درخت حوزه‌های تخصصی

This research aims to investigate the contributions of KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) institute teachers’ professional identity reconstruction. The researchers employed purposive sampling to choose twenty teachers. A KARDS questionnaire (Hassani, Khatib, & Yazdani Moghaddam, 2019a, 2019b) was used to classify the teachers into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (N=10) on the basis of their scores on the questionnaire through quartile-based visual binning technique. Pre-course interview, post-course interview, teacher educator and teachers’ reflective journals, and class discussions were employed to gather data. After the pre-course interview, there was an implementation phase during which all twenty teachers became familiar with KARDS. Then, Grounded Theory was applied to analyze the data. Findings showed that there were four big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching”, and “conformity to nonconformity to dominant ideologies” in teachers’ professional identities in both groups. The changes were analogous and/or identical in nature but not in quantity, and they should be underscored and incorporated in teacher education programs.

The present study investigated the educational objectives of the English literature curricula at the undergraduate and graduate levels at Iranian universities based on Bloom’s revised taxonomy. Using a detailed checklist based on Bloom’s revised taxonomy and the respective classifications, the educational objectives associated with knowledge ( factual, conceptual, procedural , and metacognitive ) and cognitive ( remember , understand , apply , analyze , evaluate , and create) dimensions were analyzed. The results of the content analysis revealed the dominance of the lower-order thinking skills in the undergraduate curriculum and the prevalence of the higher-order thinking skills in the graduate curriculum. The results showed that the most frequent objective in terms of the knowledge domain was understand in both curricula. Regarding the knowledge dimension, conceptual and procedural knowledge occurred most often at both curricula, confirming that acquiring the knowledge of concepts and the processes safeguards the commended quality for the curriculum designers. Moreover, it was found that the metacognitive-related categories were almost missing from the categories. The results of the cross-tabulation revealed the superiority understand / conceptual in BA and the supremacy of understand/procedural in MA objectives. The findings entail the revisions of the educational objectives to accommodate critical thinking. The findings have pedagogical implications for EFL teachers, the curriculum developers, and policy makers.

This study aimed to assess the quality of English translations of Imam Khamenei’s (D. Ẓ. A.) letters addressing the youth in the West based on House’s revised (1997) model of translation quality assessment. Such texts are considered political and/ or religious, and their translations require meticulous quality assessment. Yet, rarely did the researchers find any study addressing this important area of translation. Therefore, the current study, which employed a qualitative type of research, focused on the translation of such type of texts. The assessment revealed dimensional mismatches between the original and the translated versions in the areas of field, tenor, and mode. The findings of the current study can help improve the quality of the translation of the speech.

بیماری همه گیر COVID-19 همه دانشگاه ها را واداشت تا تمام برنامه های خود را بصورت آنلاین ارائه دهند. اما همه مدرسان برای چنین تحول ناگهانی ای آماده نبودند. آموزش آنلاین می تواند برای مربیان و موسسات بسیار چالش برانگیز باشد چراکه دارای ظرافت های مختلفی است که آن را از برنامه های حضوری کاملا متفاوت می سازد. با توجه به شرایط حاضر همه گیری، نیاز فوری به مطالعات در خصوص بررسی اثربخشی چنین برنامه هایی در مقایسه با دوره های مشابه حضوری به شدت حس میشود. در نتیجه ، مطالعه حاضر تلاشی بود برای مقایسه اثربخشی یک دوره EAP آنلاین با دوره مشابه حضوری از نظر سه مولفه لغات ، دستور زبان و درک مطلب. شصت و هشت دانش آموز در دو گروه آنلاین و حضوری با طرح پیش آزمون-پس آزمون در این مطالعه شرکت کردند. در حالی که در شروع مطالعه دو گروه تفاوت معناداری نداشتند ، نتایج آزمون SPANOVA تفاوت معناداری را در مورد مولفه دستور زبان و نه دو مولفه دیگر نشان داد. گروه حضوری از عملکرد بهتری در یادگیری دستور زبان برخوردار بود. مصاحبه های انجام شده نشان داد که فراگیران در کلاسهای آنلاین معمولاً تعامل کمی با معلمان و همکلاسی های خود دارند و معلمان نمی توانند در طول کلاس، فراگیران را درگیر و فعال نگه دارند. همه اینها نشان می دهد که یک برنامه آنلاین، ترجمه یک برنامه درسی حضوری به یک قالب آنلاین نیست و از پیچیدگی های بی شماری برخوردار است که باید مورد توجه همه دست اندرکاران قرار گیرد.

This article reports on a study of interaction amid beginners with the use of the technological resource WhatsApp . Its major objective was to analyze online oral negotiated interaction characteristics, using mainly WhatsApp audio-recorded messages, but also multimodal interaction (text, images, GIFs, emoticons, etc.). It was a qualitative, interpretive, and exploratory case study applied to 33 participants from a public technical school in Brazil, in which participants were in the first year of High School. The analysis revealed that negotiated interaction was the main component of interaction, although in a different sense if related to the theoretical framework held in Second Language Acquisition (SLA). Therefore, this study added a discussion on interaction in SLA, which considered the peculiarities of the online oral negotiated interaction among beginner learners of English using WhatsApp . The interpretive findings discussed in this article may enlighten pedagogical practices in SLA as well as broaden possibilities in terms of activities development to work on online oral interaction amongst beginners, with the aid of technological resources. Finally, this study may serve the purpose of promoting reflections on SLA theories about interaction.

This mixed-method study endeavored to solicit the perspectives of Iranian collegiate students passing the obligatory course of medical English through Navid Learning Management System and its acceptance during COVID-19 pandemic. Utilizing Technology Acceptance Model, this study also sought to examine the possible effect gender, academic degree, instructional mode, and e-learning duration in LMS may have on the participants' attitudes. An online survey was employed to gather data from 78 Iranian students. Semi-structured interviews with ten participants were conducted as well to shed more light on the quantitative data regarding main advantages and disadvantages of medical English learning through Navid. The data were analyzed through descriptive and inferential statistics along with inductive thematic analysis, respectively. Findings revealed that Iranian collegiate medical students viewed Navid as a comprehensive e-learning platform to be favorable in terms of its system/service quality, student/educational service quality, and perceived satisfaction, but its perceived satisfaction was not aligned with their needs. Moreover, neither the individual variables, (viz., age and academic degree), nor the instructional variables (viz., instructional mode and e-learning duration) were predictors of the discrepancies among the participants in their perspectives and acceptance of Navid. Learning ubiquitously and lacking face-to-face communication were the main advantage and disadvantage of learning medical English through Navid, respectively. Results revealed that although under the Covid-19 pandemic the acceptance of Navid and students' satisfaction with its use might not be related to the individual and instructional variables in the medical English courses, it might not be the case in others.