پرویز مفتون

پرویز مفتون

مدرک تحصیلی: دانشیار دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران- دانشکده زبان و ادبیات

مطالب
ترتیب بر اساس: جدیدترینپربازدید‌ترین

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۲۱ تا ۴۰ مورد از کل ۵۰ مورد.
۲۱.

Towards an Operational Definition of Critical Thinking(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۲, No.۲۴, Spring & Summer ۲۰۱۹ 17 - 40

کلید واژه ها: Critical thinking Cognitive Skills Mental Dispositions

حوزه های تخصصی:
تعداد بازدید : ۵۴۲ تعداد دانلود : ۳۳۷
This paper offers a state-of-the-art working definition for the concept of Critical Thinking (CT hereafter) in an attempt to provide a framework for the development of an operational definition for this complex concept. Having studied various definitions and models, proposed for CT by major figures in the field, the key defining features of this rich concept were identified and classified. Based on these key descriptors, a working definition consisting of three main components namely Mind Analysis , Data Evaluation , and Thinking in Education has been proposed and then each dimension of this definition is defined and elaborated further so that the complexity of the concept could be framed in an extended model. The elaborated conception of CT proposed in this paper seeks to include the core elements of CT so that it can be expandable into an operational definition with measurable items. There are two main reasons for conducting this research: Firstly, CT has evolved into a multifaceted construct with a broad range of cognitive abilities and intellectual dispositions. Secondly, although CT has been recognized as a significant concept in education, its full potential has not been achieved yet.
۲۲.

The Impact of Skill Integration on Task Involvement Load(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 29 - 48

کلید واژه ها: involvement load information gap task jigsaw task Vocabulary Learning

حوزه های تخصصی:
تعداد بازدید : ۵۰۳ تعداد دانلود : ۵۴۰
The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this claim, 64 Iranian intermediate EFL learners were selected based on their performance on the Preliminary English Test (PET). The participants were randomly assigned to two equal groups. Each group completed different vocabulary learning tasks that varied in the amount of involvement they induced. The tasks were jigsaw task (Group A) and information gap task (Group B). During the ten treatment sessions, recall and retention of the 100 unfamiliar target words were tested through immediate and delayed posttest. Data were analyzed using repeated measure ANOVA. The results indicated that learners benefited more from jigsaw task with higher involvement load. This study supported the Involvement Load Hypothesis, suggesting that higher involvement induced by the task resulted in more effective recall; however, no significant difference was observed between the two tasks in the retention of the unknown words.
۲۳.

Collaborative Discussion Circles: A Path towards Critical Language Teacher Development(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۸, Spring & Summer ۲۰۲۱ 157 - 179

کلید واژه ها: ELT Freirean pedagogy postmethod pedagogy reflective action teacher education

حوزه های تخصصی:
تعداد بازدید : ۴۹۷
The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study.
۲۴.

An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۱, June ۲۰۱۹ 129 - 163

کلید واژه ها: Activity theory Cooperative assessment cooperative learning Reading Comprehension

حوزه های تخصصی:
تعداد بازدید : ۴۶۵ تعداد دانلود : ۲۷۳
Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the prerequisite cognitive processes are distributed among teacher, individual reader, other students, and artifacts (Cole & Engeström, 1993). Given that cooperation and division of labor are the central tenets of activity theory, this study aimed at investigating whether assessing cooperative learning had a decisive effect on the reading comprehension of Iranian EFL learners. To this end, 60 sophomores majoring in English translation at Islamic Azad University, Tehran Central Branch, were selected as the participants of the study. The reading instruction was geared to cooperative learning based on the elements of activity theory. Over the course of 12 weeks, both the process and products of cooperative reading were self-, peer-, and instructor-assessed. The findings indicated that assessing cooperative reading through the lens of activity theory had a significant effect on the participants’ reading comprehension. In addition, there was a statistically significant difference between the products of cooperative reading in predicting the participants’ reading comprehension posttest scores. Furthermore, the results showed that the participants held favorable perception toward activity theory-based cooperative assessment. The findings are hoped to shine a light on collective reading and highlight the need for more innovative constructivist approaches to EFL reading in Iran.
۲۵.

