درخت حوزه‌های تخصصی

A community of practice may shape and reshape the identity of members of the community through providing them with situated learning or learning environment. This study, therefore, is to clarify the salient learning-based features of the language teaching community of practice that might formulate the identity of language teachers. To this end, the study examined how learning situations in two communities of practice (English and Arabic) developed the professional identity of language teachers. The results of the semi-structure interviews with 5 language teachers highlighted some differences between English and Arabic language teaching communities of practice in terms of the situated learning activities they provide for language teachers to develop their professional identity. Furthermore, since the community of practice can be considered a potential curriculum that may be learned by newcomers with legitimate peripheral access, it would be considered as a main source of identity formation of both English and Arabic language teachers. The findings of the study can be used to better understand the nature of being a professional language teacher in non-native contexts. They have implications for novice and experienced language teachers as well as for teacher educators to review the content of the teacher training courses

شواهد بیانگر این می باشد که تغییر پذیری در ارزیابی نگارش دانشجویان فقط نتیجه تفاوت مهارت نوشتاری آنها نیست بلکه عوامل بیرونی خاصی در این امر دخیلند و عوامل مرتبط با مصحح، فعالییت، موقعییت یا تعامل هر یک از اینها میتوانند در تصمیم گیریها و استنباطها در مورد توانایی نگارش فراگیران تاثیر بگذارند. هدف این تحقیق این است که مساله تغییرپذیری را در داوری مصحح به عنوان منبع خطای سنجش در ارزیابی نگارش فراگیران زبان انگلیسی به عنوان زبان خارجه مورد بررسی قرار دهد. به این منظور مقالات 32 دانشجوی ایرانی زبان انگلیسی بوسیله شش مصحح ارزشیابی و نتایج با استفاده از مدل رش و برنامه فست مورد تحلیل قرار گرفتند. یافته ها نشان دادند که تفاوتهای معنی داری در میزان سختگیری مصحح ها وجود دارد و تعامل مصحح با فراگیر باعث ایجاد تورش در ارزشیابی میشود. از آنجایی که ارزیابی مهارت نوشتن امری ذهنی میباشد و بر اساس داوری مصحح می تواند متغیر باشد، بررسی و شناخت عواملی که باعث عینی تر شدن این ارزیابی میشود امری ضروری به شمارمی رود. ذهنی بودن روند ارزیابی مهارت نوشتن تهدیدی برای روایی آزمون است و سبب می شود که نمره فراگیر نشان دهنده مهارت واقعی وی نباشد. این تحقیق نشان می دهد چطور ارزیابی می تواند کارامد و سودمند باشد و چگونه می توان انصاف و صحت عملکرد ذهنی را سنجید.

Though privileges ascribed to various facets of language learning strategy training have long been espoused with regard to varied language skills and components, the role some individual variables such as emotional intelligence might play in this respect seems to have received very scant attention. The researchers in the current study embarked on a probe into the impact of metacognitive strategy training on Iranian EFL learners' argumentative writing performance, in the light of individuals' emotional intelligence and gender differences. To this end, a total of 69 advanced EFL institute learners were selected as the participants of the research. The experimental group members were, then, treated through the application of O'Malley and Chamot's (1990) CALLA (Cognitive Academic Language Learning Approach) for metacognitive writing strategy training. Moreover, Bar-On's (1997a, 1997b) Emotional Quotient Inventory (EQ-i) was administered to learners to gain insight into their emotional intelligence status. The final analysis of data via running t-test and three-way ANOVA revealed significant differences between the performance of control and experimental groups. Additionally, while gender differences were found to produce significant writing performance differences, disparities in learners' emotional intelligence level didn't significantly affect the degree of gains resulting from metacognitive strategy training.

Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to examine the effect of self-regulation instruction to the intermediate EFL readers on their ability to make within-text inferences while reading. Zimmerman’s model of self-regulation with its three cyclic phases of forethought, performance and self-reflection constituted the theoretical basis of this study. Two intact intermediate classes in an English language institute were randomly assigned to experimental and control groups. The experimental group was trained in self-regulatory processes which were directed at EFL reading comprehension for ten sessions, while the control group received the routine, traditional reading instruction involving pre-, while-, and post-reading tasks and activities. The results of parametric one-way between-group ANCOVA showed that the experimental group outperformed the control group on the post-test of EFL reading comprehension, particularly in term of within-text inferencing. This finding revealed that self-regulation instruction aimed at EFL reading comprehension significantly contributed to learners’ ability to make correct within-text inferences while reading in English as a foreign language.

