درخت حوزه‌های تخصصی

The present study aimed to investigate the effect of learning context on the acquisition of plurality agreement in English noun phrases by Iranian L3 learners of English. To this end, 64 elementary learners of English were chosen from among the students of Arabic language and literature and Persian language and literature of Ahvaz university and Yazd university via the Oxford Quick Placement test. The participants were assigned to four groups to be compared in terms of the comprehension and production of plurality agreement via a grammaticality judgment correction task and a picture description task. The first and the second groups had Persian as their first language (L1) and Arabic as their second language (L2) but differed from each other concerning their language of contact instruction, Persian and Arabic, respectively. The third and fourth groups had Arabic as the L1 and Persian as the L2 but differed from each other concerning their language of contact instruction, Persian and Arabic, respectively. The results showed that the groups which had Arabic as their language of contact instruction outperformed the other groups in both tasks, which suggests that they transferred plurality agreement facilitatively from Arabic, which was their language of contact instruction. Therefore, the results of this study suggest that the context of learning matters in the acquisition of L3 properties since the L3 learners associate their language of contact instruction with the L3 in their mind due to the similarities in the learning context.

The aim of this study was to compare the effectiveness of metacognition and problem solving training on teaching-learning strategies awareness of gifted high school male students of 10th grade in Ardabil. This research is a quasi-experimental research, with a pre-test/ post-test design. 127 gifted high school male students of Ardabil were participated in the study as the statistical population in 2017-18 academic year. Sixty of these students were selected through simple random sampling. Before starting the training programs, three groups were tested by the Weinstein Teaching-Learning Strategies Questionnaire first developed by Weinstein and Schultz (1987). Metacognitive training program was taught for the first experimental group, and problem solving skills program was taught for the second experimental group; each training program consisted of eight two-hour sessions and the control group did not receive any kind of training. Pre-test and post-test results were analyzed using MANOVA. The results showed that both metacognitive and problem solving training enhance teaching and learning skills and that metacognitive training is more effective in terms of test strategies, attitudes, focus, and time management. Also, similar effects were achieved in terms of information processing and selection of the main idea, anxiety, motivation, self-examination, study guide in the two groups. In conclusion, metacognitive training was proven to be more effective than problem solving training.

The present study aims to identify the effectiveness of cognitive rehabilitation on different types of attention in the third-grade students with specific learning disabilities (reading) considering moderating role of gender. As a quasi-experimental research, the study uses pretest-posttest design with control group. Façade testing, a helpful tool to identify the reading difficulties and dyslexia in elementary school, is performed to determine the research sample among the third-grade students in Tabriz. The students who score above average survey response rate are identified as specific learning-disability learners (reading). Among these students, 60 (four groups of 15) are selected by simple random sampling method and randomly divided into two experimental groups (two groups of 15, one group female students and the other male students who received cognitive rehabilitation training program) and two control groups. Cognitive rehabilitation training is delivered through Smart Sound training software (8-level computer-based cognitive rehabilitation in reading disorder). Attention is also measured by focused/sustained attention and scattered attention test designed in Sina Institute. To analyze the data, multivariate analysis of covariance is used. The results indicate cognitive rehabilitation is effective in focused/sustained attention, scattered attention, and reaction time in specific learning-disability students and gender does not have a moderating effect. Accordingly, cognitive rehabilitation does not have meaningful effect in the increase of focused attention, scattered attention and reaction time in male and female students.

Abstract Cognitive strategies and also social self-efficacy are the most important learning tools that are essential and influential components for student performance. Considering this, the present study aims to investigate the effectiveness of the cognitive styles training on the improvement of learning and social self-efficacy among students of Farhangian university of Mazandaran. Present research was a quasi-experimental with pretest-posttest and control group design. To this purpose, 60 students were allocated to experimental and control groups during the year 2018-2019 using a random sampling method (30 control group and 30 experimental group) and they were asked to complete Smith and Betz’s (2000) 25-item Scale of Perceived Social Self-Efficacy (SPSSE) as pretest. The experimental group received 10 ninety-minute sessions of cognitive strategy training. At the end both groups answered the above questionnaire again. Mean, standard deviation and analysis of covariance were used to analyze the data. The results indicated that Cognitive styles training increased students’ learning and social self-efficacy significantly (P≥0/001). Considering the effectiveness of cognitive style training, it is suggested that utilizing this method to improve students' academic status and increase social self-efficacy.

The present study aimed to explore the relationship between the hidden curriculum components and the affective attitudes of students' learning in high schools and to create a better learning and educational setting. The research adopted a quantitative method using a cross-sectional survey. The population consisted of 277 male high school students in District 1 of Bandar Abbas in the academic year 2019-2020. They were selected through the cluster sampling method and randomly assigned to the experimental groups. Data were gathered by the Affective Attitudes of Learning Questionnaire and the Hidden Curriculum Components Questionnaire. Structural equation modeling, Pearson correlation coefficient, and multiple regression analysis were used to analyze the data in a quantitative way. In the quantitative part, the results of multiple regression showed that there was a correlation (0.0627) between the components of the hidden curriculum with affective attitudes of learning that was significant at (0.095) confidence level. To compare the differences between the scores of the hidden curriculum components in different types of high schools, the quantitative findings showed the mean scores of most components in Exceptional Talents (SAMPAD) high school were significantly higher than the mean scores in public and non-public high schools (P <0.05). Furthermore, the results showed that the components of the hidden curriculum have a profound and lasting impact on their affective attitudes toward school, textbooks, courses, and their academic self-concept.