عباسعلی زارعی

عباسعلی زارعی

مطالب
ترتیب بر اساس: جدیدترینپربازدید‌ترین

فیلتر های جستجو: فیلتری انتخاب نشده است.
نمایش ۱ تا ۲۰ مورد از کل ۲۸ مورد.
۱.

On the Effectiveness of Involvement Load Components on L2 Vocabulary Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۳, Spring & summer ۲۰۲۴ 373 - 390

کلیدواژه‌ها: Abstract words Concrete words involvement load Vocabulary Learning

حوزه های تخصصی:
تعداد بازدید : ۸ تعداد دانلود : ۴
Objective: The involvement load hypothesis posits that the higher the involvement load of a task, the more effective it will be in improving students’ lexical learning. It does not differentiate between the different components of involvement load (need, search, and evaluation). Nor does it assume that the type of words to be learnt has any role in the effectiveness of tasks with different involvement load indices. This study compared the effect of the components of task involvement load on the comprehension, production, and retention of concrete and abstract words. Methods: Sixty upper-intermediate students were assigned to two groups. One group received a task in which the search component was dominant, the other group received a task (with the same overall involvement index) in which search was not present, and the evaluation component was the determining factor of task difficulty. A pretest, posttest, control group design (quasi-experimental method of research) was used to address the research questions. Results: One-way MANOVA results on the immediate posttest were in line with ILH predictions, showing no significant differences between tasks with equal involvement indices. On the other hand, the delayed posttest results showed that in case of receptive knowledge, there was a meaningful difference between abstract and concrete vocabulary, and the search group outperformed the evaluation group. However, the results of the productive posttest showed that the evaluation group outperformed the search group in abstract words. Conclusions: The findings can have significant implications for language learners, teachers, materials designers, and researchers.
۲.

The Comparative Effects of Technology-Mediated TBLT, Problem-Based Instruction Online, Online Flipped Learning, and Lecture-Based Online Teaching on EFL Learners’ Online Language Learning Self-Regulation(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۱, ۲۰۲۴ 21 - 42

کلیدواژه‌ها: online flipped learning online language learning self-regulation problem-based instruction online technology-mediated task-based language teaching

حوزه های تخصصی:
تعداد بازدید : ۶۵ تعداد دانلود : ۵۴
Learners’ self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners’ self-regulation.  To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning self-regulation. The comparisons showed that all three instructional methods were equally effective in improving the participants’ online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners’ self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners’ self-regulation.
۳.

Assessment Literacy Components Predicting EFL Teachers’ Job Demand-Resources: A Focus on Burnout and Engagement

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۳, Issue ۱, Winter and Spring ۲۰۲۳ 44 - 66

کلیدواژه‌ها: Assessment literacy Job demand Job resource Burnout Engagement

حوزه های تخصصی:
تعداد بازدید : ۱۶۹ تعداد دانلود : ۱۴۸
Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences in the engagement and burnout of teachers’ assessment performance has been neglected. To fill this gap, the present study explored this issue in the context of Iran. To this end, through convenience sampling, 146 Iranian EFL teachers were selected to answer questionnaires on AL, JD-R, burnout and engagement. A series of multiple regression analyses were run to analyze the collected data. The results showed that some components of AL such as test construction, administering, rating, and interpreting test, psychometric properties of a test, using and interpreting statistics and authenticity were significant predictors of job demand. Moreover, the results revealed that alternative and digital-based assessment, recognizing test type, distinction and function, and authenticity were significant predictors of job resource. Furthermore, test construction, administering, rating, and interpreting test, psychometric properties of a test, and using and interpreting statistics could significantly predict teachers’ burnout. In addition, alternative and digital-based assessment, giving feedback in assessment, and ethical and cultural considerations in assessment turned out to significantly predict teachers’ engagement. These findings can have theoretical and practical implications for stakeholders.
۴.

