مطالب مرتبط با کلیدواژه

attitude


۱.

مقایسه مقبولیت راهبردهای افزایش انگیزش پیشرفت نزد معلمان و دانش آموزان

نویسنده:
منبع: روانشناسی و علوم تربیتی دانشگاه تهران ۱۳۷۹ شماره ۶۰

کلیدواژه‌ها: انگیزش پیشرفت مقبولیت راهبردها معلمان شاگردان parents educational system juveniles attitude

حوزه های تخصصی:
  1. حوزه‌های تخصصی روانشناسی روانشناسی انگیزش انگیزش در تعلیم و تربیت
  2. حوزه‌های تخصصی روانشناسی روانشناسی انگیزش انگیزش در کار
تعداد بازدید : ۲۴۶۱
در مقاله حاضر یافته های دو مطالعه گزارش شده است .در مطالعه 1 مقبولیت شش راهبرد افزایش انگیزه پیشرفت (تعیین هدف‘یادگیری مشارکتی‘یادگیری درحد تسلط‘جهت گیری تبحری‘پیشنهادهای مربوط به تکلیف و حق انتخاب)دانش آموزان و تناسب آنها با سه سطح از پیشرفت تحصیلی (پایین‘متوسط و بالا)نزد معلمان سه مقطع تحصیلی مورد بررسی قرار خواهد گرفت.درهر سه پایه تحصیلی جهت گیری تبحری بیشترین و حق انتخاب کمترین مقبولیت را داشت.تناسب راهبردها برای سه سطح از پیشرفت تحصیلی نیمرخ مشابهی نداشت.برای دانش آموزان قوی‘راهبرد حق انتخاب و جهت گیری تبحری بیشترین وتعیین هدف کمترین تناسب را نشان داد. برای دانش آموزان متوسط و ضعیف جهت گیری تبحری بیشترین و حق انتخاب کمترین تناسب را نشان داد. در مطالعه2 مقبولیت همین راهبردها نزد دانش آموزان برحسب پایه تحصیلی(راهنمایی‘دبیرستان)جنس و پیشرفت تحصیلی(بالا‘متوسط‘پایین)بررسی شد. در دختران‘یادگیری مشارکتی و پیشنهادهای مربوط به تکلیف در راهنمایی و جهت گیری تبحری و تعیین هدف در دبیرستان بیشترین مقبولیت را داشت . در پسرها ‘ حق انتخاب در دبیرستان مقبولتر از راهنمایی و پیشنهادهای مربوط به تکلیف در راهنمایی مقبولتر از دبیرستان بود. تناسب راهبردها برای سطوح مختلف پیشرفت تحصیلی از نظر معلمان با مقبولیت راهبردها نزد دانش آموزان همخوانی نشان نمیداد. احتمالاً یکی از دلایل عمده این عدم همخوانی ناآشنایی معلمان با این راهبردها است . برای آشنایی بیشتر معلمان باکارکرد این راهبردها پژوهشی پیشنهاد شده است .
۲.

How Attitude, Self-efficacy, and Job Satisfaction Relate with Teaching Strategies? رابطه نگرش، خودکارآمدی و رضایت شغلی با راهکارهای تدریس معلمان شهر تهران(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱, No. ۱, June ۲۰۱۲

کلیدواژه‌ها: رضایت شغلی نگرش خود کارآمدی attitude Job satisfaction معلمان زبان انگلیسی Iranian EFL Teachers راهکارهای تدریس Self-Efficacy strategy use

حوزه های تخصصی:
تعداد بازدید : ۷۴۳ تعداد دانلود : ۴۹۳
The primary purpose of the present study was to explore whether there was any significant relationship between attitude, self-efficacy, and job satisfaction of Iranian EFL teachers on the one hand, and their choice of teaching strategies. Strategies mostly used by participants of the study with low, mid, and high levels of self-efficacy comprised another purpose of the study. To this end, a questionnaire was developed, piloted, validated, and its reliability was estimated for collecting the required data. Subsequently, based on cluster sampling, 420 male and female teachers from three different educational districts of Tehran responded to the questionnaire. Three separate MANOVAs were run to investigate the effect of teachers’ attitudes on strategies they employed for teaching grammar, vocabulary, and reading. This was followed by the same approach to study the effect of teachers’ self-efficacy and job-satisfaction levels, as well. The results revealed a significant relationship between three factors (attitude, self-efficacy, and job satisfaction) and teachers’ choice of teaching strategies. Moreover, based on the scores obtained from the answers to the questionnaire, participants were classified into three levels of low, mid, and high which corresponded with their degrees of attitude, self-efficacy, and job satisfaction. Accordingly, it was shown that high level of attitude, self-efficacy, and job satisfaction strongly affected teachers’ use of vocabulary teaching strategies; mid to high level of attitude and efficacy affected use of reading and grammar strategies. Also, it appeared that strategies for teaching vocabulary are used more frequently among teachers than grammar and reading.
۳.

