سعید صفدری

سعید صفدری

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فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۷ مورد از کل ۷ مورد.
۱.

Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices

نویسنده:

کلید واژه ها: learners’ perceptions teachers’ perceptions virtual online classes

حوزه های تخصصی:
تعداد بازدید : 898 تعداد دانلود : 743
Teaching English through virtual online platforms has been practiced by language teachers during Covid-19 pandemic. The present mixed-methods study aimed to investigate EFL learners’ and teachers’ perceptions of virtual online classes and examine the potential (non)alignment between their perceptions as well. To do so, 80 learners and 30 teachers took part in the quantitative part and then, 18 learners and 12 teachers of English were selected for the qualitative part of the study. In the quantitative part, the participants responded to a self-report questionnaire on their experiences with online classes. In the qualitative part, the participants took part in online semi-structured interviews. After the questionnaire data provided a general profile of the learners’ and teachers’ opinions, analysis of the qualitative data resulted in the emergence of two major themes of 1) using online instruction as a productive device in language learning; and 2) efficient learning through communication. EFL teachers’ data revealed their belief in 1) fostering interactive classroom through online instruction; and 2) learners’ involvement and enthusiasm for classroom participation. It was also found that both learners and teachers expressed satisfaction with virtual online classes and creation of an interactive learning atmosphere through virtual classes, which indicated the existence of relative alignment between their perceptions. The findings of the study contributed to the EFL teachers’ awareness of applying online instruction in order to create an interactive learning environment for EFL learners and assist them to be enthusiastically involved in classroom communication.
۲.

Task Motivation and Transfer of Learning across Tasks: The Case of Learning the English Definite Article(مقاله علمی وزارت علوم)

نویسنده:

کلید واژه ها: task motivation Task the definite article transfer transfer of learning

حوزه های تخصصی:
تعداد بازدید : 883 تعداد دانلود : 155
Task motivation has recently gained prominence in second language (L2) research. However, its potential effects on the transfer of learning across tasks have not been investigated. The present study sought to deal with this issue through a mixed-methods approach. A total of 82 intermediate English learners took part in the study. Initially, they were tested regarding their knowledge of the English definite article. Then, they performed a consciousness-raising task that accentuated the article. Following the task, their task motivation was measured using a self-report questionnaire. After a few days, they completed another task requiring the knowledge of the article to see whether those who experienced higher task motivation on Task 1 were able to transfer the newly gained knowledge more efficiently to Task 2 compared to learners with low task motivation. Then, focus group interviews were conducted with learners representing both groups. Analysis of variance revealed that task motivation significantly affects transfer of learning. Moreover, thematic coding analysis of the qualitative data indicated that positive task appraisal, peer effect, increased effort, and activating self-regulation strategies were the major factors associated with high task motivation leading to efficient transfer of learning. The findings suggest some implications for pedagogy and research.
۳.

پدیدارشناسی مفهوم رهبری معلم زبان انگلیسی از دیدگاه دانشجویان زبان آموز ایرانی(مقاله علمی وزارت علوم)

نویسنده:

کلید واژه ها: پدیدارشناسی تحلیل مضمون رهبری معلم زبان آموزان

حوزه های تخصصی:
تعداد بازدید : 93 تعداد دانلود : 530
موضوع رهبری معلم، با وجود اهمیت بسیار، در حوزه آموزش زبان چندان مورد توجه نبوده است. پژوهش کیفی حاضر بر اساس روش پدیدارشناسی و با هدف بررسی دیدگاه زبان آموزان درباره رهبری معلمان زبان انگلیسی و درک دقیق تری از مفهوم رهبری معلم در این رشته انجام شد. تعداد 21 دانشجوی دوره کارشناسی رشته آموزش زبان انگلیسی دانشگاه آزاد اسلامی واحد چالوس در این تحقیق شرکت کردند. داده های پژوهش از طریق مصاحبه نیمه ساختار یافته با شرکت کنندگان درباره ویژگی ها و صفاتی جمع آوری شد که رهبر-معلمان را متمایز می کنند. تجزیه و تحلیل داده ها بر اساس کدگذاری و تحلیل مضمونی انجام شد و نشان داد که مجموعه ای از ویژگی های گوناگون در قالب پنج مضمون شامل تسلط حرفه ای، قابلیت های شخصیتی، توانمندی ارتباط، هدفمندی و انعطاف پذیری از نظر دانشجویان  از خصوصیات اساسی رهبری معلمان زبان انگلیسی است. نتایج حاکی از این واقعیت اند که نظر دانشجویان درباره رهبری معلم از سطح  دانش و تسلط معلم بر فنون تدریس فراتر می رود و شامل عناصری است که نه تنها ویژگی های فردی و رفتاری معلم را شامل می شوند، بلکه خود ممکن است محصول  تعامل و کنش متقابل معلم و شاگردان باشند. می توان گفت که مفهوم رهبری معلم از دید زبان آموزان با دیدگاه های سنتی موجود تفاوت هایی نیز دارد.
۴.