The sociolinguistic content analysis of imported ELT textbooks’ cultural values (global or local) and their impact on Iranian EFL learners’ social identity(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian journal of educational sociology, Vol ۱, Number ۱۰ (۲۰۱۸) 124-132

کلید واژه ها: culture Globalization Identity Construction Social Identity

حوزه های تخصصی:
تعداد بازدید : ۴۵۹ تعداد دانلود : ۱۵۳
Purpose: Investigating the cultural content of EFL textbooks is significant in critical discourse studies. The effect of cultural values on EFL learners’ social identity has been less investigated in the Iranian context. This study aimed at identifying type of cultural values embedded in New Interchange and Passages textbooks in terms of being global, local or glocal and the impact of these textbooks’ cultural values on Iranian EFL learners’ social identity. Methodology: 90 upper-intermediate EFL learners at 2 private language institutes and high schools in the city of Gilanegharb were selected among a population of 120 EFL learners based on taking an Oxford Placement Test (OPT). They were randomly divided into an experimental group (45 learners) and a control group (45 learners). The experimental group received global cultural teaching through exposure to private institute textbooks’ cultural values while the control group was taught through local cultural values embedded in the local textbooks. A Student Identity Questionnaire (SIQ) was used as both pre-test and posttest. Data were analyzed through Independent Sample T-tests using SPSS 21 software. Findings: The results indicated that the most frequent textbook cultural values were social power through the U.S. superiority, social relation through friendship and party, and accomplishments through success. Further analysis showed that the textbook cultural values had a significant impact on social identity scores of Iranian EFL learners showing stronger agreement with global cultural values promoted in the imported textbooks. Discussion: Results had implications for EFL teachers, learners, policy makers and material developers.
۲۶.

تأثیر رفتارهای حمایتی استقلال معلمان زبان بر آمادگی زبان آموزان برای کسب استقلال(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۱ بهار ۱۴۰۰ شماره ۱ 81 - 97

کلید واژه ها: استقلال رفتارهای حامی استقلال نظریه خودسازماندهی نقش معلم مسولیت پذیری دانش فراشناختی فعالیتهای یادگیری خودآغازگرانه

حوزه های تخصصی:
تعداد بازدید : ۴۳۹ تعداد دانلود : ۲۴۰
مطالعه حاضر به بررسی تاثیر رفتارهای حمایتی استقلال معلمان زبان انگلیسی بر آمادگی زبان آموزان برای کسب استقلال می پردازد. به این منظور، پرسشنامه آمادگی برای کسب استقلال در میان ۲۴۰ زبان آموز سطح متوسط در پنج آموزشگاه شهر کرمانشاه در ایران توزیع شد. سپس محققان چهار معلم را براساس هشت اصل ارتقا استقلال نظریه خودسازماندهی آموزش دادند و زبان آموزان شرکت کننده را به دو گروه آزمایش و کنترل ۱۲۰ نفره تقسیم کردند. گروه آزمایش طی شش ماه تحت آموزش زبان توسط چهار معلم تعلیم دیده قرار گرفتند . پرسشنامه آمادگی برای کسب استقلال مجددا در دو گروه اجرا شد و نتایج آن با پرسشنامه اولیه مقایسه شد . نتایج تحلیل آمار نشان داد که رفتارهای حمایتی استقلال معلمان گروه آزمایش در پنج حوزه تغییر ایجاد کرده است که همگی اجزای مفهوم استقلال می باشند : مسولیت پذیری بیشتر ، شناخت خود به عنوان یادگیرنده، شناخت بهتر محیط یادگیری، آشنایی بیشتر با مراحل یادگیری، و آغازگری بیشتر در فعالیتهای منجر به یادگیری. کاربرد های آموزشی مورد بحث قرار گرفته اند.مطالعه حاضر به بررسی تاثیر رفتارهای حمایتی استقلال معلمان زبان انگلیسی بر آمادگی زبان آموزان برای کسب استقلال می پردازد. به این منظور، پرسشنامه آمادگی برای کسب استقلال در میان ۲۴۰ زبان آموز سطح متوسط در پنج آموزشگاه شهر کرمانشاه در ایران توزیع شد. سپس محققان چهار معلم را براساس هشت اصل ارتقا استقلال نظریه خودسازماندهی آموزش دادند و زبان آموزان شرکت کننده را به دو گروه آزمایش و کنترل ۱۲۰ نفره تقسیم کردند.
۲۷.

