درخت حوزه‌های تخصصی

In recent decades, many second language acquisition (SLA) researchers have identified the leading role of organizing sequentially cognitive tasks in Task-Based Language Teaching. Presenting types of different task sequence has become increasingly crucial for syllabus designers. This investigation examines the theoretical basis of task sequencing, which claims that pedagogical tasks should be developed and ordered cognitively from easy to complex. The current study aims to compare the performance of English learners in sequenced and isolated familiar tasks. Sixty EFL learners studying at the intermediate level in two private language institutes participated in this research. They were randomly selected as one experimental and one control group, each comprising 30 subjects. Before starting treatment, all the participants took a listening comprehension test as a pretest. The treatment took place over one semester, during which the subjects performed simple-complex familiar sequenced tasks while the control group received familiar randomized tasks. After treatment, the posttest of listening comprehension, which contained two complex task features, i.e., - Here-and-Now and - Planning time, was employed. The independent-samples t-test showed that the experimental group who received simple-complex sequenced tasks outperformed the control group in listening to complex tasks. The findings supported the employment of simple-complex sequencing tasks to foster listening task complexity performance.

The objective of this study was to explore and develop effective counseling strategies to enhance self-advocacy among young adults with disabilities. This qualitative research involved semi-structured interviews with 22 young adults aged 18 to 30 with various disabilities, including physical, intellectual, and developmental disabilities. Participants were recruited through disability support organizations, educational institutions, and social media platforms. The data collection focused on understanding participants' experiences, challenges, and strategies related to self-advocacy. Thematic analysis was used to identify key themes and patterns in the data, with the goal of achieving theoretical saturation. The analysis revealed three main themes: understanding of self-advocacy, experiences with self-advocacy, and challenges and barriers to self-advocacy. Participants highlighted the importance of self-advocacy for personal empowerment and independence. Positive advocacy experiences were linked to increased self-esteem and better outcomes in education and employment. Support systems, such as family and counselors, were crucial in facilitating self-advocacy. However, significant barriers included societal attitudes, institutional policies, and personal limitations. Assistive technology and comprehensive leadership training were identified as effective strategies for enhancing self-advocacy skills. Enhancing self-advocacy among young adults with disabilities requires targeted counseling interventions that focus on building essential skills and addressing barriers. Collaborative approaches involving family and community support are critical. Policymakers should implement inclusive policies and ensure access to assistive technologies. Future research should explore the long-term impact of self-advocacy training and consider the intersectionality of disability with other factors such as race and gender.