پدیده اسلام هراسی و گسترش اسلام گرایی در غرب(مقاله علمی وزارت علوم)

نویسنده:

کلید واژه ها: دین اسلام پدیده اسلام هراسی اسلام گرایی در غرب

حوزه های تخصصی:
تعداد بازدید : 623 تعداد دانلود : 289
پدیده فراگیر خیزش اسلامى موجب غافلگیری غرب شده است و به همین دلیل با ابزارهای در اختیار، به تجزیه و تحلیل آن اقدام نمود تا نقاط ضعف و قوت مسئله را کشف کند و بتواند با چنین تحلیلى به رویارویى و مواجهه بپردازد؛ اما در نقطه مقابل، دین اسلام دین پیشرفت است و به همه انواع دانش فرا مى خواند و از امت اسلام مى خواهد عناصر قدرت را در خود تحقق بخشد و تلاش و کوشش خود را براى بهترین امت بودن بکار گیرد و پیشگام مردمان جهان باشد. دین اسلام در غرب و نحوه تعامل جوامع و دولت های غربی نسبت به اقلیت های مسلمان در آن کشورها موضوعی است که نزدیک به دو دهه در محافل علمی، دانشگاهی و رسانه ای اروپا و آمریکا محل توجه و تدبر تحلیلگران و فرهنگ شناسان قرار گرفته است. در این میان به نظر می رسد نگرش ها و نحله های فکری متفاوت نسبت به اسلام و مسلمانان ساکن اروپا و آمریکا با وضعیت عینی و عملی پویش های اجتماعی اقلیت ها و جریان های اسلامی در این مناطق فاصله بسیاری داشته باشد و به بیان دیگر، صرف نظر از وجود دیدگاه ها و رهیافت های متفاوت پیرامون نحوه تعامل با این اقلیت های دینی، جریان های اسلامی در غرب، خود را در تنگناهای عمیق هویتی می یابند. بر این اساس، پژوهش حاضر درصدد تبیین مفهوم اسلام هراسی و اسلام گرایی در غرب بود که با نگاهی تبیینی به بیان این معنا و مفهوم پرداخته شد.
۵.

Imagination, Senses and Motivation: How are Sensory Styles, Imagery Capacity and Gender Related to Motivational Attributes of Iranian EFL Learners?(مقاله علمی وزارت علوم)

نویسنده:

کلید واژه ها: imagery capacity sensory style self-guides Gender motivation

حوزه های تخصصی:
تعداد بازدید : 379 تعداد دانلود : 536
Recent research on second language (L2) motivation emphasizes the significant role of personal vision and future-oriented self images on L2 learners’ motivation. This role is even more important in EFL contexts where learners have scarce access to authentic communicative situations. Therefore, EFL learners’ capacity to form vivid images can have an essential role in enhancing their motivation to learn. This article reports on a research study that investigated the potential links among Iranian EFL learners’ imagery capacity, sensory styles, gender and future L2 self-guides (ideal L2 self and ought-to L2 self). A total of 311 adult Iranian EFL learners responded to a self-report questionnaire. Several correlation, multiple regression and t-tests were performed to analyze the data. The results revealed a significant association between EFL learners’ imagery capacity and their future L2 self-guides. The findings show that higher ability at generating mental images is strongly related to improved future L2 self-guides and increased motivation. Also, the results demonstrate that both visual and auditory sensory styles are involved in forming imagery and vision, and are both positively associated with EFL learners’ capability for imagining their future L2 self-guides. However, the analyses failed to find any significant connection between kinesthetic style and imagery capacity or L2 self-guides. Additionally, it was shown that self-guides, sensory styles and imagery capacity are not affected by gender. The results indicate the multisensory nature of vision and imply the potential benefits of visualization and imagery training in the language classroom.
۶.

Fostering EFL Teacher Enthusiasm through Vision Enhancement and its Relationship with Students’ Attitude and Effort

کلید واژه ها: Teacher enthusiasm Vision teacher behavior student perception attitude to language learning

حوزه های تخصصی:
تعداد بازدید : 819 تعداد دانلود : 393
Teacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship with language learners’ effort and attitude for language learning. In order to foster teacher enthusiasm, the highly novel concept of vision was utilized and a vision enhancement program was conducted to improve language teacher enthusiasm. Four EFL teachers and their 46 students participated in the research project. Two of the teachers were assigned to the six-week visionary intervention and the other two received no treatment. A Likert-scale questionnaire measuring perceived teacher enthusiasm, intended effort, and attitude to language learning was administered to all the students before and after the treatment. Results of ANCOVA revealed that those students whose teachers were subjected to vision enhancement were significantly different from the students whose teachers did not receive the treatment. Moreover, linear regression analyses demonstrated that students’ perception of teacher enthusiasm can positively predict their effort and attitude. The efficiency of visionary training for improving teacher enthusiasm gained empirical support. Besides, the findings underscore the link between teacher enthusiasm and students’ effort and attitude.
۷.

EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement(مقاله علمی وزارت علوم)

کلید واژه ها: motivation academic achievement Motivational Self-regulatory Strategies self-regulation

حوزه های تخصصی:
تعداد بازدید : 974 تعداد دانلود : 687
Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study was to investigate the relationship between motivational self-regulatory strategies (MSRSs) and academic achievement. A motivational self-regulation questionnaire was administered to 64 male and female adult Iranian EFL learners to measure their choice of various strategies. The quantitative data was analyzed by applying correlational and multivariate analyses. The results demonstrated that there was a strong relationship between motivational self-regulatory strategy use and academic achievement. However, no difference was found between male and female learners in their use of the strategies. Further examination revealed that higher-achieving students differed from lower-achieving participants in their preference for strategies. The article concludes that while all learners use extrinsic rewards to self-regulate their motivation, more successful learners tend to manipulate learning tasks to make the tasks intrinsically interesting and pleasant. Also, more successful learners set both long-term and short-term goals to motivate themselves. The results underscore the importance of students’ personal interests, needs and goals, and suggest that teachers foster learners’ command of the strategies through instruction and cooperative activities.

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