Perceptual Learning Style Preferences and Computer-Assisted Writing Achievement within the Activity Theory Framework(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸ 67 - 84

کلید واژه ها: Activity theory computer-assistedlanguage learning learning style preferences writing achievement

حوزه های تخصصی:
تعداد بازدید : ۴۳۹ تعداد دانلود : ۲۴۳
Learning styles are considered among the significant factors that aid instructors in deciding how well their students learn a second or foreign language (Oxford, 2003). Although this issue has been accepted broadly in educational psychology,further research is required to examine the relationship between learning styles and language learning skills. Thus, the present study was carried out to investigate the relationship between the perceptual learning style preferences and the participants’ writing achievement after receiving instruction based on computer-assisted language learning within the activity theory framework. For this purpose, 67 students majoring in English translation at a university in Iran were selected as the participants of the study based on their performance on a version of The Oxford Placement Test. A correlational research design was employed using a writing pretest and posttest and a style preference questionnaire. The writing instruction was based on an e-learning platform designed according to the activity theory framework. The results indicated lack of significant relationship between the participants’learning style preferences and theirwriting achievement. It was also found that there was no significant difference in the writing achievement of the participants across different learning style preferences.  
۲۸.

On Situating the Stance of Estrogen in the Acquisition and Recall of L2 Lexical Items: A Biological Look(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۶, Issue ۲, Summer ۲۰۱۷

کلید واژه ها: acquisition Estrogen Recall Vocabulary

حوزه های تخصصی:
تعداد بازدید : ۴۲۵ تعداد دانلود : ۴۸۱
The present study examined whether the advantage of females on L2 vocabulary recall and acquisition is partly as a result of estrogen secretion or not. In this regard, through volunteer and convenience sampling 15 intermediate EFL female participants aged between 23-31 were selected from the subject pool of 55 participants. The participants were studying at Iranian Language Center located in Bandar-e Anzali, Iran. To ensure the homogeneity among the participants, Babel English Placement test was used. In the course of study, the participants were taught two series of 42 lexical items in each phase of menstrual cycles (i.e., follicular and luteal). The treatment period was held six sessions at each phase. Each session took 30 minutes. To compare the performance of the participants, immediately after the sixth session, a piloted teacher-made vocabulary recall test was administered at each phase. Finally, the mean scores of participants' performance in the two phases were contrasted through a paired samples t test. The results indicated that there was a statistically significant difference between the participants' recall scores in the follicular and luteal phases. Moreover, to investigate the impact of estrogen secretion on participants' L2 vocabulary acquisition, two months after the treatment, the participants took a piloted teacher-made vocabulary acquisition test at each phase of menstrual cycle. The results of paired samples t test indicated a significant difference between the participants' vocabulary acquisition scores in the two phases.
۲۹.

Persian Speakers’ Recognition of English Relative Clauses: The Effects of Enhanced Input vs. Explicit Feedback Types(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۵, No. ۲, December ۲۰۱۶

کلید واژه ها: Accuracy focus on form instruction Input enhancement metalinguistic feedback peer-editing relative clauses

حوزه های تخصصی:
تعداد بازدید : ۴۱۶ تعداد دانلود : ۲۸۴
Despite consensus in focus on form (FOF) instruction over the facilitative role of noticing, controversy has not quelled over ways of directing EFL learners’ attention towards formal features via implicit techniques like input-enhancement or explicit metacognitive feedback and interactive peer-editing on the output they produce. This quasi-experimental study investigated the impact of input enhancement (IE), metalinguistic feedback (MF), and peer-editing (PE), on 73 intermediate female Iranian EFL learners’ recognition of relative clauses (RCs). The participants, in three intact classes ranged in age between 18 and 30, were randomly assigned as IE (N=23), MF (N=29), and PE (N=21) groups. The 18-session treatment in all groups was based on identical teaching materials and methodology following a reading to writing orientation focused on RCs. The only difference was related to the focus on form that was through enhanced reading texts in the IE group, metalinguistic feedback on discussion of content in the MF group, and peer-editing in pair-discussion of the content in the PE group. Two parallel sets of 40-item multiple choice researcher-made validated tests focused on RCs were employed to measure the participants’ recognition of RCs at the onset and the end of the study. The one-way between-groups analysis of covariance demonstrated significantly higher gains in the MF and PE groups compared to the IE group; the MF achieved higher levels of mastery. The findings highlight the effectiveness of MF and offer implications for more effective teaching of RCs to Iranian EFL learners.
۳۰.