The Washback Effects of High School Third Grade Exam on EFL Teachers’ Methodology, Evaluation and Attitude(مقاله علمی وزارت علوم)

نویسنده:
منبع: تحقیقات کاربردی زبان انگلیسی پاییز و زمستان ۱۳۹۴ شماره ۹

کلیدواژه‌ها: Assessment washback attitude EFL Methodology

حوزه های تخصصی:
تعداد بازدید : ۸۷۴ تعداد دانلود : ۴۵۵
Abstract: The widespread use of test scores for different educational and social decision making purposes has made the washback effect of tests a distinct educational phenomenon (Cheng, 1997).The high school third grade final exam in the general educational system of Iran has for long been a high stake test designed to assess the achievement of high school graduates in different school subjects. The present study aimed to investigate the washback effect of this nation-wide exam on EFL teachers’ teaching methodology, assessment procedures, and attitudes towards different aspects of the educational system. For this purpose, a researcher made, validated questionnaire was administered to 160 EFL teachers. The results indicated that the third grade nation-wide final exam adversely affects EFL teachers’ teaching methodology and increases teaching to the test effect quite noticeably as they try to teach according to the content and format of the test. The results further showed an even stronger negative effect of the exam on EFL teachers’ assessment procedures. However, the teachers’ attitude towards different aspects of the educational system was not found to be as strongly affected as the other two variables. The findings of the study are of importance for testing and assessment bureaus in charge of extensive high stake tests development. Moreover, raising teachers’ awareness of the drawback of teaching-to-the test effect of such a high stake test might help them improve their teaching and evaluation practices.
۴.

EFL Learners’ Motivation and Attitude toward EIL in the Increasingly Globalized Local Context of Iran: A Structural Equation Modeling Approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No.۱۹, Spring & Summer ۲۰۱۷

کلیدواژه‌ها: attitude Globalization motivation English as an International Language (EIL) Structural Equation Modeling localization

حوزه های تخصصی:
تعداد بازدید : ۱۰۸۹ تعداد دانلود : ۶۲۱
The present study probed 409 Iranian English as foreign language (EFL) learners' motivation and attitude toward English as an International Language (EIL) by investigating the causal relationships of their facets via Structural Equation Modeling (SEM). To do so, the Persian version of the ‘attitudes toward EIL’ scale was designed and validated. It measures five constructs of: cultural realism, linguistic cultural disposition (negative), (dis)ownership of English, EIL posture, and localization. Then, the researchers utilized the validated scale along with the adapted Persian version of motivation scale designed by Taguchi et al. (2009) to explore the causal relationship among their facets. The latter scale measures seven dimensions of instrumentality prevention, instrumentality promotion, ideal L2 self, ought-to l2 self, learning experience, motivational intensity, and integrativeness. The findings of the study revealed that students' motivational intensity positively predicted by other motivational and attitudinal factors with 'ideal self' and 'instrumentality promotion' having the highest influence. It was also found that ‘cultural realism’ was a significant predicator of ‘localisation’, and ‘localisation’ was a significant positive predictor of ‘disownership of English’. ‘EIL posture’ was also in a positive direct relationship with ‘cultural realism’, whereas ‘linguistic cultural disposition’ (negative) was found to negatively influence other aspects including ‘motivational intensity’. This study has some implications for ELT professionals to revisit EFL motivation in light of attitudes toward EIL in expanding circle.
۵.

Attitudes of English-Major Students and Teachers towards Using Blended Learning in the English Department at Hebron University

نویسنده:
منبع: Research in English Education Volume ۲, Issue ۴ (۱۲-۲۰۱۷)

کلیدواژه‌ها: LEARNING attitude Technology blended

حوزه های تخصصی:
تعداد بازدید : ۶۱۴ تعداد دانلود : ۵۳۴
Technology can be a robust tool for converting learning. It can help assert and improve relationships between instructors and learners, change our methods to learning and collaboration, narrow long-standing availability gaps, and modify learning experiences to meet the needs of all learners. This study aimed at investigating the students’ perceptions and attitudes towards blended learning in the English Department at Hebron University (HU), learning whether the blended learning approach is suitable at HU or not, and investigating some teachers’ attitudes towards blended learning in the English Department. So as to collect data for analysis, a questionnaire was distributed to English-major students and an interview was conducted with professors in the English Department. The major findings of this quantitative and qualitative study have revealed that the blended learning approach has a great acceptance from the students, and the instructors have favorable views towards using it to ensure the success of the teaching/learning process.
۶.

