مهناز سعیدی

مهناز سعیدی

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

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

Impacts of Differentiated Instruction and Gamification on Iranian EFL Learners’ Complexity, Accuracy, and Fluency of Speaking Skill(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۴, Autumn ۲۰۲۵ 155 - 166

کلیدواژه‌ها: Complexity Accuracy fluency Differentiated Instruction Gamification Iranian EFL learners

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تعداد بازدید : ۲۰ تعداد دانلود : ۱۴
Speaking proficiency is a crucial skill for Iranian EFL learners, yet it remains one of the most challenging aspects of language acquisition due to traditional, teacher-centered instruction and a lack of communicative practice. This study examines the effects of Differentiated Instruction (DI) and Gamification (G) on the Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners’ speaking skills. A quasi-experimental design was employed, involving 108 B2-level learners from Safir Language Institute, Iran. Participants were divided into three groups: one receiving DI-based instruction, another engaging in Gamification-based tasks, and a control group following conventional teaching methods. The study utilized pre- and post-tests of speaking performance, evaluated through CAF metrics, alongside qualitative interviews to explore learners’ perceptions. Statistical analyses revealed significant improvements in all three dimensions of speaking in the experimental groups, with DI showing greater gains in accuracy and complexity, while G was more effective in enhancing fluency. Qualitative findings indicated that both approaches increased learner engagement, motivation, and confidence. These results suggest that DI and Gamification are effective pedagogical strategies for improving speaking proficiency and should be integrated into EFL curricula to optimize learning outcomes.
۲.

Unveiling the interplay of Continuing Professional Development Strategies and Teacher Success in the Iranian EFL Context(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۷, No.۳۴, Spring & Summer ۲۰۲۴ 172 - 197

کلیدواژه‌ها: Continuous Professional Development teacher success Decision-making

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تعداد بازدید : ۱۳۰ تعداد دانلود : ۶۸
The global education landscape is witnessing a rise in teacher accountability, where educators bear a heightened responsibility for demonstrably achieving student learning outcomes. In response, teachers are engaged in a continuous quest to enhance their pedagogical effectiveness, seeking strategies and methodologies to optimize their classroom practice. The present study investigates the relationship between Continuous Professional Development (CPD) practices and teacher success in the Iranian context. A sample of 364 EFL teachers from junior and senior high schools self-reported on their CPD engagement, while 422 of their students provided their perceptions of teacher success. Findings revealed the substantial potential of CPD to elevate teacher success through interconnected processes of knowledge updating, reflective practice, collaborative learning, and refined decision-making skills. Notably, updating knowledge strongly influenced both collaboration and reflection, while reflection moderately stimulated collaboration, and collaboration exerted a robust influence on effective decision-making. However, the study unexpectedly uncovered a negative direct association between teacher decision-making and professional success within the specific Iranian context. Additionally, no significant gender-based differences in teacher success were observed. The negative association between teacher decision-making and professional success in the Iranian context warrants further investigation. This suggests that factors specific to the Iranian educational system or cultural context might influence the relationship between these two variables. Understanding these factors is crucial for developing contextually relevant CPD programs.
۳.

Iranian EFL Teachers’ Perceptions of Burnout Sources: A Qualitative Study(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۵, No.۳۰, Spring & Summer ۲۰۲۲ 119 - 150

کلیدواژه‌ها: Burnout external sources internal sources Iranian EFL Teachers qualitative design

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تعداد بازدید : ۴۷۳ تعداد دانلود : ۲۶۹
This qualitative study aims to investigate the sources of burnout from Iranian EFL teachers’ perspectives. To this end, thirty-four Iranian male and female EFL teachers participated in the semi-structured interview to comment on the burnout sources and then rank them in terms of priority. Also, one hundred teachers responded to an online open-ended questionnaire. The coding scheme revealed two external and internal nodes, five themes, and fifteen subthemes. Under the external node lay financial, organizational, and teacher training problems. The internal node involved teachers’ psycho-affective traits and personal life affairs. The results showed that external sources outweighed the internal ones. Among the external sources, teachers’ low pay, the supervisor’s maltreatment, and workload, and among the internal ones, teachers’ low problem-solving abilities, low motivation and self-efficacy held high ranks. No one attributed burnout to teachers’ gender and age, and almost all participants unanimously criticized the educational administration system of Iran for not providing teachers with the necessary means of burnout recognition and prevention. The study has implications for educational policymakers and practitioners.
۴.