The Contribution of Various Dimensions of L2 Identity to L1 National Identity: A Case of the Iranian EFL Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۹, Spring & summer ۲۰۲۲ 27 - 43

کلیدواژه‌ها: Identity Dimensions L2 Identity Multidimensional L2 Identity Questionnaire (MLIQ) National identity

حوزه های تخصصی:
تعداد بازدید : ۳۷۸ تعداد دانلود : ۱۳۶
The two most important defining aspects of L1 national identity are language and social belonging that are manifested through the individual’s inclinations toward the mother tongue or the official language and the sociocultural heritage of the country in which people are living. Moreover, based on the available literature, L2 identity may also exert an influence over the L1 national identity; however, this claim has not been securitized through valid large-scale and comprehensive surveys. Therefore, this study sought to shed light on the relationship between various second language identity dimensions (SLID) and L1 national identity. A sample of 1018 Iranian EFL learners who were selected based on the purposive snowball sampling filled out a researcher-made and validated Multidimensional L2 Identity Questionnaire (MLIQ) and a National Identity Questionnaire (NIQ). Data analysis using multiple regression revealed that the constructed SLID model could significantly contribute to the L1 national identity. The results also showed that the following four dimensions of SLID were significant predictors of national identity: transitive vs. intransitive, convergent vs. divergent, homogeneous vs. heterogeneous, and active vs. passive dimensions. Among these, active vs. passive and convergent vs. divergent dimensions had strong contributions to explaining the degree of the L2 national identity. These findings can help EFL teachers and learners develop a positive L2 identity with balanced dimensions that also promotes L1 national identity
۵.

On the Effects of Linguistic, Verbal, and Visual Mnemonics on Idioms Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم آذر و دی ۱۴۰۰ شماره ۵ (پیاپی ۶۵) 303-279

کلیدواژه‌ها: یادآوری اصلاحات تشخیص اصطلاحات یادیارهای زبانی یادیارهای کلامی یادیارهای تصویری

حوزه های تخصصی:
تعداد بازدید : ۲۳۱ تعداد دانلود : ۱۸۵
Despite their substantial role in natural discourse, idioms often intimidate EFL students. Therefore, finding effective ways of mitigating students’ frustration has been a fundamental consideration in language teaching. Mnemonics, as associative memory tools, are largely acknowledged to be instrumental in reducing the cognitive load involved in language learning, particularly in learning lexical items. This study was conducted to explore the effects of linguistic, verbal, and visual mnemonics on empowering language learners in the recall and recognition of English idioms. Two-hundred seventy intermediate-level EFL learners preparing themselves for IELTS took part in this study. The participants were in nine groups of 30 members each. They were divided into three main groups, each of which was taught idioms using one of the above-mentioned mnemonics. The MANOVA procedure was used to analyze the collected data. The results revealed statistically significant differences among these instructional strategies in case of recall, with linguistic mnemonics being the most influential. The findings of the study can have theoretical implications for researchers in that they can shed light on some of the dark corners of the field and spark interest for further research. The findings can also have some pedagogical implications for teaching programs, curriculum developers, educational policymakers, teachers, and language learners. Developing a clearer understanding of how these mnemonics influence idiom learning can help the stakeholders make more informed decisions about how to treat idioms.
۶.

Visually-mediated Instruction of Lexical Collocations: The Role of Involvement Load and Task Orientation(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۳, Issue ۱۲, Winter ۲۰۲۱ 39 - 50

