درخت حوزه‌های تخصصی

The structure of socio-culture encouraged the following study to investigate the ways participation in collaborative learning tasks can have an effect on the overall English proficiency of EFL students’ academic achievement. The learners’ engagement in learning and collaboration with others for achieving their goals often happen in participatory approach to second language teaching and learning (Cobb, 1994; Greeno, 1998). In a same way, collaborative learning plays a good role in increasing learners’ interdependence (Bruffee, 1999), responsibility (Totten, Sills, Digby, & Russ, 1991), interpersonal skills (Rymes, 1997), and cognitive and critical thinking skills (Johnson & Johnson, 1986). Therefore, both the control and study group were randomly selected from 60 Iranian EFL learners of two intact classes. The first group which was the control group was exposed to regular teaching process through the conventional book-based method. While, in experimental group activities such as role play, problem solving, group work and collaborative tasks in the classroom instruction were mostly used. Accordingly, scores on the IELTS posttest in both groups improved but, the statistics of their overall performance showed that there is no significant difference. However, separate skills on the IELTS exam needed some analyses the result of which contended that the scores of experimental group on the speaking skill was significantly higher. Clearly, the scores on the vocabulary and grammar posttest in experimental group were significantly higher. In conclusion, higher mean scores indicate that EFL learners’ vocabulary and grammar learning will be facilitated through both participatory approach and collaborative activities. In fact, the more interactions among learners in classroom activities are used, improvement of speaking skills can be encouraged. As the results of the students’ and teachers’ interview revealed, both students and teachers’ attitudes towards participatory approach were positive and were also highly inclined to receive such tasks and activities in future

Purpose: The purpose of this study was to investigate the relationship between social capital and quality of life with job satisfaction of teachers. Methodology: The present study was a descriptive correlational one in terms of purpose and method of data collection. The target population of this study was the teachers of Tehran city in 1998-99. 180 individuals were selected through multistage cluster random sampling. Data were collected using the Gannon Job Satisfaction Questionnaire (1981), Nachapithe and Guchal Social Capital Questionnaire (1998), and the World Health Organization Quality of Life Scale (1996). Findings: The results showed that social capital and quality of life had a significant positive relationship with teachers' job satisfaction. Also, structural capital, communication capital and cognitive capital and quality of life significantly predicted 48% of teachers' job satisfaction (P <0.05). Conclusion: The results of the study showed that social validity and validity, which are the major components of teachers 'social capital, determine the quality of life and will lead to teachers' job motivation and job satisfaction.