سید امیرحسین سرکشیکیان

سید امیرحسین سرکشیکیان

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۱۱ مورد از کل ۱۱ مورد.
۱.

The Impacts of Drawing, Visualization and Rote Memorization on Iranian EFL Students’ English Vocabulary Recall and Retention(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Visualization drawing Memorization Vocabulary Retention Vocabulary recall

حوزه‌های تخصصی:
تعداد بازدید : ۲۱ تعداد دانلود : ۱۶
Given the role of lexical knowledge in language learning, strategies for vocabulary learning should be paid more attention in the literature. This study investigated the effects of visualization, drawing, and memorization on Iranian EFL learners' recall and retention of second language vocabulary using a quasi-experimental comparison design . To that end, three intact classes, incorporating sixty students in total , were randomly selected as the experimental groups of this study. Nation’s (2006) vocabulary size test was administered to them to homogenize them in terms of English lexical knowledge. The results of one-way ANOVA demonstrated that there were no significant differences among the three groups in terms of vocabulary knowledge. A piloted researcher-made vocabulary test was administered to the participants as the pretest and post-tests. The one-way ANOVA results showed that there were no significant between-group differences among the groups' performances on the immediate and delayed posttests. However, the results of a repeated-measures ANOVA indicated that the three strategies had a significant within-group effect on the three groups' vocabulary recall, while their vocabulary retention was found to have dropped significantly from immediate to the delayed posttest. All the same, the drawing group had the best performance from the pretest to the immediate posttest, and the control group was the weakest on delayed posttest. Finally, the findings are discussed, and implications are offered for EFL teachers and learners.
۲.

The Effect of Interventionist Dynamic Assessment through WhatsApp and Bigbluebutton on Learning Grammar by Iranian EFL Learners

کلیدواژه‌ها: Grammar Interventionist Dynamic Assessment Zone of Proximal Development

حوزه‌های تخصصی:
تعداد بازدید : ۱۳۰ تعداد دانلود : ۱۳۰
Dynamic assessment (DA) is an effective strategy to combine teaching and testing and it is even more enjoyable through digital devices such as computer and moblie devices. The purpose of the current study was to investigate whether the effect of interventionist dynamic assessment through WhatsApp, Bigbluebutton, and face to face classes had significant impacts on English as a foreign language (EFL) learners’ learning of grammar. The participants of this quasi-experimental study were seventy-five male intermediate EFL learners studying English in one of the English language institutes in central Iran. Three intact pre-intermediate level classes were chosen based on non-random convenience sampling and assigned to the three groups of WhatsApp, Bigbluebutton, and traditional group. The instruments that were used in this study were the Oxford Quick Placement Test (OQPT) and a multiple-choice grammar test. Over the course of six sessions, all three groups received interventionist DA strategies in teaching countable and uncountable nouns and determiners. The results of statistical data analysis showed that all three groups had significantly progressed over the study since there was significant difference between the pretest and posttest scores of each group. However, no statistically significant differences were found among the three groups’ means on the posttest of grammar. The findings have implications for language teachers and researchers of second language acquision.
۳.

Effect of Distance Learning on Iranian EFL Students’ Motivation with a Focus on Gender

تعداد بازدید : ۱۷۳ تعداد دانلود : ۱۵۹
Distance learning has gained more significance in recent years. The present study intended to investigate whether there was any statistically significant correlation between motivation and learning English through Shad and WhatsApp as perceived by Iranian high school language learners. Furthermore, the study aimed to find out whether the participants’ gender moderated the relationship between motivation and learning English through Shad and WhatsApp. To fulfill these aims, a correlational study was set up and data were collected from 169 male and female learners, some of whom were exposed to WhatsApp and the rest received Shad as their English language class platforms. Data elicited from the motivation questionnaire and English language test of the learners were analyzed through the Kolmogorov-Smirnov test, Pearson correlation, and Fisher's z transformation formula to come up with the results of the study. The findings revealed that there was a moderate, positive, and statistically significant relationship between motivation and English learning of the WhatsApp-group learners. Moreover, it was found that there was a weak, positive, and statistically significant relationship between motivation and English learning of the Shad-group learners, and gender did not have a moderating role in the relationship between motivation and English earning of the learners, neither in the WhatsApp nor in the Shad groups. The implications of the study are presented and discussed.
۴.

The Effect of Story-based, L1 Translation, and Whatsapp Emoticon Puzzle-Solving Techniques on Iranian Intermediate EFL Learners’ Proverb Learning(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: proverb story-based technique Translation Whatsapp emoticons

حوزه‌های تخصصی:
تعداد بازدید : ۶۱۷ تعداد دانلود : ۲۸۲
This study investigated the effect of story-based technique, L<sub>1</sub> translation, and Whatsapp emoticon puzzle solving on EFL learners’ learning proverbs. From among 90 female intermediate level learners at two language institutes in Qom, Iran, 60 homogeneous students were chosen following the administration of a sample of Nelson proficiency test and a pre-test. The 60 participants were then assigned to three experimental groups, equal in number. The experimental group 1 was instructed using story-based technique; the experimental group 2 was taught through L<sub>1</sub> translation; and the experimental group 3 was exposed to Whatsapp emoticon puzzle solving. Subsequently, all three groups took part in a proverb post-test similar to the pre-test. The data were analyzed by ANOVA. The results showed that Whatsapp emoticon puzzle solving was significantly the most effective, and that the students’ level of learning proverbs was influenced by story-based technique more than L<sub>1</sub> translation technique. The findings of this study can contribute to technology- enhanced language teaching.
۵.

