراب زبان انگلیسی در رابطه بین سیستم خودهای انگیزشی زبان با عملکرد زبان نقش میانجی دارد. همچنین مدل پژوهش تایید شد و به طور کلی 30 درصد از عملکرد زبان انگلیسی توسط سیستم خودهای انگیزشی زبان و اضطراب زبان انگلیسی قابل تبیین است [001/≥p]. نتیجه گیری: نتایج این پژوهش نشان داد که سیستم خودهای انگیزشی زبان می تواند سبب کاهش اضطراب زبان گردد و نهایتا منجر به افزایش یادگیری زبان در یادگیرندگان شود.
۴.

Book Review: The Art of Public Speaking

تعداد بازدید : ۱۱۳ تعداد دانلود : ۶۹
The art of public speaking comes into play in many places. It is important not only in the delivery of speeches and public talks, but also in professional presentations, training events, and motivational speaking. ELT teachers, teacher trainers, lecturers and university professors, all have a reason at times to speak in front of others. A lackluster speaker can make a topic or proposal seem less than enticing, while a polished speaker can add allure to an otherwise mediocre proposition. Stephen E. Lucas’ “The Art of Public Speaking” is the leading public speaking textbook in the field. Whether a novice or an experienced speaker when beginning the course, every page-turner will learn how to be a better public speaker through Lucas’ clear explanations. Vivid examples, creative activities, annotated speech samples, and foundation of classic and contemporary rhetoric provide learners a strong understanding of public speaking . Lucas’ book which is under review in this paper reminds us that the most ordinary person can become extraordinary by developing their God-given potentials and unique gift of speech to be an inspiration and positive influence in the lives of others.
۵.

Effect of Bias Tasks through Cooperative Learning on EFL Learners' Reading Comprehension Achievement: Gender in Focus(مقاله علمی وزارت علوم)

کلید واژه ها: Bias Tasks cooperative learning Gender Reading Comprehension Differentiated Instruction

حوزه های تخصصی:
تعداد بازدید : ۲۸۹ تعداد دانلود : ۱۱۸
Purpose: An important facet in learning a language is expanding reading comprehension capability. The purpose of the present study was to investigate the impact of implementation bias tasks through cooperative learning and gender on the reading comprehension process of Iranian intermediate EFL learners. Methodology: Two groups of 30 learners took part as a control group and an experimental group. Primarily the participants took The Preliminary English Test (PET) as a reading comprehension pretest. Then the experimental group instructed through the precepts of bias tasks in cooperative learning. However, the control group instructed through traditional instruction. Finally, the participants took the reading comprehension post-test. Findings: The result of two-way ANCOVA revealed that bias tasks through cooperative learning improved EFL learners' reading comprehension skills. Conclusion: Also, findings demonstrated that the means reading scores did not differ noticeably between male and female groups on both pretest and posttest. This task in cooperative learning can be utilized either in the classroom or in instructors' training.
۶.

The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill(مقاله علمی وزارت علوم)

کلید واژه ها: Critical thinking dynamic assessment Learning Potential Score Mediation Reading Comprehension ZPD

حوزه های تخصصی:
تعداد بازدید : ۴۴۰ تعداد دانلود : ۲۲۲
The present study is part of a Ph.D. program that explores the possible effect of critical thinking-oriented dynamic assessment (CT-DA) on learners' learning potential in reading comprehension skills. 21 Iranian language learners who were homogenized in terms of their language proficiency, reading comprehension, and critical thinking abilities participated in this study. Learners were divided into three groups of CT-DA, dynamic assessment (DA), and Control group. While learners in CT-DA received mediation loaded with critical thinking techniques, learners in DA group received dynamic assessment mediation, and learners in the Control group did not receive any mediation. The analysis of the results revealed that DA and CT-DA significantly improve learners' reading potential scores. Moreover, significant differences between the Learning Potential Score (LPS) of DA and CT-DA groups were found, denoting the better performance of participants who received a critical thinking-oriented dynamic assessment. Finally, the qualitative analyses led to the detection of eleven mediational strategies which nurtured the development of the reading comprehension ability of L2 learners during CT-DA. The article concludes with suggestions for further research on dynamic assessment and critical thinking in second/foreign language development.
۷.

