حسین حیدری تبریزی

حسین حیدری تبریزی

مطالب
ترتیب بر اساس: جدیدترینپربازدید‌ترین

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۲۸ مورد.
۱.

Effect of Synchronous Virtual Learning Environment on the Reading Comprehension of Undergraduate EFL Students

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۵, Summer ۲۰۲۳ 71 - 83

کلید واژه ها: Asynchronous Virtual Learning Environment Distance education Live Interactive Teaching Rooms Reading Comprehension Synchronous Virtual Learning Environment

حوزه های تخصصی:
تعداد بازدید : ۱۲۹ تعداد دانلود : ۱۰۷
Virtual learning has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Significantly, in a virtual learning environment, interactive telecommunications systems are utilized to connect learners, resources, and instructors. As such, the present study sought to investigate the possible effect of a synchronous virtual learning environment on the reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation at Islamic Azad University, Isfahan, Iran, one control group, and one experimental group were non-probabilistically selected based on their availability. Indeed, thirty students were chosen for the control group and thirty students were nominated for the experimental group. Live interactive teaching rooms were utilized in the experimental group during the term, whereas asynchronous instructional practices were adopted in the control group within the study. According to the results of paired samples t-test, the experimental group, which was instructed by live interactive teaching rooms over the term, progressed at the end of the period as compared to the beginning of the term. Moreover, the independent samples t-test showed that the students' scores on the post-test in the experimental group were higher than that of the control group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllabus designers.
۲.

Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۲, Issue ۲, Spring ۲۰۲۳ 25 - 50

کلید واژه ها: ADHD EFL learners online learning vision ignition intervention willingness to communicate

حوزه های تخصصی:
تعداد بازدید : ۱۴۴ تعداد دانلود : ۱۱۳
Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity Disorder (ADHD). This group of learners suffers from feelings of detachment and low self-confidence due to their lack of Willingness to Communicate (WTC) in an online classroom. Thus, the current quasi-experimental study explored the impact of a supplementary intervention targeted at helping learners create, substantiate, and live up to their ideal L2 self-images on multivariate components of ADHD learners' WTC in online English classes. For this purpose, 29 Iranian ADHD learners selected through convenience sampling were divided into two equivalent groups based on their ADHD levels. The groups were then randomly assigned to an experimental (N = 15) and a control condition (N = 14). In the experimental group, the vision ignition intervention was integrated into a 10-week online English course, whereas the control group's learners received no vision-enhancement intervention throughout the course. The learners' WTC was measured through a standard psychometric survey at the outset and conclusion of the course. Multivariable Analysis of Covariance (MANCOVA) was conducted to determine whether a linear combination of the subcomponents resulted in significant differences between groups. Along with an overall significant between-group difference in WTC, the results revealed the intervention's significant impact on WTC's two subcomponents: communicative self-confidence and integrative orientation.
۳.

Structural Equation Modeling of the Sources of EFL Teachers’ Self–Efficacy(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۵, No. ۱, ۲۰۲۳ 17 - 36

کلید واژه ها: sources of self-efficacy EFL Teachers meta-analysis Systematic review

حوزه های تخصصی:
تعداد بازدید : ۱۳۰ تعداد دانلود : ۸۷
Self-efficacy, which is known as the teachers’ self-perception of their competence and abilities in doing specific tasks, has attracted considerable attention in teacher education. It is seen as the teacher’s belief in achieving specific outcomes for students in their teaching practices, but the main sources of EFL teachers’ self-efficacy have not been systematically explored in a single study.  Therefore, this study set out to present a systematic review of the studies on EFL teachers’ self-efficacy. To this aim, a meta-analysis approach was employed to systematically review closely related papers from Elsevier, Google Scholar, and ERIC. The articles examined the sources of self-efficacy in a different context. Through precise screening, 13 papers were found to be eligible enough to be included in this study. Findings revealed that ‘Mastery Experiences’, ‘Vicarious Experiences’, ‘Social Persuasion and Support’,                                 ‘Emotional and Physiological States’, ‘Language Proficiency’, ‘Intelligence’, ‘Teaching skills and experience’, ‘pre-service training courses’, and ‘professional development activities’ are the main sources of self-efficacy. The findings could be theoretically and practically significant to EFL teachers, teacher trainers, and researchers interested in teacher education.
۴.