Collaborative Flipped Learning through CALL: A Recipe for Realizing Social Presence in Virtual Learning Environments

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 95 - 114

کلید واژه ها: Flipped Classroom social presence interactivity asynchronous communication CALL

حوزه های تخصصی:
تعداد بازدید : ۳۸۵ تعداد دانلود : ۴۱۳
From the dawn of the third millennium, the utilization of state-of-the-art technology for educational purposes, especially computers and the Internet, has become prevalent across the globe. In this regard, flipping EFL classes appears to be an effective approach to practicing second/foreign languages through computer-assisted language learning (CALL) in order to extend the class time to asynchronous activities outside the class, and make the students more autonomous and actively engaged in the painstaking process of language learning. However, this question merits consideration why many current CALL programs run and taught through flipped learning do not seem to take full advantage of collaborative learning and peer-assessment, specifically taking place in asynchronous channels of communication, namely threaded comment forms and discussion boards. The present study investigates the prospect of realizing social presence as a shared feeling of community among the learners by restructuring and optimizing the existing methods for flipping language classes. Employing a qualitative research based on grounded theory and data triangulation, the researchers recorded, transcribed and analyzed 41 semi-structured group and individual interviews with 44 participants attending an online IELTS preparation course on the first researcher’s website for over one year. Additionally, the same interview questions were posed in an open-ended questionnaire accessible to the participants from the website. The obtained results suggested that learner-centered flipped classes in which asynchronous student-driven content development and out-of-class peer-assessment through commenting and replying are adequately practiced can tremendously increase student interactivity, thereby fulfilling the sense of social presence.
۳۱.

برنامه آموزش زبان انگلیسی تاثیر برنامه برشناخت دبیران مبتدی/ باتجربه ایرانی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۹ تابستان ۱۳۹۸ شماره ۲ 609 - 628

کلید واژه ها: تربیت دبیر شناخت دبیر باور دانش دبیران مبتدی دبیران باتجربه

حوزه های تخصصی:
تعداد بازدید : ۳۷۱ تعداد دانلود : ۲۸۶
شناخت دبیر و آموزش زبان، بطور کلی از اهمیت بسیاری برخوردارند و بطور ویژه از نظر آموزش دبیر زبان اهمیت می یابد. هدف این پژوهش بررسی تاثیر برنامهء تربیت معلم بر شناخت (باور، دانش) دبیران زبان انگلیسی مبتدی/باتجربه در ایران است. پژوهشگران نمونه هدفمندی را با انتخاب 150 شرکت کننده از 5 واحد دانشگاه فرهنگیان در ایران دعوت به همکاری کردند. پژوهشگران پرسشنامه کامپیوتری شناخت را ساختند و اعتبار سنجی کردند که نشان دهندهء تفاوت معنادار بین باورهای دبیران مبتدی پیش و پس از آموزش بوده است. با این وجود، نتایج آزمون t زوجی، هیچ تفاوت آماری معناداری را بین باورهای دبیران با تجربه نشان نداد. مواد و محتوای آموزشی برای تمامی دبیران زبان انگلیسی که در دانشگاه فرهنگیان در ایران مشغول تحصیل بودند، مشترک بود. تحلیل یافته ها همچنین تفاوت معناداری را بین دانش دبیران مبتدی و باتجربه پس از آموزش نشان داد. پژوهش حاضر ممکن است کاربرد جذابی را برای مربیان زبان انگلیسی و مدرسان تربیت دبیری، تهیهء کنندگان مواد آموزشی و برنامه ریزان آموزشی داشته باشد.
۳۲.

