درخت حوزه‌های تخصصی

La réalisation d’un mémoire est considérée comme la tâche finale des étudiants en master, à la fin de leur cursus afin de mériter un diplôme universitaire. Or, cette activité cause divers types de difficultés notamment aux étudiants allophones. Cette étude a pour but d’analyser les problèmes auxquels se trouvent confrontés les étudiants iraniens en master de didactique du FLE lors de la préparation et de la rédaction de cet écrit académique. Pour atteindre l’objectif assigné, 3 dispositifs de recueil de données ont été combinés : les commentaires de 4 professeurs sur 7 textes de mémoire, un entretien semi-directif effectué auprès de 12 étudiants et un questionnaire rempli par 33 étudiants. 3 dispositifs d’analyse de données ont alors été exploités : une grille d’évaluation basée sur les compétences nécessaires à la rédaction d’un mémoire, une grille d’analyse des entretiens ainsi que le logiciel SPSS. Les résultats de notre étude montrent que selon les étudiants, les problèmes engendrés lors de la préparation du mémoire sont significativement plus élevés par rapport à ceux causés lors de la rédaction du mémoire. Par ailleurs, les problèmes d’ordre linguistique pour rédiger un texte académique sont récurrents. A cette complication se greffent les difficultés d’ordre scientifique/méthodologique (pratiques de citations, choix et mise en place des méthodes de recherche ainsi que des dispositifs d’analyse des données). D’autre part, les obstacles sur le plan spatio-temporel peuvent être considérés comme un malaise auquel se heurtent les étudiants iraniens lors de la réalisation de l’étude de terrain. Le manque d’accès à des ressources diversifiées pour élaborer le cadre théorique ainsi que la non-maîtrise des logiciels de traitement de texte comptent également parmi les problèmes des étudiants.

Academic literacy is a transformative approach to EAP studies that highlight the backgrounds and needs of the EAP learners in order to empower them by participating in the social practices of the international research community. From this perspective, EAP textbook development research aims to find how textbooks could empower EAP learners though considering their real needs. Accordingly , this study aims to find how EAP textbooks match/mismatch with the EAP learners’ needs. The sample of the study included 40 participants who were selected through purposeful homogeneous sampling. All participants who had passed ‘English for the Students of Science (ESS)’ as the main textbook of the EAP course completed a structured interview questionnaire that its findings were gone under content analysis and a nonparametric test of rankings themes, i.e. Friedman test. Then textbook was evaluated in terms of the established frameworks. Finally, identified themes of the interviews were compared with the content of the textbook evaluation. Findings of the study showed that EAP learners prioritized reading, writing, listening, and speaking English language skills respectively as the main language needs in the EAP community of practice. The study also found that although the design of the EAP textbook matched learners’ needs at the macro-level of needs analysis, there was little enough evidence in the content of the book that could support and match these EAP learners’ needs. The findings might have many implications for EAP textbook developers, learners, and teachers. 

T his study attempts to examine the amounts, purposes, and reasons for using L1 by teachers as well as the amounts and purposes of its use by students in English as foreign language classrooms through investigating two pre-intermediate classes of an English language institute in Iran. Among students with an age range of 16-25 years, eight male and female students were in one class and 16 were in the other class (N = 24). Two native Persian teachers with master's degrees in Teaching English as a Foreign Language participated in this study: One was 40 years old with 14 years of experience and the other one was 32 years old with nine years of experience. Eight 90-minute sessions of each teacher’s class were audio-recorded. Following that, the two teachers were interviewed to report on the reasons for which they used their first language. The findings obtained from the classroom audio transcriptions were analyzed using a combination of quantitative and qualitative approaches through the lens of Activity Theory. Moreover, the teachers’ interviews were thematically analyzed and the results of these analyses indicated that the teachers and their students resorted to the first language as an important cognitive and pedagogical tool on different occasions wherever needed during their teaching. The findings also revealed that teachers in this study maintained that using the students’ first language supports second/foreign language learning and teaching processes in the pre-intermediate levels.

Regarding problems with traditional models of instruction, EFL learners need to exercise innovative models of learning. For this purpose, flipped classroom instruction may render an effective learning environment. The purpose of this study was to determine how flipped instruction may increase learners’ engagement. Therefore, 100 Iranian EFL intermediate students, selected based on convenience sampling, participated in this study. The students were then randomly assigned to the experimental (n=50) and control group (n=50). Those in the experimental group were instructed by a flipped classroom model for 10 sessions, while the control group participants were instructed on traditional methods. Before and after treatment, all the participants filled out the “Classroom Engagement Inventory” by Wang, Bergin, and Bergin (2014) which served as the pre and post-tests. A repeated measures ANCOVA was conducted to analyze the pre and post-tests of the experimental and control groups. The results indicated that the students' level of engagement in the experimental group increased in comparison to the performance of the students in the control group. Moreover, a semi-structured interview was conducted to find out students' perceptions of this model. Thematic analysis of the interview indicated that the students had positive perceptions of the model; believed that classroom and home activities remarkably increased their engagement; and preferred the role of the teacher in a flipped classroom than in a traditional one. It can be implicated that educators need to focus on the innovative methods of instruction by utilizing different technological tools.