درخت حوزه‌های تخصصی

The complexity of self-regulatory strategies has been challenging to educational researchers who seek to find proper interventions that benefit students and teachers. This study has employed the Self-Regulatory Strategy Development (SRSD) model of instruction to help students monitor, evaluate and revise their writing. SRSD would be beneficial for adult students with learning disabilities in the procedure of essay writing. Attention Deficit Hyperactivity Disorder (ADHD) as a cognitive-behavioral dysregulation is a consequence of deficits in self-regulatory process. Many students with learning disorders such as ADHD have trouble in the mechanics and process of writing. The purpose of this study is to explore the effects of SRSD on the essay writing of EFL undergraduate students. This study tried to evaluate the effects of SRSD intervention on the essay writing of ADHD and NON-ADHD students. To fulfill the mentioned objectives, 126 EFL undergraduate students who enrolled in essay writing course at Tehran Azad University participated in this study. The results indicated that SRSD instruction had a significant effect on the essay writing of the EFL undergraduate students. Likewise, ADHD students could achieve a significant improvement after receiving SRSD intervention. چکیده: پیچیدگی روش های خود تنظیمی برای محققین حوزه آموزش معمولا چالش برانگیز بوده است و آنها همیشه سعی در یافتن روش مناسبی برای دانشجویان و اساتید در این زمینه داشته اند. این تحقیق از روش "استراتژی های ایجاد خود تنظیمی" برای کمک به دانشجویان در زمینه های مشاهده، ارزیابی و تجدیدنظر بهره برده است. "استراتژی های ایجاد خود تنظیمی" برای دانشجویانی که در زمینه نگارش مشکل دارند مفید خواهد بود. "اختلال بیش فعالی کمبود توجه" به عنوان یک نابهنجاری شناختی- رفتاری، که درنتیجه اختلال درفرایند خود تنظیمی بوجود می آید، مورد بررسی قرار گرفت. بسیاری از دانشجویان که در یادگیری دچار مشکل هستند برای مثال آنهایی که "اختلال بیش فعالی کمبود توجه" دارند در روند و مراحل مقاله نویس با مشکلاتی روبرو هستند. هدف این تحقیق بررسی تاثیرات "استراتژی های ایجاد خود تنظیمی" بر توانایی نگارش دانشجویان کارشناسی زبان انگلیسی (زبان انگلیسی به عنوان زبان بیگانه) بوده است. این تحقیق به منظور ارزیابی تاثیرات بکارگیری روش "استراتژی های ایجاد خود تنظیمی" بر نگارش دانشجویانی که مشکل "اختلال بیش فعالی کمبود توجه" داشتند و دانشجویانی که این مشکل را نداشتند انجام شد. به این منظور 126 دانشجوی کارشناسی زبان انگلیسی (زبان انگلیسی به عنوان زبان بیگانه) که درس مقاله نویسی را در دانشگاه آزاد اسلامی میگذراندند در این تحقیق شرکت کردند. نتایج نشان داد که روش آموزشی "استراتژی های ایجاد خود تنظیمی" بر توانایی مقاله نویسی دانشجویان تاثیر قابل توجهی داشت. همچنین دانشجویانی که مشکل "اختلال بیش فعالی کمبود توجه" را داشتند بعد از بکارگیری "استراتژی های ایجاد خود تنظیمی" پیشرفت قابل ملاحظه ای داشتند.  کلید واژه ها: اختلال بیش فعالی کمبود توجه – خود تنظیمی – استراتژی های ایجاد خود تنظیمی – مقاله نویسی.  

The article sketches a nexus between philosophy, art (poetry) and critique with a particular emphasis on the contribution of classical Muslim philosophers. At the same time, it demonstrates how luminaries such as Omar Khayyam and Ibn Sina, contributed to the renewal of philosophy as a freedom seeking exercise and as a means to pursue happiness through knowledge. In the second part of the article this discussion is geographically de-located to include critical theories from mainland Europe. The conclusion focuses on the comparability of these contemporary critical theories with the philosophies of the “east”. 

This study aimed to investigate the effect of oral and written contextualization of collocation teaching on the learning and long-term retention of semantically semitransparent collocations by Iranian EFL learners. To this end, 65 students were selected from a cohort of students who were studying English at an English language institute in Sanandaj, Iran. They were randomly divided into two groups based on whether they would receive oral and written contextualization. Then, each group was further subdivided into two groups based on whether they would receive instruction on the concept of semantic transparency, yielding two experimental groups each including 16 learners as the Written Practice Group plus and minus instruction on the concept of semantic transparency, two experimental groups as the Oral Practice Group plus and minus instruction on the concept of semantic transparency, including 16 and 17 learners, respectively. Their initial general English proficiency was measured through the Preliminary English Test (PET), and they were pretested on semitransparent collocations through a researcher-made collocation test. Finally, two equivalent researcher-made collocation tests were used to measure the participants’ learning and retention on the immediate and delayed posttests. The results of two-way ANOVAs revealed that the oral group outperformed the written group on the immediate and delayed posttests and the plus transparency instruction groups in each modality (oral and written) group outperformed the minus transparency instruction groups. The interpretations of the findings and their pedagogical implications have been discussed.