The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۷, No. ۲, ِDecember ۲۰۱۸ 29 - 59

کلید واژه ها: writing Genre-based instruction system-nested genre-oriented structurally-mediated model

حوزه های تخصصی:
تعداد بازدید : ۳۶۶ تعداد دانلود : ۲۷۶
The purpose of the present study was first to offer a tentative solution to the problems observed in writing pedagogy in Iran by devising a more comprehensive approach to genre-based writing instruction. In the second phase, a quasi-experimental research design was adopted to determine how effective the model was in writing instruction, compared with the traditional, product-oriented approach, as well as Swales’ genre-based approach. The participants were selected randomly and then divided into three groups: A control group (CG) (N=8) that received product-oriented instruction, Swales’ model (SM) group (N=8), and the system-nested, genre-oriented, structurally mediated model (SGSM) group (N=7). The results obtained through One-way ANOVA revealed that the SM group outperformed the CG group on the posttest of writing. Moreover, the SGSM group outperformed the other two groups on the posttest of writing. The pedagogical and theoretical findings of the study were then discussed.
۳۳.

Investigating English Teachers' Awareness of Pedagogical Competence and its Effect on Students' Language Learning

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۳, Autumn ۲۰۱۸ 35 - 49

کلید واژه ها: English teachers Awareness of Pedagogical Competence High School Students

حوزه های تخصصی:
تعداد بازدید : ۳۶۲ تعداد دانلود : ۳۳۸
The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers' pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, Northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method of cut score. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings from the experiment and survey supported the teachers in aware group. Although, based on the survey results, the aware teachers were reported to act better, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by schools, education administration, and teacher educators.
۳۴.

Hedges in English for Academic Purposes: A Corpus-based study of Iranian EFL learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۳, Winter ۲۰۲۰ 115-129

کلید واژه ها: academic writing Corpus Builder Software hedges Iranian corpus of learner English learner corpora

حوزه های تخصصی:
تعداد بازدید : ۳۵۸ تعداد دانلود : ۳۶۳
Hedges, as tools to express tentativeness and doubt, have been studied in plenty of research papers in the Iranian EFL research setting. However, their use in a learner corpus, portraying Iranian learner English, is in need of more research attention. With this end in view, this study aimed at investigating how Iranian EFL learners who have majored in English-related fields in Iran deployed hedges in their academic, expository essays. This study was conducted through running the corpus analysis software MonoConc Pro-Semester version 2.2 on the electronically compiled Iranian Corpus of Learner English, totaling 436,035 words. Automatic and manual analyses suggested that hedges comprised only 7.4% of the total metadiscourse in the Iranian Corpus of Learner English, with 0.68 occurrences per 1,000,000 words. In a comparable native corpus, a sub-corpus of the British Academic Written English, hedges were used with 1.43 occurrences per 1,000,000 words (21% of the total metadiscourse in the corpus). Log-likelihood statistical analysis confirmed statistically significant differences between the two corpora in terms of the use of hedges, with underuse of hedges in the Iranian academic, expository essays relative to the English natives’ essays. Implementations of the results for English academic writing instruction including genre-based, explicit teaching of hedges through data-driven techniques with the aid of tools such as AntConc software and corpora such as the BAWE are considered.
۳۵.

The Effects of Noticing on Learners’ Grammar Achievements: Cognitive and Ecological Perspectives(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۱, ۲۰۲۱ 19 - 38

کلید واژه ها: awareness cognitive language learning ecology of language learning noticing recasts

حوزه های تخصصی:
تعداد بازدید : ۳۵۰ تعداد دانلود : ۱۲۶
Despite a great number of studies exploring Schmidt’s noticing hypothesis in the cognitive perspective of language learning, the investigations focused on noticing in the ecological perspective are rather rare in number. The present study was an attempt to examine how noticing second language recast could affect the learners’ achievements of grammatical structures through these two perspectives (i.e., cognitive and ecological). To do so, one hundred and twenty first-year college students at Islamic Azad University and Applied Science University in Tehran took part in this study. The students were divided into two cognitive and ecological groups and received two different treatments. During the treatment, the learners in all groups received recast and their noticing was assessed through learners’ raising hands and underlining. In the end, a posttest was conducted to measure the effectiveness of the treatment. Data analysis revealed that the ecological perspective of language learning was more conducive to noticing and subsequent language learning. The study also made contributions by actualizing the ecological project-based meaningful activities, shedding light on the importance of affordance and interaction in the context of language learning.
۳۶.