کلیدواژه‌ها: involvement load Collocations visual cues

حوزه های تخصصی:
تعداد بازدید : ۲۸۷ تعداد دانلود : ۲۳۵
The present study aimed to probe the impact of visual scaffolding using input and output-oriented tasks with different levels of involvement load on Iranian EFL learners' comprehension and production of lexical collocations. For this purpose, 180 male and female intermediate EFL learners were selected and assigned to six experimental groups. Three input-oriented tasks of True-false (load = 1), Matching (load = 2), Multiple-choice (load = 3), and three output-oriented tasks of Short-response (load = 1), Fill-in-the-blanks (load = 2), Sentence formation (load = 3) were developed. All the experimental groups were scaffolded through visual cues. At the end of treatment period, two posttests- a 40-item multiple-choice test and 40-item Fill-in-the-blanks test- were administered to assess the participants' comprehension and production of lexical collocations. To analyze the data, two separate one-way MANOVA procedures were used. The results revealed that visual cues were effective on learners’ collocational achievement. The results also indicated that the output-oriented tasks had a significant positive effect on the comprehension and production of lexical collocations. In addition, tasks with higher involvement load indices were more effective on the comprehension and production of lexical collocations. These finding can have significant pedagogical as well as theoretical implications.
۷.

The Effects of Interventionist and Interactionist Dynamic Assessment on L2 Students’ Perfectionism, Foreign Language Anxiety and Willingness to Communicate

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۱, Issue ۲, Summer and Autumn ۲۰۲۱ 13 - 33

کلیدواژه‌ها: foreign language anxiety dynamic assessment perfectionism willingness to communicate

حوزه های تخصصی:
تعداد بازدید : ۲۴۴ تعداد دانلود : ۱۴۱
Given the importance of assessment in language education, this study was aimed at investigating the effects of interventionist and interactionist Dynamic Assessment (DA) on Iranian EFL learners’ perfectionism, willingness to communicate (WTC) and foreign language anxiety (FLA). The participants of the study were 166 pre-intermediate female and male learners at two public schools and one private language institute in Karaj. The participants were divided into three experimental groups and were given three separate questionnaires to measure their perfectionism, WTC, and FLA before the treatment sessions. During 14 sessions, groups A and B received instruction using interactionist DA and interventionist DA, respectively. Group C was instructed conventionally as the control group. At the end of the treatment sessions, they were given the same three questionnaires as the post test. The collected data were analysed using one-way ANCOVA. The results showed no significant differences among the two approaches of dynamic assessment and the control group in terms of their effect on learners’ perfectionism and willingness to communicate. Although there was no significant difference between the interventionist and interactionist models of DA, they were both significantly more effective than the control group on learners’ FLA. The findings suggested that dynamic assessment could reduce learners’ anxiety in language learning and lead to an effective teaching and learning process. These findings can have implications for teachers, students, and material developers.
۸.

A Corpus-driven Scoping Systematic Review of Four Decades of Teacher Professional Development Research: Exploring Research Foci, Content Areas, Designs Methods and Trends(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۸, Fall & Winter ۲۰۲۱ 39 - 59

کلیدواژه‌ها: teacher professional development Systematic review content areas Research Methods data collection procedures research findings

حوزه های تخصصی:
تعداد بازدید : ۲۴۸ تعداد دانلود : ۱۹۳
This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.
۹.

Shadowing and Scaffolding Techniques Affecting L2 Reading Comprehension(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۹ , N. ۱ , ۲۰۲۰ 53 - 74

کلیدواژه‌ها: Reading Comprehension Scaffolding shadowing

حوزه های تخصصی:
تعداد بازدید : ۲۸۰ تعداد دانلود : ۲۹۰
Scaffolding and shadowing techniques have been shown to improve language learners’ reading comprehension. However, little attention has been paid to the comparative effectiveness of these techniques. This study investigated the effect of three selected scaffolding techniques (peer scaffolding, distributed scaffolding, and reciprocal scaffolding) versus three types of shadowing (complete shadowing, partial shadowing, and interactive shadowing) on L2 reading comprehension. To this end, 120 intermediate level EFL learners (in 6 groups of 20 members each) were selected through convenience sampling from three language institutes in Qazvin. Each group was randomly assigned to one of the shadowing and scaffolding techniques. One way ANOVA and independent samples t-tests were used to analyze the data. The results indicated that among the three scaffolding techniques, distributed scaffolding was the most effective technique on reading comprehension. The most effective technique among shadowing groups was interactive shadowing. A significant difference was also found between the shadowing and scaffolding techniques in favor of scaffolding techniques. These findings may have theoretical and pedagogical implications for researchers, learners, teachers, and syllabus designers.
۱۰.