An In-depth Analysis of the Cognitive Gaps between Novice and Experienced Iranian EFL Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۶, Issue ۲۱, Spring ۲۰۲۳ 12 - 38

کلید واژه ها: Cognitive gaps EFL Teachers Teacher Cognition pedagogical experience pedagogical knowledge

حوزه های تخصصی:
تعداد بازدید : ۹۷ تعداد دانلود : ۹۸
The hidden constructs underlying teachers’ professional identity at a given point of teaching life are presumed to account for their practical qualities. The current study explored the cognitive skills of three groups of Iranian English as a foreign language (EFL) teachers with scant, moderate, and considerable teaching experience. To this end, a convenience sample, including 382 Iranian EFL teachers from 660 branches of five countrywide English language institutions, participated in a sequential explanatory mixed-method study. In the quantitative phase, a multivariate approach to comparison was adopted, and the three groups were compared in terms of a linear combination of nine subscales representing teachers’ pedagogical knowledge base. As shown by the results, the between-group differences in four of the nine sub-domains yielded a significant between-group gap in the overall level of teacher cognition. These differentiating knowledge areas included knowledge of learning, teaching, classroom management, and professional self. A qualitative follow-up phase was then launched in which a 95-member sample of the participants attended a retrospective interview to delve deeply into the nature of the four differentiating subdomains. The qualitative results divulged the processes and reasons underlying the four differentiating knowledge areas. The findings may have new insights into the exact nature of Iranian EFL teachers’ intellectual peculiarities at different stages of a teaching career.
۵.

Promoting Professional Identity Formation of Novice EFL Teachers in E-teaching Through Online Image Management (OIM) Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۵, No.۳۱, Fall & Winter ۲۰۲۲ 201 - 222

کلید واژه ها: Distance education E-teaching Image management strategy Novice EFL teachers Professional identity

حوزه های تخصصی:
تعداد بازدید : ۸۳ تعداد دانلود : ۷۰
Although the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies.
۶.

Effect of Animated Infographics on Vocabulary Gain and Retention of Iranian Intermediate EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۴, No. ۲, ۲۰۲۲ 17 - 30

کلید واژه ها: animated infographic EFL Learner Retention vocabulary gain

حوزه های تخصصی:
تعداد بازدید : ۱۱۹ تعداد دانلود : ۸۰
With the rapid development of technology, multimedia comes into English classes and positively improves learners’ language proficiency. The present study attempted to consider the use of animated infographics on the vocabulary gain and retention of Iranian intermediate EFL students. The classes were held online through the Jitsi meet website in the autumn of 2021. To this end, 60 EFL students were selected among 90 students through a homogeneity test. At the beginning of the treatment period, a pretest was administered to both groups, and then, the participants attended 13 sessions. In these sessions, the animated group (AG) was taught through animated infographics, while the control group (CG) was instructed conventionally. The posttest and delayed posttests were administered to test the student’s vocabulary gain and retention. The findings indicated that the AG outperformed the CG significantly in the posttest and delayed posttest. Therefore, the animated infographics proved to be more effective in learning English vocabulary for these students. The results could have implications for teachers because it heightens their understanding of using technologies in general and animated infographics in particular and leads to more effective teaching methodologies.
۷.