Navigating Teachers’ and Tourism students’ Preferred Intelligence Types in English for Tourism Purposes

کلید واژه ها: Intelligence Multiple Intelligence (MI) Theory Students of Tourism Textbooks

حوزه های تخصصی:
تعداد بازدید : ۱۸۴ تعداد دانلود : ۸۱
This study sought to navigate multiple intelligence (MI) theory in the First Friend Series with the tourism English courses. To comply with the objective, 15 teachers were asked to uncover their perceptions of MI theory and its application in their classes. The secondary aim of this study was to probe tourism learners’ preferred intelligence types concerning different kinds of intelligence provided in the textbooks. To do this, 42 tourism students were asked to fill out the MI inventory developed by Christison (1996). The findings indicated that the textbook series dominantly represented verbal/linguistic and special/visual linguistic intelligence types. In addition, the most preferred intelligence types were interpersonal, logical-mathematical, musical, and special-visual, respectively. However, the least intelligence types were naturalistic and bodily-kinesthetic. The findings revealed that female learners displayed higher mean rank in answering the MI inventory, but the difference between the male and female learners in their MI type was not significant. Categorizing data obtained from teachers’ interviews (N= 15) showed that MI brings positive outcomes related to teaching practices and the learners’ learning. Teachers reported positive attitudes towards considering MI theory in teaching and applying it in their classes. The findings have implications for the tourism students, English for specific courses, and language policy makers.
۸.

Dynamicity of Transformative L2 Materials Preparation Model in EFL Classroom: Place of Critical Language Pedagogy in Teacher Education(مقاله علمی وزارت علوم)

نویسنده:

کلید واژه ها: Critical Language Pedagogy Hidden Curriculum Materials Preparation Reflective Journal teacher education

حوزه های تخصصی:
تعداد بازدید : ۳۹۶ تعداد دانلود : ۲۶۷
Over the past decades, education took a critical-oriented shift. This perspective changed the role of teachers, students, and classrooms. A teacher's role changes from an instructor to a reflective practitioner, a student is considered an active agent of his/her learning, and a classroom is a place for identity endeavor. The assumption underlying such an approach conceptualizes education as a means for social control, not separated from social and cultural influences. This study sought to examine the impediments overshadowing the practicality of critical language pedagogy (CLP) and to explore English as a foreign language (EFL) teachers' attitudes toward the dynamicity of transformative L2 materials preparation (TLMP) model. To undertake the study, the model was used in an M.A. language teaching methodology course with 40 prospective teachers. They were asked to write reflective journals (RJs) on several topics, followed by two class-assessments and two self-assessments, all focusing on the course procedure as well as learners' progress in attaining the intended outcomes of the course. Notably, they were requested to report their personal beliefs towards the dynamicity and functional efficacy of the proposed model and the extent to which it contributed to promoting their critical thinking skills and intellectual development. Qualitative data analysis included an in-depth content analysis of written data derived from RJs. The results attested that the participants positively appraised the practicality of the model.
۹.

The Relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension

کلید واژه ها: learner autonomy Reading Strategies Reading Comprehension

حوزه های تخصصی:
تعداد بازدید : ۱۲۴ تعداد دانلود : ۸۳
The purpose of the present study was to investigate the relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension. To accomplish this object, 130 ESP learners were asked to take part in a piloted PET reading comprehension test and two questionnaires on learner autonomy (Spratt, Humphreys, & Chan, 2002), and reading strategies (Mokhtari & Sheorey, 2002). After removing incomplete answer sheets, 106 (82 female and 24 male) acceptable cases were used in statistical analysis. Pearson Product Correlation analysis pointed out a statistically significant relationship between ESP learners’ autonomy and reading strategies. It was also exposed that the participants’ reading comprehension is positively correlated with their reading strategies. Though, a statistically significant relationship was not established between autonomy and reading comprehension.
۱۰.

Book Review: Teaching English to Speakers of Other Languages: An Introduction

کلید واژه ها: Book Review Teaching English

حوزه های تخصصی:
تعداد بازدید : ۳۲۶ تعداد دانلود : ۳۱۰
Teaching English to Speakers of Other Languages (TESOL) presents teaching techniques and procedures along with the underlying theory and principles and is comprehensible to readers who are new to the field of English Language Teaching (ELT). David Nunan (2015) proposes rich illustrations of theoretical constructs through providing practical examples of how to develop teaching materials and tasks from sound principles; he also presents content through various textual types including classroom vignettes which show language teaching in action, question and answer sessions. The book consists of twelve concise chapters: Language Teaching Methodology, Learner-Centered Language Teaching, Listening, Speaking, Reading, Writing, Pronunciation, Vocabulary, Grammar, Discourse, Learning Styles and Strategies, and Assessment.
۱۱.