A pragmatic Analysis of Personal Metadiscourse and Politeness Principle across Genres: From Relevance to Adaptation(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۵, Spring & summer ۲۰۲۰ 1-31

کلیدواژه‌ها: Genres Metadiscourse Politeness Principle

حوزه های تخصصی:
تعداد بازدید : ۴۸۲ تعداد دانلود : ۴۳۸
This study investigated personal metadiscourse units across genres. Based on Ädel’s (2006) taxonomy of the discourse functions of personal metadiscourse and Leech’s (2014) grand strategy of politeness, three spoken genres were compared in terms of the use of personal metadiscourse functions and politeness maxims. To that end, a 3,034,025-word corpus consisting of Panel discussion in politics, Interviews with actors, and Comedies genres, which included 30 audio and video transcriptions, was developed. Explicitness, world of discourse, current discourse, speaker qua speaker and listener qua listener were used to identify metadiscourse units. We examined the total frequencies of all personal metadiscourse units used in the corpus. The results of corpus analysis showed that 19.6% of metadiscourse units occurred in comedies, which was the highest among the three genres. The most commonly used metadiscourse units appeared in speaker-oriented metadiscourse with 10.2% in interviews. The results also revealed that in panel discussion the speakers focused more on their own ideas than the listeners or participants. Results of chi-square analysis showed that English speakers used speaker-oriented, participant-oriented, and listener-oriented metadiscourse types statistically significantly differently. A statistically significant difference between speaker-, participant-, and listener-oriented units was found. Results also revealed that speakers in different genres are willing to use such maxims as opinion reticence and modesty more frequently than other maxims. The paper concludes with proposing a new model for analyzing metadiscourse.
۱۱.

Learning L2 Idioms: The Role of Verbal Mnemonics(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۲, No. ۲, ۲۰۲۰ 1 - 28

کلیدواژه‌ها: idiom Conceptual Metaphor grouping stories verbal mnemonics

حوزه های تخصصی:
تعداد بازدید : ۳۴۲ تعداد دانلود : ۱۹۱
Researchers and teaching practitioners have been trying to find more effective methods of teaching idioms due to the significance of these expressions in language learning contexts. The present study sought to investigate the effects of three verbal mnemonic tools (grouping, stories, and conceptual metaphor) on EFL learners’ recognition and recall of English idioms. Ninety EFL learners at intermediate language proficiency level who were preparing themselves to take IELTS participated in this study. They were in three groups of thirty members each. Each group was randomly assigned to one of the experimental conditions and was instructed idioms using one of the verbal mnemonic devices. The collected data were analyzed using the one-way ANOVA procedure. The results showed statistically significant differences among these devices, with ‘stories’ being the most effective on recognition and ‘conceptual metaphor’ being the most beneficial in the recall of idioms. The findings of the study can have potential theoretical implications for researchers and pedagogical implications for curriculum developers, language teachers, and learners.
۱۲.

The Effect of Multimedia Gosses on L2 Listening Comprehension(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۱, No. ۱, ۲۰۱۹ 201 - 220

کلیدواژه‌ها: Vocabulary Learning Glosses Multimedia Glosses CALL listening comprehension

حوزه های تخصصی:
تعداد بازدید : ۴۲۰ تعداد دانلود : ۲۹۰
The present study examined the effect of multimedia glosses on foreign language listening comprehension. To this end, 94 male students studying at Rasa English Institute in Tehran were selected for the treatment. The participants consisted of three groups, and each group was randomly assigned to one of the following treatment conditions: textual, pictorial, and textual-pictorial glossing. They were given a vocabulary pre-test before the treatment. The purpose of this test was to exclude the words which were already familiar to the participants from the posttests. Meanwhile, a listening comprehension post-test was administered at the end of the treatment period. To investigate the effect of multimedia glosses on listening comprehension, the data obtained from the listening comprehension post-test were analyzed using one-way ANOVA. The result showed that textual-pictorial glosses had a significant effect on listening comprehension. The findings of this study may have implications for language learners, teachers, researchers, and materials developers.
۱۳.