The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۸, Spring & Summer ۲۰۲۱ 67 - 86

کلیدواژه‌ها: approach Interaction dynamic assessment Mediation

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Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA.  The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory.  For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners.  
۵.

A Survey on Intercultural Contact (IC) among Iranian EFL Students: Validating a Questionnaire(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۹, Fall & Winter ۲۰۲۱ 19 - 40

کلیدواژه‌ها: intercultural contact Validity Reliability EFL students

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تعداد بازدید : ۶۰۷ تعداد دانلود : ۲۷۸
Intercultural contact (IC) among students has received a great prominence in EFL and ESL contexts in recent years; therefore, this study was an attempt to modify and validate a questionnaire as an instrument to elicit the resources from which Iranian EFL students obtain their IC information. To reach this aim, a modified version of Peng and Wu’s questionnaire with 26 items and five factors was administered among 200 male and female Iranian EFL students from different language institutes in Tabriz, Iran. To determine the reliability and validity of the modified questionnaire, the statistical analyses of the model and fitness of the questionnaire were conducted by SmartPLS3 software. The results of reliability analyses using three measures of Cronbach’s alpha, combined reliability (CR) and average variance extraction (AVE) demonstrated that the questionnaire has a good reliability. Moreover, the results of construct crossvalidated communality (Q²) proved the construct validity of the questionnaire. Additionally, the results of correlation coefficient matrix and p value for all the latent variables demonstrated that all the paths and relationships in the model are significant and the model is a good fit. This study also clarifies the implication of such a questionnaire for ELT and presents some suggestions for future studies.
۶.

Impact of Grouping Type in Descriptve Collaborative Writings on Iranian EFL Learners' Written Grammatical Accuracy(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۴, Spring ۲۰۲۱ (۱) 103 - 118

کلیدواژه‌ها: collaborative writing grouping type homogeneous group heterogeneous group Grammatical accuracy

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تعداد بازدید : ۴۵۰ تعداد دانلود : ۳۲۶
The current study was an attempt to investigate the impact of grouping type on the grammatical accuracy of Iranian EFL learners in collaborative writing. Through administering the Michigan Test of English Language Proficiency, 64 female university students available participated in this study and were assigned to two groups--heterogeneous and homogeneous. The treatment process lasted 12 weeks of collaborative writing and revising, with emphesis on the development of the the participants’ written grammatical accuracy. They were pretested and posttested through a descriptive free writing measure. The results revealed that the participants in both groups had higher posttest scores. Using ANCOVA, it was found that there was a differential effect of grouping type on the grammatical accuracy of homogeneous and heterogeneous pairs, indicating that the participants in heterogeneous group had significantly higher posttest scores than those in homogeneous group. Furthermore, although the grammatical accuracy of both groups increased, a significant difference was observed between them, revealing that the participants in heterogeneous group outperformed those in homogeneous group. The findings of this study can be interpreted in terms of the sociocultural theory and Vygotsky’s idea of the zone of proximal development.
۷.

Improving Iranian Intermediate EFL Learners’ Oral Narrative Task Performance in Terms of Accuracy, Fluency and Complexity by Awareness Raising Through Semantic Fields(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۶, Spring & Summer ۲۰۲۰ 75 - 95

کلیدواژه‌ها: Awareness raising narrative task oral narrative semantic fields Task performance Accuracy fluency Complexity

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تعداد بازدید : ۵۷۳ تعداد دانلود : ۳۹۰
The effects different awareness-raising techniques might have on language learners’ performance have been studied by many researchers. The present study specifically focused on improving EFL learners’ oral narrative task performance in terms of accuracy, fluency and complexity by awareness raising through semantic fields. The participants in the study included 40 intermediate learners whose initial homogeneity in terms of language proficiency was assessed via a Preliminary English Test (PET). They were further randomly assigned as one experimental group and one control group, each comprising 20 participants. The amount of instructional time was 17 sessions, during which the participants in the experimental group received an awareness raising technique through 'semantic fields'. Before and after the treatment, an oral narrative test was administrated. The results of the data analysis revealed that the experimental group which received the awareness raising technique outperformed the control group in three measures of accuracy, fluency and complexity on their performance. The participants showed significant improvements in language proficiency as they retold the narratives. The findings of the present study can create the floor for researchers to go deep through the EFL contexts and find more about the probable effects awareness raising techniques might have on language learning and teaching.
۸.