Book Review: Innovation and Change in English Language Education (Ken Hyland & Lillian L. C. Wong)

حوزه های تخصصی:
تعداد بازدید : ۷۵۲ تعداد دانلود : ۵۸۴
It is widely accepted that today’s technological world is moving in a much more speed than the past, which requires the skill of keeping up with the pace of change. This change and innovation is a must for all organizations. According to Shen (2008, p.73), this change is trickier in the educational context, where “the nature of the knowledge, skills, and attitudes of those involved and the way that these are expressed in action” is of much significance. The need for innovation in education derives from the fact that they are, according to a study of the European Union reported in Popescu and Crenicean (2012, p.3982), “among the most important skills that employers seek.” Therefore, the book under review in this paper is about a topic that needs constant attention.
۱۲.

The Effect of Metacognitive Instruction through Dialogic Interaction on the Reading Comprehension Performance and the Metacognitive Awareness of Iranian EFL Learners

کلید واژه ها: Dialogic interaction Metacognive Strategy Reading Comprehension Language awareness EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۲۴۳ تعداد دانلود : ۲۰۸
The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the intervention. The participants were 60 intermediate EFL learners in two groups. The experimental group (n = 30) went through an intervention program in which the learners were taught metacognitive strategy instruction through dialogic interaction for ten sessions. The control group (n=30) went through a conventional reading instruction program and covered the same materials without receiving metacognitive instruction. The results revealed that metacognitive strategy instruction through dialogic interaction helped learners develop their reading ability and raise their metacognitive awareness.
۱۳.

Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy(مقاله پژوهشی دانشگاه آزاد)

نویسنده:

کلید واژه ها: transformative pedagogy EFL instructors hindrances thematic analysis micro level macro level dialogic-driven pedagogy

حوزه های تخصصی:
تعداد بازدید : ۴۷۱ تعداد دانلود : ۲۵۱
The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones.
۱۴.

مقاله به زبان انگلیسی: بررسی انگیزه ها، نگرش ها و فعالیت های آموزشی خانگی والدین به سوی دوزبانگی (Exploring Parental Motivations, Attitudes, and Home Literacy Practices Towards Bilingualism)(مقاله پژوهشی دانشگاه آزاد)

کلید واژه ها: دوزبانگی انگیزه نگرش فعالیت های آموزشی خانگی والدین ایرانی

حوزه های تخصصی:
تعداد بازدید : ۱۰۳۰ تعداد دانلود : ۴۶۳
این مطالعه به بررسی روابط بین انگیزه ها، نگرش ها و فعالیت های آموزشی خانگی والدین ایرانی به سوی دوزبانگی (فارسی وانگلیسی) می پردازد. به همین منظور،از ۶۸ والدین زبان آموز جوان، خواسته شد که به پرسشنامه ای پاسخ دهند. لازم بذکر میباشد که هدف پرسشنامه مذکوربررسی نگرش ها، انگیزش، و فعالیت های آموزشی خانگی والدین به سوی دوزبانگی می باشد. نتایج ضریب همبستگی پیرسون و تحلیل رگرسیون خطی داده ها نشان داد که والدین نگرش مثبت کلی، انگیزه یکپارچه٬ و روشهای رسمی درفعالیت های آموزشی خانگی به کار می گیرند.علاوه بر این٬ یا فته ها نشان دادند که همبستگی مثبت معناداری بین نگرش ها، انگیزش و فعالیت های آموزشی خانگی والدین وجود دارد. ولیکن٬ تحلیل رگرسیون خطی داده ها نسبت به متغیر های مربوطه نشان داد که فقط متغیر انگیزه بر پراکنش فعالیت های آموزشی خانگی تأثیر چشمگیری دارد. پیامدهای بدست آمده ازنتایج برای معلمان٬ سیاست گذاران، و توسعه دهندگان برنامه درسی بهمراه برخی پیشنهادات در این مطالعه فراهم شده است.
۱۵.

Critical Thinking: A Reading Strategy in Developing English Reading Comprehension Performance

کلید واژه ها: Critical thinking strategies training Gender Reading Comprehension language proficiency

حوزه های تخصصی:
تعداد بازدید : ۲۲۱ تعداد دانلود : ۱۰۴
There is a general consensus that critical thinking can be influential in almost every occupation due to its association with the abilities such as problem solving and decision making. This paper aims at probing the role of critical thinking (CT) skills on EFL learners' reading comprehension performance using Bloom's taxonomy. Therefore, the role of CT strategies training across two language proficiency levels, high & low, was investigated. Then the difference between females and males regarding their CT was studied. In so doing, 240 male and female Iranian EFL students were selected and screened into two proficiency levels based on the Longman preparation course for TOEFL test. Each proficiency group was divided into critical and non-critical group. The results suggested CT skills significantly affected EFL learners’ reading comprehension performance. However, the effect of critical thinking strategy training didn’t vary across different language proficiency levels. Overall, the findings provide empirical support for the facilitative effect of critical thinking strategy training on reading comprehension performance of EFL learners.

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