Effects of Careful vs. Pressured Online Planning on Learning Multiword Expressions among Intermediate EFL Learners

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۷, No. ۳, Summer ۲۰۲۲ 107 - 122

کلید واژه ها: Careful Online Planning EFL Learners intermediate Multi-Word Expressions Pressured Online Planning

حوزه های تخصصی:
تعداد بازدید : ۳۷۸ تعداد دانلود : ۱۱۸
This research was carried out to examine the effect of using careful online planning vs. pressured online planning on learning multi-word expressions among intermediate English learners. To this end, two samples of learners through an Oxford Placement Test (OPT) were selected as the careful online group and pressured online group. After the pretest, the researcher exposed the experimental group to all multi-word expressions, adapted from input text. The experimental group was supposed to listen to some audio files and learn the multi-word expressions and then they must have been able to produce those expressions while speaking. They were asked to watch a film of The Donkey and The Master , take notes, and retell the story in six minutes for pressured online planners and then the time for careful online planners. The first time was for pleasure; the second time, they were expected to retell the story using Multi-Words Expressions in the film. After three weeks of instruction, the posttest was given to the students of both groups to assess their achievement. After quantitative data analysis, an independent sample T-test was performed. The results indicate that pressured online planning was more effective. This study has implications for EFL teachers and instructors.
۸.

Professional Identity Reflection of Iranian EFL Instructors in E-Teaching: Focus on Achievement Orientation Theory

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲ 135 - 148

کلید واژه ها: Achievement Theory E-teaching Iranian EFL Teachers Professional identity

حوزه های تخصصی:
تعداد بازدید : ۳۷۱ تعداد دانلود : ۱۳۸
While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.    
۹.

The Impact of Learning through Management System vs. Learning through Experience Platform on Exam Results of Digital Natives and Digital Immigrants(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۰, Issue ۳, Summer ۲۰۲۱ 117 - 158

کلید واژه ها: COVID-19 digital divide English for Medical Purposes Learning Management System learning experience platform

حوزه های تخصصی:
تعداد بازدید : ۳۵۸ تعداد دانلود : ۲۴۱
The upheaval time of COVID-19 highlighted the importance of an effective way of teaching English to the front-line healthcare workers such as medical doctors and researchers with different digital-divide status, particularly in non-English-speaking countries because they were first-hand users of critical pandemic-related information in mostly-English articles published online by scientific journals. This study attempted to investigate the pedagogical effects of utilizing the two main User-Generated Content (UGC) platforms in E-learning, namely LMS vs. LXP, on the results of the Electronic Ministry of Health Language Examinations (E-MHLE) among Iranian English for Medical Purposes (EMP) learners across their digital-divide status (digital natives vs. digital immigrants) during the COVID-19 pandemic. A series of focus-group E-interviews were conducted to determine the reasons behind the lowest scores among the participants and to find out possible suggestions for success in high-stake E-tests. To this end, 272 EMP learners who were users of LMS and LXP were conveniently selected from a university of medical science to participate in this sequential explanatory mixed-method research. The results of descriptive and inferential statistics showed that the LXP group outperformed the LMS one in the results of E-MHLE. Moreover, the digital natives obtained higher scores than the digital immigrants in both groups but the difference was not significant in the LXP. The findings of the E-interviews were thematically analyzed and discussed. The findings of this study might offer practical and realistic benefits to the whole EMP community, particularly policymakers for the post-COVID-19 era. 
۱۰.

Impacts of Utilizing E-Mind Maps on Iranian Adolescent vs. Adult EFL Learners’ Language Learning Strategy Choices(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۹, Fall & Winter ۲۰۲۱ 146 - 169

کلید واژه ها: Adolescent Adult E-Mind Map Iranian EFL Learner Language learning strategy

