مطالب

This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficiency, pretest-posttest and random sampling. The analyses of writing tests in the control and experimental groups revealed that SRS instruction had a positive impact on the participants’ writing ability. The effect of SRS instruction was significant on the participants’ writing accuracy and cohesion. The findings draw language instructors’ attention to the meta-cognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy in writing.

The literature of ELT is perhaps overwhelmed by attempts to enhance learners’ writing through the application of different methodologies. One such methodology is critical discourse analysis which is founded upon stressing not only the decoding of the propositional meaning of a text but also its ideological assumptions. Accordingly, this study was an attempt to investigate the impact of critical discourse analysis-based (CDA) instruction on EFL learners’ writing complexity, accuracy, and fluency (CAF). To fulfill the purpose of this study, 60 female intermediate EFL learners were selected from among a total number of 100 through their performance on a piloted sample PET. Based on the results, the students were randomly assigned to a control and an experimental group with 30 participants in each. Both groups underwent the same amount of teaching time during 17 sessions which included a treatment of CDA instruction for the experimental group. A writing posttest was administered at the end of the instruction to both groups and their mean scores on the test were compared through a MANOVA. The results led to the rejection of the three null hypotheses, thereby demonstrating that the learners in the experimental group benefited significantly more than those in the control group in terms of improving their writing CAF. To this end, it is recommended that CDA instruction be incorporated more frequently in writing classes following of course adequate syllabus design and materials development.

İnsan kamil, düşünən, ünsiyyət qurmağı bacaran Alim və Qadir Yaradanın yaratdığı ali varlıqdır. Ünsiyyət vasitəsilə insanlar fikirlərini bir-birinə çatdırır, ehtiyaclarını dilə gətirir, özünü ifadə edir, ən əsası da həyatındakı müxtəlif sahələrə təsir göstərir. Ünsiyyətin təsir mexanizmindən söz düşmüşkən, günümüzdə milyonlarla insanın ünsiyyət vasitəsinə çevrilən sosial şəbəkələrdən danışmaq daha məqsədəuyğun olardı.

Məqalədə Aşura qiyamının əzəməti, hədədfləri və mahiyyəti, Qurani-kərim və hədislərdə İmam Hüseynin (ə) fəzilətləri, Kərbəla ziyarətinin əhəmiyyəti haqda məlumat verilir. Həmçinin, Aşura mərasimlərinin fəlsəfəsi, onun xalqımızın mənəvi dəyəri olması barədə danışılır.