The Effect of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: An Activity Theory Perspective

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۰, (Special Issue) ۲۰۲۰ 177-196

کلید واژه ها: Activity theory Second language acquisition second language writing Written Corrective Feedback Scaffolding Scaffolded Feedback

حوزه های تخصصی:
تعداد بازدید : ۳۳۹ تعداد دانلود : ۲۱۹
With the latest paradigm shift in SLA from Cognitivism to Sociocultural Theory (SCT), more studies are carried out to investigate the efficacy of Written Corrective Feedback (WCF) through a social and cultural lens. A more recent offspring of SCT is Activity Theory which provides an explanatory framework for scrutinizing an activity in a social setting. The present study aimed at investigating the impact of Scaffolded WCF within the framework of Activity Theory on Iranian EFL learners’ writing performance in terms of reduction of the learners’ writing errors with respect to the content, vocabulary, mechanics, organization, and grammar. Finally, different types of Activity Theory-based strategic mediations (i.e. artifact, rule, community, and role mediations) Iranian EFL learners employed in their writing revisions were investigated. Accordingly, 25 Iranian university-level students, through convenient sampling, were chosen to participate in the study. The treatment they received on their writings was a graduated Scaffolding WCF in their Zone of Proximal Development in the form of both peer and teacher feedback. The findings indicated that Scaffolded WCF statistically significantly contributed to the participants’ writing performance in terms of content, vocabulary, mechanics, organization, and grammar. With respect to the mediation strategies used by the learners, it was discovered that the learners benefitted from all the available mediators although with various degrees. It is hoped that the findings of this study will promise implications for promoting a teacher/learner-friendly method of providing WCF based on SCT, which can be utilized in large classes typical of Iranian EFL university courses.
۳۷.

The Effects of Systemic-Theoretical Instruction on Developing Iranian EFL Learners’ Explicit and Implicit Knowledge of Tense-Aspect System

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۸, Winter ۲۰۱۹ 85-104

کلید واژه ها: cognitive grammar grammar instruction socio-cultural theory Implicit Knowledge explicit knowledge

حوزه های تخصصی:
تعداد بازدید : ۳۳۸ تعداد دانلود : ۳۸۴
This study aimed to investigate the effects of Systemic Theoretical Instruction (STI), grounded in Socio-cultural Theory and proposed by Gal’perin, on developing Iranian EFL learners’ knowledge of English tense-aspect system. To this end, two low-intermediate classes, including 24 and 21 language learners aged between 12-19, were taught the distinction between simple past and present perfect tense through STI and traditional method of grammar instruction. The learners sat for a pretest one week before the treatment and an immediate and delayed posttest, one and three weeks after the instruction, respectively. The tests included binary-choice and gap-filling items to evaluate the learners’ explicit knowledge of the target tense-aspect pairings and elicited imitation test items to check their implicit knowledge. The results obtained from a series of independent and paired-sample t-tests revealed a significant improvement for both groups in the immediate posttest both in terms of the entire test and its subcomponents suggesting that both types of instruction were effective in improving the learners’ implicit and explicit knowledge of the target forms in the short term. However, the significant outperformance of the STI group compared to the traditional group implied the superiority of this method. Moreover, the STI group generally outperformed the traditional group in the delayed posttest indicating the possibility of having a more lasting effect on developing learners’ knowledge when compared to the traditional method. These findings can have significant implications for teachers and materials developers in practicing the assumptions of more innovative approaches such as STI.
۳۸.

ارتقا سطح حرفه ای معلمان زبان با افزایش کفایت جمعی از طریق همکاری آنان در یک بستر غیرحضوری(مقاله علمی وزارت علوم)

نویسنده:
منبع: تفسیر و تحلیل متون زبان و ادبیات فارسی (دهخدا) دوره ۱۴ بهار ۱۴۰۱ شماره ۵۱ 504 - 521

کلید واژه ها: تربیت معلم کنش انعکاسی کفایت جمعی ارتقا سطح حرفه ای حلقه های مشارکت غیرحضوری