افزایش آگاهی زبان آموزان نسبت به ویژگی های عروضی در تلفظ کلمات و تأثیر آن بر روی مهارت شنیداری زبان آموزان ایرانی با تأکید بر نظریه توجه اشمیت (1995)(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۱۰ تابستان ۱۳۹۹ شماره ۲ 260 - 271

کلیدواژه‌ها: افزایش آگاهی تلفظ روش فراشناختی مهارت شنیداری ویژگی های عروضی

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تعداد بازدید : ۵۸۶ تعداد دانلود : ۳۴۵
پژوهش کنونی با الهام از نظریه توجه اشمیت (1990) به بررسی تأثیر افزایش آگاهی زبان آموزان نسبت به ویژگی های عروضی بر روی مهارت شنیداری آنان می پردازد. به همین منظور، تعدا 70 زبان آموز با سطح متوسط ، به عنوان افراد شرکت کننده در این پژوهش و با استفاده از روش نمونه گیری در دسترس هدفمند انتخاب شدند. آن ها به دو گروه آزمایش و کنترل تقسیم شدند در گروه ازمایش در هر جلسه ویژگی های عروضی زبان انگلیسی با زبان اموزان تمرین می شددر حالی که در گروه کنترل زبان اموزان فقط به متنهایی گوش داده و سوالات تعقیبی را پاسخ می دادند . جمع آوری داده های پژوهش به وسیله آزمون تعیین سطح آکسفورد (OPT) و پیش آزمون و پس آزمون مهارت شنیداری انجام شدند. تحلیل توصیفی و استنباطی داده ها نشان داد که گروه آزمایش با اتکا به افزایش آگاهی ایجاد شده نسبت به ویژگی های عروضی در تلفظ توانست عملکرد معناداری نسبت به گروه کنترل در بهبود مهارت شنیداری داشته باشد.یافته های پژوهش می تواند در خدمت معلمان قرار بگیرد تا آن ها با آگاهی از نحوه پیاده سازی صحیح آموزش مهارت شنیداری به واسطه ویژگی های عروضی، مهارت شنیداری زبان آموزان و در نهایت کیفیت یادگیری آنان را فزایش دهند.
۹.

The Comparative Effect of Collaborative Strategic Reading and Metacognitive Reading Strategies on Extrovert and Introvert EFL Learners’ Reading Comprehension(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۷, Fall & Winter ۲۰۲۰ 129 - 149

کلیدواژه‌ها: Reading Comprehension collaborative strategic reading Extroverts Introverts Metacognitive Reading Strategy

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تعداد بازدید : ۴۱۷ تعداد دانلود : ۳۶۴
This study investigated the comparative effect of collaborative strategic reading (CSR) and metacognitive reading strategy (MRS) on the reading comprehension of Iranian extrovert and introvert EFL learners. To achieve the purpose of this study, a sample IELTS was administered to 325 students studying at Marefat Language Academy in Tehran from whom 225 were selected based on their performance on that test. Next, the above students sat for Eysenck Personality Inventory questionnaire to determine their level of extroversion and introversion. As a result, a total of 150 learners (75 extroverts and 75 introverts) were selected as four experimental groups and two control groups. The four experimental groups, comprised of 1) 25 extroverts undergoing CSR, 2) 25 extroverts receiving MRS, 3) 25 introverts undergoing CSR, 4) 25 introverts undergoing MRS while the two control groups, with 25 extroverts and 25 introverts, the learners experienced the conventional procedure of teaching reading comprehension in the language school. Ancova and two-way Ancova were conducted which revealed introvert learners with MRS outperformed the extrovert with MRS, introvert and extrovert with CSR, and control groups, suggesting a decisive role for personality traits in reading comprehension classes with different reading strategies instruction. 
۱۰.

Gearing the Discursive Practice to the Evolution of Discipline: Diachronic Corpus Analysis of Stance Mrrkers nn eeserrch rrteeees’ Meyeddrlihh ttlvall(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۲, No.۲۵, Fall & Winter ۲۰۱۹ 219-235

کلیدواژه‌ها: Applied linguistics diachronic Metadiscourse Stance Methodology

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تعداد بازدید : ۶۵۴ تعداد دانلود : ۳۸۶
Despite widespread interest and research among applied linguists to explore metadiscourse use, very little is known of how metadiscourse resources have evolved over time in response to the historically developing practices of academic communities. Motivated by such an ambition, the current research drew on a corpus of 874315 words taken from three leading journals of applied linguistics in order to trace the diachronic evolution of stance markers in methodology section of research articles from 1996 to 2016. Hyland’s (2005b) model of metadiscourse was adopted for the analysis of the selected corpus. The data were explored using concordance software AntConc (Anthony, 2011). Moreover, a Chi-Square statistical measure was run to determine statistical significances. The analysis revealed a significant decline in the overall frequency of stance markers in methodology section of RAs. Interestingly, this decrease was entirely due to the overall decline in the use of self-mentions. Approaching interactional dimension of academic writing from such a diachronic perspective, it might be argued that the very selective use of stance markers by academic writers over time means metadiscourse does not operate in vacuum and is sensitive to changes within disciplines and their academic practices.
۱۱.