The Effect of Models of Reading Instruction on Reading Comprehension, Reading Self-efficacy, and Reading Anxiety(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۲, ِDecember ۲۰۱۹ 303 - 335

کلیدواژه‌ها: PALS RAP Reading Comprehension reading self-efficacy THIEVES

حوزه های تخصصی:
تعداد بازدید : ۳۴۴ تعداد دانلود : ۲۹۲
This study compared the effect of four reading models on reading comprehension, foreign language reading anxiety (FLRA), and reading self-efficacy. In order to do so, 184 female Iranian senior high school EFL students at intermediate English reading level were selected through convenience sampling in three high schools and one language institute in Zanjan. The participants were in four intact groups. Each group was randomly assigned to one of the treatment conditions— ‘Direct Activities Related to Texts’ (DARTs), Peer-Assisted Learning Strategies (PALS), ‘Read, Ask, and Put into your own words’ (RAP), and ‘Title, Headings, Introduction, Each first sentence, Visuals, End of each part, Summary’ (THIEVES) models. These models were taught for eight sessions. Data were collected using the reading comprehension part of the Michigan Test of English Language Proficiency (MTELP), Foreign Language Reading Anxiety Scale (FLRAS), and Reading Self Efficacy Questionnaire (RSEQ). The collected data were analyzed using three one-way ANCOVA procedures. The results showed that the four models did not significantly differ in terms of their effect on foreign language reading anxiety and reading self-efficacy. However, there was a significant difference between the effect of THIEVES and RAP on reading comprehension in favor of RAP. Besides, only RAP and PALS improved reading self-efficacy. Moreover, DARTs, THIEVES, and RAP improved reading comprehension and decreased reading anxiety, whereas PALS increased reading anxiety and negatively affected reading comprehension. The theoretical and pedagogical implications of the findings are also discussed.
۱۴.

راهبردهای استنباط واژگانی تأثیرگذار بر ساخت و درک اصطلاحات زبان انگلیسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۹ تابستان ۱۳۹۸ شماره ۲ 515 - 538

کلیدواژه‌ها: راهبردهای استنباط واژگانی راهبرد معنی محور راهبرد فرم محور راهبرد نظارت درک اصطلاحات ساخت اصطلاحات

حوزه های تخصصی:
تعداد بازدید : ۲۱۴ تعداد دانلود : ۲۳۲
برای بررسی تأثیر چهارنوع استراتژی بر ساخت و درک اصطلاحات انگلیسی. 120 دانش آموز دختر از طریق نمونه برداری خوشه ای انتخاب و به پنج گروه تقسیم شدند. هر گروه تحت یکی از شرایط آموزش قرار گرفت. یک پیش آزمون برگزار شد تا از عدم آشنایی شرکت کنندگان با اصطلاحات هدف اطمینان حاصل شود. سپس، به افراد هریک از چهار گروه آزمایشی یکی از استراتژی های استنباط واژگانی آموزش داده شد و گروه کنترل به شیوه عادی مورد آموزش قرار گرفتند. بعد از 12 جلسه آموزش، یک پس آزمون ساخت و یک پس آزمون درک اصطلاحات بعمل آمد. تحلیل واریانس یکطرفه نشان داد که گروه فرم محور به گونه معنی داری بهتر از گروههای نظارت و کنترل عمل کرد. یافته ها همچنین گویای این بود که گروه نظارت از گروه معنی محور و گروه معنی محور از گروه کنترل بهتر عمل نمودند. تفاوت میان دیگر گروهها به سطح معنی داری نرسید. این یافته می توانند در راستای بهبود وضعیت آموزش زبان کاربرد های نظری و آموزشی داشته باشند.
۱۵.

