بهرام مولایی

بهرام مولایی

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۷ مورد از کل ۷ مورد.
۱.

Effect of Explicit Strategy Training on EFL Learners’ Attitudes about Critical Thinking and Factors Affecting Its Successful Implementation(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Critical thinking EFL learners' attitudes strategy training

حوزه‌های تخصصی:
تعداد بازدید : ۱۵ تعداد دانلود : ۱۱
This study investigates the effect of strategy training on EFL learners’ attitudes regarding the concept and applicability of critical thinking in an educational context. To achieve this goal,80 EFL learners were selected using convenience sampling and homogenized based on the Oxford Placement Test.They completed a questionnaire adapted from Stupple et al.(2017) to assess their attitudes toward critical thinking,which served as the pre-test. Subsequently,the participants were divided into experimental and control groups.The experimental group underwent strategy training over10 sessions,during which various strategies were explained, and participants practiced using them to solve problems and exchange feedback.Additionally,they discussed the applicability and challenges associated with critical thinking in an educational context.The control group received mainstream instruction.After the treatment,both groups completed the same critical thinking questionnaire as the posttest.Furthermore,qualitative interviews were conducted with participants from the experimental group to gain an in-depth understanding. The data analysis revealed significant changes in the attitudes of the experimental group.Overall,this study follows a quasi-experimental explanatory sequential mixed-method design “In nature,the data analysis showed that,in general,the attitudes of the experimental group had changed significantly in the post-test compared to the control group.However,there was no significant difference in the attitude of the experimental and control groups regarding the applicability of strategy training for improving critical thinking and their ability to deploy critical thinking effectively.The results of the interviews and the comment section showed that teachers’ theoretical knowledge and willingness,EFL learners’ preparedness, and educational factors play important roles in the successful implementation of strategy training for developing critical thinking among EFL learners.”
۲.

The Effect of Integrating Metacognitive Strategies with Task Complexity in Learning English Verb Tenses by Iranian EFL Learners(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Cognitive Tasks English Verb tenses Language Grammar Learning metacognitive strategies task involvement load

حوزه‌های تخصصی:
تعداد بازدید : ۵۷ تعداد دانلود : ۴۹
This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.
۳.

اهمیت آموزش دستور زبان انگلیسی با توجه به ادراک و باورهای اساتید: بررسی دیدگاه اساتید در دانشگاه های افسری و نظامی ایران(مقاله علمی وزارت علوم)

کلیدواژه‌ها: ادراک اساتید باورها در یادگیری دستور زبان آموزش دستور زبان دانشگاه نظامی افسری

حوزه‌های تخصصی:
تعداد بازدید : ۲۱ تعداد دانلود : ۲۶
باورهای معلمان و همسو بودن آن با نحوه تدریس تاثیر بسزایی در رشد و پیشرفت تحصیلی دانشجویان دارد. با توجه به اهمیت زبان انگلیسی در زمینه های دفاعی و نظامی در دانشگاه های افسری این پژوهش با هدف بررسی باورهای اساتید زبان انگلیسی و چگونگی تأثیر این باورها بر روش های تدریس و چالش هایی که در نتیجه این باور ها بوجود می آیند پرداخته است. این پژوهش از نگاه شیوه جمع آوری داده ها اکتشافی ترکیبی است. شرکت کنندگان ابتدا به یک پرسشنامه ساختار یافته با سوالات بسته جهت بررسی باورهای اساتید در آموزش دستور زبان پاسخ دادند و سپس 15 نفر از آنان در مصاحبه ای باز و نیم ساختار یافته شرکت نمودند. جامعه آماری این پژوهش 102 استاد زبان انگلیسی از دانشگاه های مختلف ارتش جمهوری اسلامی ایران می باشند که به روش غیر تصادفی (در دسترس بودن) انتخاب شدند. یافته های این تحقیق باورها در یادگیری دستور زبان را از دیدگاه اساتید در هفت مقوله شامل اهمیت نقش دستور در آموزش، رویکرد استقرایی، رویکرد قیاسی، تمرکز بر رویکرد فرم، رویکرد مبتنی بر معنا، ارزش تمرین ، بازخورد و تصحیح خطاها را در دستور زبان بررسی و مورد تحلیل قرار می دهد. داده های کمی با کمک نرم افزار SPSS و کیفی از طریق تحلیل مضمون بررسی و نتایج حاصل از تحلیل داده ها حاکی از ضرورت آموزش دستور زبان در فرآیند آموزش زبان و نیاز به آگاه سازی اساتید در رابطه با همسو سازی باور های آنان در راستای کاهش چالش های آموزشی را نمایان ساخت.
۴.