EFL Teachers’ Pedagogic Strategies and Students’ Willingness to Communicate: Teachers’ and Learners’ Perceptions(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۲, No.۲۴, Spring & Summer ۲۰۱۹ 213 - 235

کلیدواژه‌ها: willingness to communicate Pedagogic strategies Perception

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تعداد بازدید : ۷۱۸ تعداد دانلود : ۴۳۱
This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their teachers (N=60) in several English Language Institutes in Tabriz, Iran. The instruments included a Likert scale questionnaire on teachers’ pedagogic strategies and learners’ WTC completed by both teachers and learners. Based on the data collected from the questionnaires, it was revealed that the teachers and learners agreed on the role of teachers’ wait time in learners’ WTC but not on the other strategies such as motivating strategies, error correction strategies, and teachers’ congruence. The findings of the study have important implications for teachers in terms of reconsidering their pedagogic strategies to play their facilitating roles in engendering students’ WTC in the class. The results also have the implications for EFL teacher education in the new era of communication.
۱۲.

Psychometric Properties of Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults in the Iranian Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۱, June ۲۰۱۹ 165 - 194

کلیدواژه‌ها: Psychometric properties Persian-MIDAS-Adults Factor Analysis Reliability Validity

حوزه‌های تخصصی:
تعداد بازدید : ۵۶۶ تعداد دانلود : ۵۴۸
This study reports psychometric properties and derivation of norms for a Persian version of the Multiple Intelligence Developmental Assessment Scales (MIDAS) for Adults. After examining and confirming equivalency between English and Persian versions, translated and validated by Saeidi, Ostovar, Shearer, and Asghari Jafarabadi (2015), the scale was administered to a sample (N = 2146), including students, undergraduates, graduates, and adults from different provinces in Iran. The participants were at least 19 years old and above (M = 29.40, SD = 2.26). Out of 2146 samples, 1103 females and 1043 were males. To examine the validity and reliability properties of the scale, exploratory and confirmatory factor analyses, Cronbach Alpha (α) reliability correlation coefficients, and corrected item-total correlations were employed. Exploratory factor analysis using varimax rotation identified eight principal components, which accounted for 67.21% of the variance for 115 items. The internal consistency coefficient (α = .92; ranging from 0.89 to 0.93) was also very high. The confirmatory analysis generally replicated the original conceptualization of the MIDAS. According to the results, the Persian-MIDAS-adults questionnaire has good psychometric properties in the research community and can be safely used as a valid tool to assess MI in Iran.
۱۳.

The Effect of Input-based and Output-based Focus on Form Instruction on Learning Grammar by Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۲, Spring & Summer ۲۰۱۸ 74 - 90

کلیدواژه‌ها: Input-enhancement output-based instruction Focus on Form Grammar

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تعداد بازدید : ۶۱۹ تعداد دانلود : ۳۸۶
This quasi-experimental study investigated the effects of input-enhancement and production of sentences, containing the target structures, on learning grammar by Iranian Intermediate EFL learners. Sixty male students in three input, output, and control groups participated in the study. After checking the homogeneity of the participants with a proficiency test, the researchers administered a pretest. Input-based group received input enhancement within reading texts in which the target structures were highlighted with different techniques such as bolding and underlying. The output-based group were required to produce some sentences including target structures based on reading texts. The control group received traditional grammar instruction. The results of ANCOVA revealed that both experimental groups learned the target structures better than the control group; however, the input-based group outperformed output-based group in learning target grammatical structures. The findings of the study suggest the widespread use of input-enhancement, as one of the techniques of focus on form, plays a significant role in enhancing grammatical accuracy.
۱۴.