جایگاه اجتماعی کرینگانی: حوزه های کاربردی و نگرش گویشوران(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان و زبان شناسی دوره چهاردهم بهار و تابستان ۱۳۹۷ شماره ۲۷ 1-20

کلیدواژه‌ها: کرینگانی حوزه های کاربردی نگرش گویشوران آذربایجان

حوزه های تخصصی:
تعداد بازدید : ۳۶۰ تعداد دانلود : ۳۳۹
در این پژوهش، وضعیتِ جامعه شناختیِ کرینگانی ازمنظرِ حوزه های مورد کاربرد زبان و همچنین نگرش گویشوران نسبت به این گونه زبانی بررسی شده است. زبانِ اکثریتِ جمعیتِ آذربایجان، ترکیِ آذربایجانی است. زبانِ اقلیتِ مهاجرِ کرینگانی در تماس با زبان ترکی شرایط خاصِ جامعه شناختیِ زبانی ایجاد کرده است. 49 نفر کرینگانی با نمونه برداریِ مرحله ای جهت پاسخ به سؤالات پرسشنامه به عنوان ابزارِ گردآوریِ اطلاعات از مناطق مختلف انتخاب شدند. اطلاعات توصیفی مثل فراوانی، درصد و توزیع پاسخ دهندگان و پاسخ ها با استفاده از نرم افزار SPSS نسخۀ 21 برای بررسیِ مواردِ کاربردِ کرینگانی و همچنین نگرش گویشوران نسبت به این گونۀ زبانی استخراج شده است. یافته ها نشان می دهد که گرچه کرینگانی در بعضی حوزه های خصوصی مثلاً در ارتباط با بعضی اعضای خانواده کم وبیش استفاده می شود، در سایر حوزه ها حتی حوزه های غیرضروری مثلاً در رابطه با خواهر و برادر کرینگانی، این گونۀ زبانی وضعیت پایدار و ایمنی ندارد. اکثر گویشوران نگرش مثبت نسبت به زبان قومی نشان داده اند. حمایت لفظی و نگرش مثبت به زبان از یک سو و استفادۀ محدود و محدودتر از این زبان حتی در بعضی حوزه های خصوصی با هم زبانانِ کرینگانی از سوی دیگر، تناقض آمیز هست و موضوعی است که نیاز به کنکاش بیشتری دارد.
۱۶.

On the Relationship between Metacognitive Reading Strategies, Reading Self-Efficacy, and L2 Reading Comprehension(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۲, Fall & Winter ۲۰۱۸ 157 - 181

کلیدواژه‌ها: metacognitive reading strategies reading self-efficacy Reading Comprehension

حوزه های تخصصی:
تعداد بازدید : ۳۱۳ تعداد دانلود : ۲۴۲
The present study was conducted to investigate the relationship between metacognitive reading strategies, reading self-efficacy, and reading comprehension of Iranian EFL learners. The participants were 119 Iranian B.A and M.A students majoring in English at Imam Khomeini International University and Islamshahr Azad University. A Michigan Test of English language Proficiency was given to the participants to determine their language proficiency and reading comprehension. Then, they were asked to respond to the two questionnaires of MARSI (Metacognitive Awareness of Reading Strategies Inventory), and RSEQ (Reading Self-Efficacy Questionnaire). To analyze the data, multiple regression analyses and correlation procedures were used. The results revealed a significant relationship between the use of reading strategies and reading comprehension. Also, a significant relationship was found between the use of reading strategies and reading self-efficacy. Moreover, the findings showed a positive relationship between reading self-efficacy and reading comprehension of Iranian EFL learners. The results of this study may have implications for teachers, learners, and materials developers.
۱۷.

The Effect of Online Learning Tools on L2 Reading Comprehension and Vocabulary Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۷, Issue ۳, fall ۲۰۱۸ 211 - 238

کلیدواژه‌ها: Online game online media online word reference vocabulary instruction Reading Comprehension

حوزه های تخصصی:
تعداد بازدید : ۲۹۴ تعداد دانلود : ۲۳۲
The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.
۱۸.