Portfolio Assessment-Led Engagement, Study and Activation (ESA) Mechanism in Writing Class: Focus on Emotive Dimensions(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Emotion ESA Portfolio-assessment Writing skills

حوزه‌های تخصصی:
تعداد بازدید : ۷ تعداد دانلود : ۱۱
An appropriate and dynamic teaching method in EFL instruction is crucial for engaging, attracting, and supporting students. This study utilized a mixed-method approach to explore the effectiveness of synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment on Iranian female students' emotive dimensions in writing skills. A total of 177 students participated in the experimental study, completing think-aloud protocols, questionnaires, and interviews. Quantitative analysis through MANOVA and qualitative analysis using NVivo demonstrated significant results. The synthesis of ESA with portfolio assessment yielded the highest mean scores in emotive dimensions related to writing skills, followed by pure ESA application and the control group. Additionally, pure ESA application outperformed conventional instructional methods in overall emotive dimensions. However, the synthetic approach proved to be more effective than pure ESA across all emotive dimensions. Qualitative data from think-aloud protocols and interviews further elucidated the impact of synthetic mechanisms on boredom, hopelessness, anxiety, anger, enjoyment, pride, motivation, motivation and relief. The main implication for the stakeholders is the feasibility, usefulness and applicability of dynamic assessment in accommodating emotive dimensions in the process of both instruction and assessment of language.
۵.

Feuerstein’s Theory and Pedagogy: Epitomizing Mediated Learning Experience in Teaching Grammar(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Mediated Learning Experience MLE-based grammar lesson plan MLE parameters activation

حوزه‌های تخصصی:
تعداد بازدید : ۱۶ تعداد دانلود : ۱۴
Mediate Learning Experience (MLE) posits that the quality and amount of mediated learning interactions undergone by a learner affects both his cognitive and psychological development and his functioning as an autonomous and independent learner. This study attempts to implement MLE theory in pedagogy by designing an MLE-based grammar lesson plan in respect of present continuous through operationalizing and activating MLE parameters in a grammar class. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era. Through the application of MLE in pedagogy, not only do the teachers take on new roles like mediating lifelong learning and mentoring fellow teachers but also the learners experience innovative functions such as developing heuristics for solving problems and autonomous learning and thinking essential to the late modern knowledge-based era.
۶.

Mediated Learning Experience as a Multi-Dimensional Approach in ELT: A Meticulous and Elaborate Taxonomy(مقاله پژوهشی دانشگاه آزاد)

کلیدواژه‌ها: Course Design Dynamic Assessment Methodology Learning Model MLE Taxonomy

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۲ تعداد دانلود : ۱۴۴
This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. MLE, well-known as Feuerstein's theory, is presented as a model of learning in psychology for enhancing cognitive functioning and problem-solving skills in children with cognitive challenges. Some other studies and scholars such as Poehner (2008) consider MLE as a dynamic assessment methodology because in dynamic assessment, assistance emerges from the interaction between the mediator and the learner. The other studies look at MLE as a holistic and integrative approach which is able to prepare a course. Definition of MLE principles and a meticulous and elaborate analysis of the first five MLE principles in different studies, entitled as MLE Taxonomy, are presented in a table at the end of the article.
۷.

L1-Based Elicitation as a Valid Measure of L2 Classroom Performance Assessment: Multi-Method Mono-Trait Model of Validation(مقاله علمی وزارت علوم)

کلیدواژه‌ها: L1-based Elicitation performance assessment Speaking ability Unitary Concept of Validity

حوزه‌های تخصصی:
تعداد بازدید : ۲۷۱ تعداد دانلود : ۱۸۳
Classroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance assessment. To shed empirical lights on this issue, this explanatory sequential mixed-methods research employed 87 Iranian intermediate EFL learners, whose L2 classroom performance was assessed through L1-based elicitation techniques. In order to validate this mechanism, multi-method mono-trait model (namely, Pearson correlation, structural equations, exploratory and confirmatory factor analysis, composite reliability and convergent validity) suggested by Henning and Mesick’s Unitary Concept of validity were applied. The results from these multiple sources of evidence yield support to their common consensus that L1-based elicitation techniques are valid measures of L2 performance assessment. The findings then offer legacy to the educational implications of L1-based mechanisms both in L2 instruction and assessment.

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