امروزه٬ هم راستا با گرایش های آموزش زبان که به دنبال نهادینه کردن فعالیت های آموزشی و آزمون سازی دانشجو محور هستند٬ پذیرش بیشتری در مورد تفاوت های فردی و هوش های چندگانه دانشجویان وجود دارد. همچنین٬ اتکا به نفس یکی از عوامل تعیین کننده موفقیت افراد تقریبا در هر بافتی می باشد. با فرض اینکه نمایه های هوش های چندگانه در تعامل با اتکا به نفس معلم ها به صورت مشترک ممکن است میزان بهره وری و کارآیی آموزشی معلمان را شکل دهند٬ این مطالعه به بررسی رابطه بین هوش های چندگانه دانشجو-معلم های زبان انگلیسی به عنوان زبان خارجی و اتکا به نفس آنها پرداخته است. در این راستا، سی و پنج دانشجو-معلم زن و مرد زبان انگلیسی به عنوان زبان خارجی در موسسات خصوصی زبان ارومیه پرسشنامه های هوش های چندگانه مک کنزی (1999) و مقیاس اتکا به نفس معلمان (چانن-موران و ولفلک-هوی٬ 2001) را تکمیل کردند. در مجموع رابطه قوی مثبتی بین هوش های چندگانه و اتکا به نفس دانشجو-معلمان زبان انگلیسی به عنوان زبان خارج حاصل شد. مقدار مجذور آر (R Square)در تحلیل رگراسیون نشان داد هوش های چندگانه اتکا به نفس معلمان را تعیین می کند و هوش درون-فردی در تعیین اتکا به نفس این معلمان نقش محوری دارد. بعلاوه بر اساس نتایج این پژوهش، بیشترین و محبوب ترین توانایی٬ هوش های درون-فردی و وجودی بودند. در مورد زیرمجموعه های اتکا به نفس٬ دانشجو-معلمان نشان دادند که در مقوله های مشارکت دانشجو و راهبردهای آموزشی اتکا به نفس بیشتری دارند. بر اساس این مطالعه پیشنهاد می شود که برنامه های آموزشی هوش های چندگانه برای معلمان تهیه و تدوین گردد و از این اصول در جهت تقویت و ارتقای کیفیت ارائه مواد درسی توسط معلمان بهره گرفته شود.

The present study adopted a mixed-methods research design and explored the role of a set of cognitive (i.e., aptitude and working memory) and motivational (i.e., self-regulatory capacity and self-efficacy beliefs) individual difference variables in the writing quality and composing behavior of 78 Iranian undergraduate EFL learners. The necessary data were collected through a series of instruments and both quantitative (e.g., multiple regression and t-tests) and qualitative (e.g., narrative construction and qualitative comparative analysis) techniques were used to analyze the data. The results of these analyses indicated that the construct of foreign language aptitude had the highest level of correlation and contributory potential to account for the writing competence of the learners. The composing process of learners with different individual characteristics was also compared and it was found that learners with high self-regulation capacity orchestrated and managed their composing behavior in more effective ways compared to their less self-regulated counterparts. Moreover, the narratives and qualitative comparative analysis provided some insights about how various individual characteristics might affect the composing behavior of the individual learners. Finally, it was suggested that consideration of individual differences in writing can reveal more subtle information about the causes of strengths and weaknesses of different learners and may enable the teachers to design and implement more effective instructions targeting their learners’ individual needs

به منظور بررسی چگونگی درک و تولید الگوهای مختلف همنشینی واژگانی توسط فراگیران سطح متوسط ایرانی، آزمون های درک و تولید همنشینهای واژگانی به سی و چهار نفر از دانشجویان دانشگاه بین المللی امام خمینی قزوین داده شد. برای مقایسه درک الگوهای مختلف همنشین های واژگانی از فرایند تجزیه و تحلیل واریانس یکطرفه استفاده شد. نتایج حاکی از آن بود که الگوی ""صفت + اسم"" نسبت به الگوهای دیگر ساده تر است اگرچه تفاوت میان عملکرد فراگیران در الگوهای مختلف از نظر آماری معنی دار نبود. فرایند تجزیه و تحلیل واریانس یکطرفه دیگری نیز برای مقایسه عملکرد تولیدی فراگیران بکار گرفته شد. نتیجه تحلیل داده ها نشان داد که مشکل فراگیران ایرانی در الگوی ""اسم + فعل"" بطور معنی داری بیش از الگوهای دیگر همنشینی واژگانی است.

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.