The Effect of Task Type and Task Orientation on L2 Vocabulary Learning(مقاله علمی وزارت علوم)

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

کلیدواژه‌ها: task-based learning form-focused tasks meaning-focused tasks input-oriented tasks output-oriented tasks Vocabulary Learning

حوزه های تخصصی:
تعداد بازدید : ۴۱۷ تعداد دانلود : ۳۴۳
This study was conducted to investigate the effect of meaning-focused versus form-focused input-oriented and output-oriented task-based instruction on elementary level Iranian EFL Learners’ vocabulary comprehension and recall. For this purpose, a sample of 120 male students from a private school in Tehran was selected through convenience sampling and based on availability. The participants were divided into four groups, and each group was given a different treatment. The first group was taught through meaning-focused input-oriented vocabulary tasks; the second group was instructed through meaning-focused output-oriented tasks; the third group received form-focused input-oriented vocabulary tasks, and the fourth group received form-focused output-oriented vocabulary instruction. At the end of the treatment, the participants in all the four groups were given a vocabulary comprehension and a vocabulary recall posttest. The results indicated that meaning-focused tasks were more effective than form-focused tasks on both vocabulary comprehension and recall. At the same time, input-oriented tasks turned out to be more effective than output-oriented tasks on only vocabulary comprehension. In vocabulary recall, input-oriented tasks were more effective when they were form-focused, while output-oriented tasks were more effective when they were meaning-focused. The results of this study can have implications for teachers, learners, and curriculum designers.
۱۹.

The Effect of Mnemonic and Mapping Techniques on L2 Vocabulary Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: تحقیقات کاربردی زبان انگلیسی پاییز و زمستان ۱۳۹۴ شماره ۹

کلیدواژه‌ها: Vocabulary Learning Keyword Method Peg word Method Loci Method Argument Mapping concept mapping Mind Mapping

حوزه های تخصصی:
تعداد بازدید : ۷۱۲ تعداد دانلود : ۳۱۱
The present study investigated the effects of selected presentation techniques including the keyword method, the peg word method, the loci method, argument mapping, concept mapping and mind mapping on L2 vocabulary comprehension and production. To this end, a sample of 151 Iranian female students from a public pre-university school in Islam Shahr was selected. They were assigned to six groups. Each group was randomly assigned to one of the afore-mentioned treatment conditions. After the experimental period, two post-tests in multiple choice and fill-in-the-blanks formats were administered to assess the participants’ vocabulary comprehension and production. Two independent One-Way ANOVA procedures were used to analyze the obtained data. The results showed that the differences among the effects of the above-mentioned techniques were statistically significant in both vocabulary comprehension and production. These findings can have implications for learners, teachers, and materials’ developers.
۲۰.

Etymology, Contextual Pragmatic Clues, and Lexical Knowledge in L2 Idioms Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۶, No. ۲, ۲۰۱۴

کلیدواژه‌ها: idioms etymology contextualization lexical knowledge

حوزه های تخصصی:
تعداد بازدید : ۷۱۰ تعداد دانلود : ۳۶۳
To investigate the effects of etymological elaboration, contextual pragmatic clues, and lexical knowledge on L2 idioms comprehension and production, 60 male intermediate level EFL students in three groups were selected. Each group was randomly assigned to one treatment condition. Group one participants were presented with the etymological explanation of idioms. In group two, the same idioms were presented in short, familiar contexts, and in the third group, the participants focused on the exact meaning of the constituent parts of each idiom. At the end of the experimental period, comprehension and production posttests of idioms were administered. Two one–way ANOVA procedures were used to analyze data. Results showed that the participants of the etymological elaboration group performed significantly better than the participants of the lexical knowledge group on idiom production. The differences between the means in all other comparisons were not statistically significant. These findings may have implications for teachers, learners, and syllabus designers.

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