ساخت و روایی سنجی پرسشنامه راهبردهای خودنظم بخشی در مهارت شنیداری زبان انگلیسی به عنوان زبان خارجه(مقاله علمی وزارت علوم)

کلیدواژه‌ها: مهارت شنیداری راهبرد خودنظم بخشی در مهارت شنیداری تحلیل عاملی اکتشافی تحلیل عاملی تاییدی زبان انگلیسی به عنوان زبان خارجه

حوزه‌های تخصصی:
تعداد بازدید : ۳۶۲ تعداد دانلود : ۳۴۵
هدف از مطالعه حاضر، طراحی و روایی سنجی پرسشنامه راهبردهای خودنظم بخشی در مهارت شنیداری زبان انگلیسی به عنوان زبان خارجه است. نخست، 94 گویه بر پایه مدل خود نظم بخشی پینتریچ (2004) طراحی شد. سپس، این پرسشنامه به صورت آزمایشی بین 30 نفر از زبان آموزان زبان انگلیسی، به عنوان زبان خارجه ایران، توزیع شد. نتایج حاکی از انسجام درونی قابل قبول پرسشنامه بود. در مرحله بعد، پرسشنامه محقق ساخته بین 200 نفر از زبان آموزان زبان انگلیسی، به عنوان زبان خارجه ایران، توزیع شد. بر اساس نتایج حاصل از تحلیل عاملی اکتشافی، مشخص شد که این پرسشنامه از یک عامل اصلی و چهار زیرعامل تشکیل شده است. همچنین، نتایج تحلیل عاملی تأییدی، حاکی از آن بود که داده گردآوری شده برازش قابل قبولی با مدل فرضی این پرسشنامه را دارا است. در پایان، مصادیق کاربردی نتایج این تحقیق در مطالعه و آموزش مهارت شنیداری زبان آموزان زبان انگلیسی به عنوان زبان خارجه بحث خواهد شد.
۶.

Investigating the Reliability and Factor Structure of the Self-Regulating Capacity in Vocabulary Learning (SRCvoc) in Iranian EFL Context(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: self-regulation self-regulating capacity in vocabulary learning Exploratory Factor Analysis Reliability Validity

حوزه‌های تخصصی:
تعداد بازدید : ۵۹۴ تعداد دانلود : ۳۷۷
The present study aimed to investigate the reliability and factor structure of the self-regulating capacity in vocabulary learning strategies scale (SRCvoc) in the Iranian EFL context. To this end, the original (SRCvoc) questionnaire (Tseng, Dornyei, & Schmitt, 2006) was translated into Persian, using a translation/back-translation procedure. Then, the Persian version of the SRCVOC was piloted to 43 high school students and showed acceptable internal consistency reliability (α = .81). In the main phase of the study, a sample of 1167 high school students (grades 9-12) from fifteen high schools in three Iranian cities completed the Persian SRCvoc. Based on the results, the Persian version of the scale demonstrated acceptable internal consistency reliability (<em>α </em>= 0.81). The factor structure of the translated version of the measure was investigated through a series of factor analyses. The results showed that the translated SVLSQ is composed of one dimension with five subcomponents, with a different factor structure as compared to the original questionnaire. The findings of the study suggest that the Persian version of the SVLSQ is a reliable and valid instrument for measuring self-regulatory vocabulary learning strategies in Iran. 
۷.

بررسی تطبیقی برنامه درسی آموزش مدیریت امداد سوانح درآموزش عالی ایران و ایالات متحده از دیدگاه جهانی- بومی(مقاله پژوهشی وزارت بهداشت)

تعداد بازدید : ۳۷۵ تعداد دانلود : ۱۶۳
مقدمه: آموزش به عنوان مهم ترین عامل، کم هزینه ترین و کوتاه ترین زمان و مسیر برای پرورش نیروی انسانی در مدیریت مؤثر و بهینه سوانح است. هدف از پژوهش حاضر تطبیق برنامه درسی رشته مدیریت سوانح طبیعی و انسان ساخت در ایران و مدیریت اضطراری و بلایا در ایالات متحده است. روش: این پژوهش به روش توصیفی- تحلیلی براساس شیوه بردی انجام گرفته، داده ها از پایگاه های اطلاع رسانی رسمی ملّی و بین المللی و مستندات آموزش عالی کشور گردآوری شده است. برنامه ریزی درسی رشته های فوق در مقطع کار شناسی در مؤسسه آموزش عالی هلال ایران و دو دانشگاه Upper Iowa وAmerican Public در ایالات متحده مقایسه، تحلیل و بر مبنای آن پیشنهاداتی ارائه شد. یافته ها: با توجه به نتایج، موضوعات برنامه ریزی درسی در حیطه های علوم پایه، مدیریت عمومی، علوم اجتماعی و ارتباطات، علوم طبیعی و سوانح، علوم مدیریت بحران در ایران در مقاطع کاردانی و کارشناسی و گرایش های طبیعی وانسان ساخت برای تمامی مراکز ارائه دهنده و فراگیران ثابت و بدون تغییر و مبتنی بر نیاز بومی است. در دو دانشگاه مورد مطالعه ایالات متحده در هر دو گرایش هنر و علوم، موضوعات برنامه ریزی درسی در حیطه های فوق، متفاوت، اختیاری واز قابلیت انعطاف بالایی برخوردارست. نتیجه گیری: موضوعات برنامه ریزی و محتوای دروس در هر دو مقطع و دو گرایش مذکور، مطابق با الگوی جهانی مدیریت بحران و با تأکید بر نیاز های بومی سوانح طبیعی و انسان ساخت ایران است. برای پوشش کامل نیاز های کشور استفاده از دروس اختیاری متنوع، منعطف، متناسب با نیاز فراگیران شاغل در نهاد های گوناگون و طراحی رشته های جدید با توجه به تنوع سوانح کشور پیشنهاد می شود.

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