Technology Mediated Instruction and its Effect on Cognitive Scaffolding, motivation and Academic Performance in EFL Context(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۰, No.۲۱, Fall & Winter ۲۰۱۷ 72 - 96

کلیدواژه‌ها: academic achievement cognitive scaffolding motivation technology mediated instruction

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تعداد بازدید : ۷۶۶ تعداد دانلود : ۴۱۵
Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Osku Branch were selected as the experimental and control groups. Telegram as a tool was used in the experimental group, while the control group received traditional way of instruction. Critical ethnography approach was implemented to consider the amount of cognitive scaffolding. To measure the students’ motivational level in both groups, Course Interest Survey (CIS) was administered at the end of the semester. The total average score for each group was calculated. To compare students’ academic achievement, their average scores in the final academic test were considered. An Independent samples t-test in was used to compare the mean scores. The results indicated that technology mediated learning brought about cognitive scaffolding and the students in the experimental group outperformed the control group in terms of motivation and academic achievement. The results of the study suggest that to bring about academically successful students, practitioners should use technology mediated instruction.
۱۵.

The Comparison of Typed and Handwritten Essays of Iranian EFL Students in terms of Length, Spelling, and Grammar(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics, Vol.۹, No.۱۹, Fall & Winter ۲۰۱۶ 104 - 118

کلیدواژه‌ها: typed handwritten spelling mistakes grammatical mistakes length of text

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تعداد بازدید : ۳۹۷ تعداد دانلود : ۳۰۹
This study attempted to compare typed and handwritten essays of Iranian EFL students in terms of length, spelling, and grammar. To administer the study, the researchers utilized Alice Touch Typing Tutor software to select 15 upper intermediate students with higher ability to write two essays: one typed and the other handwritten. The students were both males and females between the ages of 22 to 35. The analyses of the students’ scores in the three mentioned criteria through three paired samples t-tests indicate that typed essays are significantly better than handwritten ones in terms of length of texts and grammatical mistakes, but not significantly different in spelling mistakes. Positive effects of typing can provide a logical reason for students, especially TOEFL applicants, to spend more time on acquiring typing skill and also for teachers to encourage their students with higher typing ability to choose typed format in their essays. 
۱۶.

Effect of Oral Corrective Feedback on Iranian EFL Learners’ Phonological Uptake and Retention(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۶, Winter ۲۰۱۶ 57 - 75

کلیدواژه‌ها: corrective feedback recast elicitation Uptake Retention

حوزه‌های تخصصی:
تعداد بازدید : ۵۰۹ تعداد دانلود : ۳۷۴
This study investigates the effect of four types of oral corrective feedback, namely, explicit elicitation, implicit elicitation, explicit recast and implicit recast on the most commonly mispronounced phonological features among Iranian EFL learners through immediate uptake and retention. Five classes were randomly categorized into four experimental groups and one control group, each with 18 intermediate-level male learners. The treatment was conducted in the form of a retelling task in nine sessions. During the feedback sessions, the learners’ uptake was recorded. The learners’ retention was also perused in one immediate and one delayed post-test. The results revealed that those learners who received explicit recast obtained the highest score in terms of correct uptake, and that the groups performed differently across different time periods. The learners’ scores enhanced over time; however, the increase then leveled off and even dropped in the delayed post-test in all the experimental groups except for the group which received explicit elicitation, apparently leading to more retention of the target phonological features. The study offers insights to teachers regarding the effect of recast and elicitation in their explicit and implicit form on L2 pronunciation.
۱۷.

تأثیر ساختار متن بر عملکرد خواندن و درک مطلب زبان آموزان ایرانی در آزمون های چهار جوابی و کلوز(مقاله علمی وزارت علوم)