حوزه های تخصصی:
تعداد بازدید : ۳۷۳ تعداد دانلود : ۱۴۴
The purpose of this study was to investigate the probable effects of E-Mind Maps on the prevailing Language Learning Strategy Choices of adolescent versus adult Iranian EFL learners (LLSC). Besides, their preferred strategies were investigated across each dominant LLSC for some volunteer participants through structured interviews. According to a mixed-method design, 76 available Iranian adolescent and adult EFL learners, both male and female, were randomly divided into four equal groups of experimental and control ones. Strategy Inventory for Language Learning (SILL) was conducted for all participants in the pre-and post-intervention phases, followed by a structured interview in just the post-intervention phase in the qualitative phase. The intervention presented the teaching content through E-Mind Maps vs. the conventional way of teaching for 20 sessions. The data were analyzed using descriptive and Chi-Square statistics. The results confirmed that using E-Mind Maps shifted the dominant LLSC of adolescent and adult EFL learners to memory and cognitive strategies. Moreover, preferred strategies across each dominant LLSC were discussed in detail for both groups. The conclusion can provide critical implications for English language teaching, learning, and educational technology in using E-Mind Maps as an effective strategy in EFL classrooms.
۱۱.

A Logogenetic Delve into Attitudinal Meanings in Native vs. Non-Native Discussion Section of Research Articles

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۷, Autumn ۲۰۲۱ 65 - 81

کلید واژه ها: academic writing Appraisal Theory attitude affect appreciation evaluative language Judgement Logogenetic Approach

حوزه های تخصصی:
تعداد بازدید : ۴۶۵ تعداد دانلود : ۱۸۵
Using evaluative language has been considered as the significant predictor of academic writing success in second and foreign language research. Such an importance paved the way for the current study to investigate the use of the APPRAISAL tool, namely ATTITUDE resources, in the research articles (RAs) written by native (N) and non-native (NN) writers, focusing on the discussion sections. A qualitative corpus selection resulted in choosing 30 RAs written by American writers and 30 authored by Iranian writers. Two coding schemes were used: one for discussion boundaries based on Kanoksilapatham’s (2005) discussion move structure, and the modified version of APPRAISAL theory (Xu, 2017) for identifying attitudinal resources. The corpus analysis revealed that academic writers preferred to use a great number of inscribed ATTITUDE resources, that is, APPRECIATION tools compared to JUDGMENT. There was also a significant difference between N and NN sub-corpora in using attitudinal resources, highlighting that the language of N RAs contained more authorial stance of ATTITUDE compared to NN sub-corpus. However, the use of idioms as evoked ATTITUDE was found to be frequently applied by NN authors. The findings of the study contributed to the significance of using evaluative language in academic writing through which the writers can make a dialogic interaction with readers and enhance their critical stance by involving them in the argument.
۱۲.

فرهنگ های تک زبانه انگلیسی «زبان آموز» به مثابه سنتی بریتانیایی: سیر تحول، ویژگی های ممتاز و نمونه های مطرح

نویسنده:
منبع: مطالعات دانشنامه نگاری سال اول تابستان ۱۴۰۰ شماره ۲
تعداد بازدید : ۱۶۲ تعداد دانلود : ۹۲
فرهنگ «زبان آموز» به مثابه پدیده و سنتی بریتانیایی سابقه ای بیش از نیم قرن دارد. اصطلاح «زبان آموز» عموماً به آن دسته از فرهنگ های لغت انگلیسی اطلاق می شود که مخصوص زبان آموزانی تهیه و تدوین شده که انگلیسی زبان مادریشان نیست و به نوعی جنبه آموزشی این گونه فرهنگ ها برجسته تر است. هدف از نگارش مقاله حاضر عبارت است از شناخت تاریخچه شکل گیری و پیدایش فرهنگ تک زبانه زبان آموز انگلیسی، معرفی نمونه های معروف در این عرصه و توصیف و تبیین دقیق و جامع خصوصیات بارز و ویژگی های متمایزکننده این نوع فرهنگ ها از منظر کلان ساختار، میان ساختار و خردساختار شامل شکل ظاهری، مواد پیش متن فرهنگ، گستره و گنجایش، دامنه بُرد، تعریف نگاری، تصویر دهی، طبقه بندی معنایی، تفکیک درون مدخلی، اطلاعات متعدد و متنوع واژگان شناختی، اطلاعات پیرامونی، الحاقات/ضمائم، و امکانات جنبی. البته برای روشن تر شدن بحث، سه فرهنگ زبان آموز چاپ ناشران معروف و مطرح نیز بررسی می شود: دو فرهنگ روزآمد آموزشی زبان آموز انگلیسی چاپ ناشران بریتانیایی یعنی فرهنگ لغات آکسفورد مخصوص زبان آموزان سطح پیشرفته (OALD) و فرهنگ لغات انگلیسی معاصر لانگمن (LDOCE) و البته تنها فرهنگ در دسترس چاپ ناشران آمریکایی به نام «فرهنگ لغات رندوم هاوس وبستر مخصوص زبان آموزان سطح پیشرفته» (RWAED).در آخر، نگارنده می کوشد چشم اندازی از آینده فرهنگ های زبان آموز، مخاطرات و چالش های پیش رو و فرصت های ناشی از انقلاب دیجیتالی و پیشرفت های فناوری به دست دهد.
۱۳.