حوزه های تخصصی:
تعداد بازدید : ۳۲۸ تعداد دانلود : ۱۵۱
هدف از این مطالعه، بررسی تأثیر همکاری معلمان در یک بستر غیرحضوری طراحی شده برای کمک به ارتقا سطح حرفه ای آن ها از طریق افزایش کفایت جمعی بوده است. بدین منظور تحقیق کنونی تلاش دارد تا با در نظر گرفتن سهم خود در زمینه آموزش زبان، برای آماده سازی معلمان زبان در جهت ارتقا سطح حرفه ای آنان گام برداشته و بینش موثری ایجاد نماید. شرکت کنندگان تحت یک طرح شبه آزمایشی شامل سه مرحله پیش آزمون، مرحله آموزشی و پس آزمون قرار گرفتند. یافته ها نشان داد که همکاری در شبکه های اجتماعی به طور قابل توجهی کفایت جمعی معلمان را افزایش می دهد که به نوبه خود به پیشرفت حرف ه ای آن ها کمک می کند. براساس نتایج، مشارکت در حلقه های بحث مشارکتی، حرفه ای و انتقادی نقش موثری بر مؤلفه کفایت جمعی در ارتقا سطح حرفه ای معلمان زبان دارد و جنسیت، سن و سطح تحصیلات معلمان به طور متفاوتی بر رشد حرفه ای آن ها تأثیر می گذارد. نتایج این مطالعه در چارچوب نظریه های اجتماعی- سازنده و فعالیت مورد بحث قرار می گیرد.
۳۹.

Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS)(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۰, No. ۱, June ۲۰۲۱ 201 - 237

کلید واژه ها: teacher identity ELT teacher professional identity ELT teacher professional identity instrument ELT teacher professional identity model

حوزه های تخصصی:
تعداد بازدید : ۳۲۶ تعداد دانلود : ۱۲۴
The notion of teacher professional identity has become a regular fixture in numerous theoretical and empirical studies in both mainstream and L2 teacher education. Consequently, a number of scales have been designed and developed to quantify this construct. To be sure, the extant instruments are general with regard to both context and subject matter, and this line of inquiry has not addressed the quantification of the concept in the ELT profession. The present study was, therefore, an attempt to provide a (re)conceptualization of L2 teachers’ professional identity through exploring its underlying components. To this end, an initial 61-item, self-assessment questionnaire was developed using a comprehensive review of the related literature and experts’ opinion. The trial scale was then administered to a sample of 676 ELT teachers. Results of exploratory factor analysis reduced the instrument to 42 items, leading to a six-factor model which indicated that L2 teacher identity includes: researching and developing one’s own practice; language awareness; institutional and collective practice; engaging learners as whole persons; appraising one’s teacher self; and sociocultural and critical practice. Confirmatory factor analysis substantiated the resultant six-factor model as a robust and valid tool for measuring ELT teachers’ professional identity.
۴۰.

Factors mediating noticing: An investigation into the impact of the complexity of target structures and learners' L2 proficiency level(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۲۳, No. ۱, March ۲۰۲۰ 83-108

کلید واژه ها: Accessibility Hierarchy Hypothesis Attention Mediating factor note-taking Relative Clause

حوزه های تخصصی:
تعداد بازدید : ۳۱۵ تعداد دانلود : ۱۳۳
In order to establish the why of noticing, it is imperative to empirically explore the factors that potentially mediate noticing. This study aimed to explore two factors that are believed to affect noticing: the complexity of target structures and learners’ second language (L2) proficiency level. English relative clauses (RCs) were selected as the target structures, and Accessibility Hierarchy Hypothesis (AHH) was taken as the measure of the complexity of the RCs. A sample of 113 freshmen English language majors were selected as the participants of the study. A test of English RCs was developed as the placement test, and Key English Test (KET) was used to classify the participants into three groups of High (N=38), Mid (N=37), and Low (N=38) L2 proficiency level. Note-taking was used as the measure of noticing. After administering the RC test and the proficiency test, the participants were given a number of authentic reading texts containing instances of RCs and were required to take notes during reading activity. The non-parametric Friedman’s test demonstrated that the complexity of RCs positively affected the participants’ noticing while the non-parametric ANCOVA indicated that the participants’ L2 proficiency level had no significant effect on noticing. The findings of this study can be helpful to both teachers and material developers in providing learners with optimal conditions for noticing linguistic forms, which in turn, could facilitate L2 learning.

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