نویسنده:
منبع: آموزش و ارزشیابی سال هشتم زمستان ۱۳۹۴ شماره ۳۲

کلیدواژه‌ها: ساختار متن روش پاسخ دهی چهارجوابی کلوز

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۸۱ تعداد دانلود : ۵۳۴
این تحقیق به منظور بررسی عملکرد زبان آموزان ایرانی در آزمون های خواندن و درک مطلب دارای ساختارهای متنی و روش های پاسخ دهی متفاوت انجام گرفته است. شرکت کنندگان این تحقیق ۲۲۸ نفر از دانشجویان زبان بودند که شامل ۸ گروه و بر اساس آزمون مهارت زبانی پت انتخاب شدند. چهار نوع ساختار متنی ترتیب زمانی،توصیفی، علیت و حل مسئله انتخاب و بر اساس این متون،دو نوع آزمون با شیوه پاسخ دهی چهارجوابی و چهارجوابی کلوز تهیه و به دانشجویان داده شد. نتایج بدست آمده نشان داد که در هر دو روش پاسخ دهی عملکرد دانشجویان در متون دارای انسجام متنی ساده (ترتیب زمانی و توصیفی) بهتر از عملکرد آنان در متون دارای انسجام متنی پیچیده (علیت و حل مسئله) است. علاوه بر این،عملکرد دانشجویان در روش پاسخ دهی چهارجوابی بطور معنی دار بهتر از عملکرد آنها در روش پاسخ دهی چهارجوابی کلوز در تمامی چهار نوع ساختار متنی بود. در پایان چنین نتیجه گیری شد که دانشجویان در ساختارهای متنی ترتیب زمانی و توصیفی عملکرد بهتری نسبت به ساختارهای متنی علیت و حل مسئله در هر دو روش پاسخ دهی دارند و همچنین در روش پاسخ دهی چهارجوابی بهتر از روش پاسخ دهی چهارجوابی کلوز در هر چهار نوع ساختار متنی هستند. معلمان می توانند با بهره گیری از نتایج این تحقیق و از طریق انتخاب بهترین روش پاسخ دهی برای متون دارای ساختار متنی متفاوت عملکرد دانشجویان خود را در خواندن و درک مطلب بهبود بخشند
۱۸.

The Relationship between Iranian EFL Learners’ Multiple Intelligences and their Writing Performance across Different Genders(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۷, No. ۱۴, Spring ۲۰۱۴ 1 - 22

کلیدواژه‌ها: Gender Writing Performance Multiple Intelligences

حوزه‌های تخصصی:
تعداد بازدید : ۱۹ تعداد دانلود : ۱۲
After Gardner’s Multiple Intelligences Theory (MIT), some language teaching practitioners set out to teach students in a way to help their dominant intelligence(s) blossom. In an EFL context, usually teachers’ main focus is to develop communication skills. Nowadays, writing is one of the main ways by which people communicate. Thus, this study aimed at investigating possible relationship between Multiple Intelligences and writing performance of Iranian EFL learners across different genders. To conduct this study, 15 male and 15 female advanced EFL learners from a reputable institute in Tabriz participated. They passed through a placement test to enter the course, yet the researchers administered a Test of English as a Foreign Language (TOEFL) to ensure homogeneity in the group. After a session of introducing the project’s purpose, Multiple Intelligence Developmental Assessment (MIDAS) questionnaire was administered for obtaining participants’ Multiple Intelligence profile. Later, the participants were given a text and asked to read and summarize it. The collected writings were analyzed for grammatical accuracy, complexity and quality of the writing based on Jacob et al.’s (1981) scale. The results of the correlational analysis revealed that overall Multiple Intelligences correlated positively with the quality of the female learners’ writing. The findings suggest that English teachers consider the role of multiple intelligences in learning and teaching process and provide more effective activities to help learners of different intelligences improve their foreign language writing skill.
۱۹.

The Effect of Genre-based Scaffolding on Research Paper Writing of MA Candidates in an EFL Context(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۷, No. ۱۵, fall ۲۰۱۴ 91 - 112

کلیدواژه‌ها: Genre Scaffolding Genre-based instruction Sentence Starters Writing Frames

حوزه‌های تخصصی:
تعداد بازدید : ۱۳ تعداد دانلود : ۱۰
In recent years, there has been an increasing amount of literature on genre-based approaches to writing instruction. However, scant attention has been paid to the use of genre-based scaffolding in the realm of academic writing. Hence, in an attempt to tackle the problems prevalent in academic writing, this study set out to investigate the effect of genre-based scaffolding through sentence starters and writing frames on MA candidates’ research paper writing. To this end, twenty MA candidates majoring in ELT were randomly assigned to two homogenous groups, one control and one experimental group, each including 10 participants. Both groups were exposed to a five-session genre-based instruction while the experimental group benefitted from the additional provision of sentence starters and writing frames relevant to different sections of a research paper. The analysis of the results, using independent sample of t-test, reveals that genre-based instruction can be a useful tool in improving academic writing. Moreover, the outperformance of the participants of the experimental group is indicative of the beneficial effect of scaffolding through starters and frames.
۲۰.

مقاله به زبان انگلیسی: تورش مصحح در ارزیابی نگارش فر اگیران زبان انگلیسی در ایران (Rater Bias in Assessing Iranian EFL Learners’ Writing Performance)(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان شناسی کاربردی دوره شانزدهم بهار و تابستان ۱۳۹۲ شماره ۱

کلیدواژه‌ها: تورش مصحح توانایی نگارش سنجش چند وجهی رش پایایی بین مصحح

حوزه‌های تخصصی:
تعداد بازدید : ۱۰۱۰ تعداد دانلود : ۹۱۱
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.

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