Impact of Online Strategies-based Instruction on Iranian Advanced EFL Learners’ Speaking Scores

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۶, Summer ۲۰۲۱ 21 - 37

کلید واژه ها: Moodle online learning Social and affective strategies Speaking ability strategy instruction

حوزه های تخصصی:
تعداد بازدید : ۳۲۰ تعداد دانلود : ۲۱۹
Enhancing speaking ability is an important component of the acquirement of a language. The innovative aspect of this study is improving speaking ability through online strategy-based instruction by applying the Moodle course management system as an instructional platform. To this end, a group of 80 Iranian female and male students at the advanced level participated in the treatment. Participants of the study were divided into four groups of 20. The subjects in experimental groups benefited from two particular instructional focuses of this study include social and affective strategies. In order to assess the effect of the treatment pre and posttests design were utilized. Consequently, the data were analyzed through One-Way ANOVAs and t-tests. The findings revealed that strategy treatment was successful in improving the participants’ speaking ability. Therefore, the findings suggest that online strategy-based instruction can positively influence the speaking ability of Iranian advanced EFL learners. In addition, a questionnaire from Kitchakarn (2015) was employed to understand students’ perceptions and attitudes toward computer-based learning. The statistical analysis of the questionnaire revealed positive attitudes of participants toward computer-based learning.This study may have pedagogical implications for material practitioners, CALL package designers and distance learning planners to include strategy instruction in English courses.
۱۴.

The COVID-19 Lingo: Societies’ Responses in form of Developing a Comprehensive Covidipedia of English vs. Persian Neologisms (Coroneologisms)(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۷, Fall & Winter ۲۰۲۰ 26 - 52

کلید واژه ها: Corona coinages Covidioglossia English Persian Neologism

حوزه های تخصصی:
تعداد بازدید : ۳۶۶ تعداد دانلود : ۴۶۷
Languages as living and dynamic structured systems were influenced at the very first moments of the COVID-19 pandemic as they became medicalized by the use and practice of various jargons and technical terms. Meanwhile, homebound individuals around the world started to create a COVID-19 pandemic-related lexical-overload of neologisms (Coroneologisms or Corona coinages) in different languages which started to spread across the globe by mass media, and some of them even entered the official databases of the well-known dictionaries and Wikipedia corpora. This study was a scrutinized attempt to explore the English vs. Persian (Farsi) Coroneologisms across various Extensible Markup Language (XML) corpora and a huge body of E-resource discourses (websites, social media, and news channels and forums) based on embedded mixed-method design to provide a comprehensive insight into their types, structures, and meanings. To provide a better understanding of how and why particular Coroneologisms were created in terms of social, cultural, or political contributing factors, they were investigated based on the reflections of a series of sociolinguistic focus-group E-interviews with 184 volunteer English and Persian native speakers. This study might provide implications for sociolinguistics, corpus-based language studies, lexicographers, designers of corpora, etymologists, and discourse analysts in English and Persian.
۱۵.

Exploratory-cumulative vs. Disputational Talk on Cognitive Dependency of Translation Studies: Intermediate level students in focus

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۳, Winter ۲۰۲۰ 39-57

کلید واژه ها: Cognitive dependency disputational talk Exploratory-cumulative talk translator training courses

حوزه های تخصصی:
تعداد بازدید : ۸۷۲ تعداد دانلود : ۲۰۸
The present study set out to determine the effect of implementing exploratory-cumulative talk in comparison to disputational talk on cognitive (meaning development and organization of thought as well as problem solving ability) dependency of intermediate level students in translation studies. In order to achieve the objectives of the study, a quasi-experimental-pretest-posttest-statistical study was conducted in which 63 linguistically homogeneous B.A students in translation studies at the IAU-Shahreza branch, in experimental and control groups were the participants. Administering cognitive dependency questionnaire before and after implementing the treatment, exploratory-cumulative talk, helps the researcher to find out the possible effect of it against the control group, disputational talk, in translator training courses. The results of the data analysis indicate that the difference between the posttest mean scores of the experimental and control groups do not reach statistical significance. However, by conventional criteria, the difference between the pretest and posttest scores of the experimental group was considered statistically significant by large effect size. The application of the present study findings in translator training courses may pave the way for translation teachers and translation students to follow more fruitful approaches.
۱۶.

Gender-related Ethnographic Study on the Role of Partnership Values in Motivating Iranian EFL Learners’ Engagement in the Learning Process(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۹ , N. ۳ , ۲۰۲۰ 409 - 428

کلید واژه ها: attitude Engagement motivation Partnership Approach Partnership Values

حوزه های تخصصی:
تعداد بازدید : ۳۸۶ تعداد دانلود : ۲۴۵
New approaches and methods to language learning and teaching have drawn the attention of many researchers. This study aimed at investigating the role of Iranian EFL learners’ attitudes towards the value components of the Partnership Approach (PA) on motivating their active engagement in the learning process. A descriptive research method (survey study) was used, and 72 male and female Iranian EFL students whose ages ranged from 18 to 26 were randomly selected to participate in the study. They were asked to respond to a five-point Likert-scale questionnaire addressing the objectives of the study, and then 30 of the participants were randomly interviewed to reveal the possible consonance with the questionnaire outcomes. The study was conducted at Islamic Azad University (IAU), Najafabad Branch. The findings indicated that although both male and female participants showed significantly positive attitudes towards the value components of the PA, except for the inclusivity value, female participants held significantly higher positive attitudes. The highest motivational value from both male and female participants’ point of view was for the challenge value component. However, reciprocity and inclusivity were the value components with the lowest motivational values from the male and female participants’ point of view, respectively. Focusing on the importance of the psychological factors in education, the findings of the study may encourage both education policy-makers and practitioners in the field to think more critically, and make more reasonable decisions for their policy and practice.
۱۷.

The Effect of Employing Critical Needs Analysis on Iranian Intermediate Learners' Speaking Skills Improvement(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۶, Spring & Summer ۲۰۲۰ 49 - 74

کلید واژه ها: critical needs analysis EFL lacks Necessities wants

حوزه های تخصصی:
تعداد بازدید : ۳۹۵ تعداد دانلود : ۳۲۰
English is taught all over the world either as a foreign or second language. It is taught as a foreign language in the Iranian educational system as well. However, it has always been the issue that EFL programs have been developed without conducting a systematic needs analysis from the learners’ perspective. The present study examined the effect of employing critical needs analysis on the learners' speaking skills improvement. To this end, 128 Iranian intermediate learners from three language institutes were selected and assigned to two experimental and control groups. The learners' Necessities, Wants and Lacks through a questionnaire and semi-structured interview were investigated. The experimental group received treatment based on the results of the interview and questionnaire. The results of the inferential statistics showed that the students' highest mean score was in the Necessities sub-dimension, followed by the Lacks, and Wants sub-dimensions which revealed that the students' needs were mostly the items which were necessary for the learners' use of language. In contrast, the control group received treatment based on the pre-determined syllabus of the course. The results of an independent sample t-test indicated that in the post-test, the speaking scores of the participants in the experimental group were significantly higher than the scores in the control group.
۱۸.

Evaluation of the Latest Pre-Service Teacher Education Curriculum in EFL Context: A Testimony of Teachers, Teachers Educators and Student Teachers' Perspectives(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۹ , N. ۱ , ۲۰۲۰ 1 - 24

کلید واژه ها: Adequacy effectiveness evaluation Objectives Stakeholders Teacher Education Curriculum

حوزه های تخصصی:
تعداد بازدید : ۳۷۵ تعداد دانلود : ۳۱۵
Teacher training programs in Iran have undergone extensive investigations and modifications since the establishment of educational institutions. This interest in teacher education has emerged from the innovative approaches to teaching suggested by the trends and findings of the time. Regarding the importance of curriculum evaluation in the EFL teacher education, this study mainly focused on the adequacy and effectiveness of the latest EFL pre-service teacher education curriculum through the eyes of the key stakeholders. Both quantitative and qualitative data were used in the study. The participants of the study were 227 teachers, teacher educators, and senior student teachers. The data were gathered through a 35-item Likert scale questionnaire on the curriculum courses with stated objectives for each course and semi-structured interviews. The findings revealed that the latest curriculum was adequately laid out and positively evaluated by the participants in terms of pedagogic and linguistic competence although there were some shortcomings and slight differences in the participants' perceptions. There were some slight perceptual differences among the participants. The findings of this study may provide some helpful suggestions for promoting the latest EFL pre-service teacher education curriculum.
۱۹.

The Influence of Autonomy on Iranian EFL Learners’ Vocabulary Podcasting Tasks, Gain and Retention

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۵, Spring ۲۰۱۹ 127-141

کلید واژه ها: autonomy Distance education vocabulary gain vocabulary podcasting tasks Vocabulary Retention

حوزه های تخصصی:
تعداد بازدید : ۴۰۲ تعداد دانلود : ۱۸۵
The use of podcasts in learning has been supported by distance education theories that deal with the role of interaction as well as communication in improving teaching and learning. New technologies such as podcasts can have influential learner support in distance education and address learner cognitive requirements by incorporating communication within study resources. The present study investigated the effects of learners’ autonomy on their vocabulary podcasting tasks, gain and retention in an E-learning context. Two separate one-way multivariate analysis of variance (one-way MANOVA) were run in order to answer the questions. The results revealed that autonomy levels significantly affected Iranian EFL learners’ vocabulary gain and retention. The participants who had higher autonomy levels had higher levels of vocabulary gain as well as retention applying audio podcasts plus still pictures and audio podcasts plus animated pictures. As the effects of attitude and autonomy on language learning are unquestionable, the present study can help teachers and learners have better considerations of attitude and autonomy in an E-learning context.
۲۰.

Cultural-specific items in translation of the Holy Quran by Irving(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبان شناختی قرآن سال هشتم بهار و تابستان ۱۳۹۸ شماره ۱ (پیاپی ۱۵) 43 - 52

کلید واژه ها: Cultural Specific Items Domestication English Translation of the Holy Quran Foreignization

حوزه های تخصصی:
تعداد بازدید : ۱۰۶ تعداد دانلود : ۸۵
Translation of cultural-specific items (CSIs) has always been a challenge for translators. To overcome this problem, they employ different strategies. The present study focused on the role of CSIs in English translation of the Holy Quran by Irving and how he has used different strategies in rendering them. The design of the study was a descriptive one and the data were collected from the second surah of the Quran (Baqara). The theoretical framework was Venuti’s (1995) domestication and foreignization Model. This study analyzed the differences in the use of these two strategies through descriptive statistics by presenting frequency and percentage of each alternative.  The analysis of the data showed that Irving used domestication as the main technique to render CSIs. The findings of this study could be beneficial for both students of translation and the practitioners in the field to get familiar with the most influential strategies in rendering cultural specific items.

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