Assessment of teachers' attitude toward environmental education and its relevance to their readiness to educating students (Case (study: Teachers of primary school in Tehran city ارزیابی نگرش معلمان نسبت به آموزش محیط زیست و ارتباط آن با آمادگی آنان برای آموزش به دانش آموزان (مطالعه موردی: معلمان دوره ابتدایی شهر تهران)(مقاله علمی وزارت علوم)

نویسنده:
منبع: آموزش محیط زیست و توسعه پایدار سال ششم تابستان ۱۳۹۷ شماره ۴ 9 - 18

کلیدواژه‌ها: Environmental Education attitude LEARNING Assessment Teacher& 039 s readiness

حوزه های تخصصی:
تعداد بازدید : ۳۶۷ تعداد دانلود : ۳۵۴
The purpose of this study was to investigate the relationship between "Tehran Teachers' Attitude toward Environmental Education" and their "Readiness for Environmental Education to Students." This descriptive-sectional study was implemented on 127 primary school teachers in Tehran who were selected by stratified sampling and appropriate allocation and randomly selected in each class. Thus, among the primary schools of education, ten schools were selected and in each school, the samples randomly assigned among teachers of the first, second, third, fourth, fifth and sixth grades. To determine the attitude and readiness level, the quantitative score of the questions was used and the score was categorized into three groups of good, moderate and weak based on the 100% possible score. Pearson correlation coefficient was used to determine the correlation of the parameters. The results show that 19.68% of teachers have a good attitude level and other teachers have a moderate to low level of attitude and 13.31% of good preparation and other teachers have a moderate to low level of environmental education. Also, the correlation coefficient between the"attitude" and"preparedness" of the teachers for environmental education is 0.738, although the correlation is not complete, in this case, the coefficient of determination is 0.545, which indicates a reasonably good correlation. The main reasons for this level of attitude and readiness and the relation between these two parameters are environmental media disputes and social networks in recent years, which required primary education.  
۷.

An Investigation of Iranians and International English Students'Attitudes towards Intercultural Communicative Competence(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۱, No.۲۳, Fall & Winter ۲۰۱۸ 151 - 179

کلیدواژه‌ها: attitude Encounters intercultural communicative competence Iranian EFL Students Perceived Competence

حوزه های تخصصی:
تعداد بازدید : ۶۰۳ تعداد دانلود : ۵۹۲
The present study aimed to investigate the attitudes and perceived nature of thinking and understanding towards intercultural communicative competence (ICC) among International English major students. Accordingly, this study employed the paradigm of a sequential mixed-method research, in which it comprised a qualitative phase followed by a quantitative phase. The participants of the first phase of the study were 30 undergraduate English major students in their third year at Isfahan Islamic Azad University in Iran; and the participants of the second phase of the study included 30 international ESL students in their first year at Gonzaga University (GU), in Washington, U.S. The analysis of narratives in the first phase of the study indicated that the participants had diverse attitudes towards intercultural encounters. The results of the statistical analyses of the second phase of the study showed that the most important individual difference variables directly influencing students’ intercultural communicative competence were their communication apprehension and their perceived communicative competence. This study also showed that students’ self-image as communicators were of utmost importance: if students believe they are good communicators in English, theyare more likely to be self-confident and are more likely to take part in intercultural encounters. Thus, instructors should help students achieve a realistic self-image about their performance in English and support them if they lack self-confidence.  
۸.

Considering the Coefficient of Relationship between the Students’ Attitude toward Social Networks Policy making with Social Security Feeling(مقاله علمی وزارت علوم)

نویسنده:
منبع: International Journal of Political Science, Vol ۸, No ۴ , Winter ۲۰۱۸ 1 - 14

کلیدواژه‌ها: attitude Policy Making Social Networks planning Decision Making Law-orientation Execution Social Security

حوزه های تخصصی:
تعداد بازدید : ۴۹۸ تعداد دانلود : ۳۳۷
Abstract: This study aims at measuring the relationship between students‟ attitude toward govern-ment‟s virtual social network policy making with social security feeling, in another word, to which extent social security feeling emphasizing on social networks is determined via users‟ attitude toward government‟s media policy making? Analytical-descriptive method including survey is used in this paper; the method used for data collection is the design of the question-naire. The statistical community was “all the students in Azad University of East Tehran Branch”; the sample included “363 persons” and the sampling method was proportional sort-ing probable. Findings show that, the most correlation is related to the legitimacy index with a correlation coefficient of 85%, planning with correlation coefficient n of 45%, and decision making of government with correlation coefficient n of 41% and government policy making execution index with correlation coefficient n of 44% has the least correlation coefficient. Thus, it can be said that, by increasing legitimacy, planning, and decision making of the gov-ernment, students‟ attitude toward policy making is accelerated and amount of social security of students increase intermediately, that is, a direct and an intermediate correlation relation between three mentioned indices of government‟s media policy making with variable of stu-dents‟ social security. However, there is a weak correlation relation in another index, i.e. poli-cy execution, in another word; there is a direct and weak correlation relation between the re-lated index and social security of students. It means that, students have a negative attitude to-ward non-significant execution of policies and a weak feel of social security.
۹.

Teachers’ Attitudes towards the Use of MALL Instruction in Iranian EFL Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: The International Journal of Humanities, Volume ۲۵, Issue ۳ (۲۰۱۸) 1-18
تعداد بازدید : ۳۱۰
This study sets out to explore English as foreign language (EFL) and Iranian teachers' attitudes ‎towards the implementation of MALL instruction. For that matter, a mixed-methods design, ‎including questionnaires, structured interviews and observation were employed. A total of 87 ‎EFL teachers participated in the questionnaire, which was the quantitative phase of the study. ‎In addition, 10 EFL teachers were interviewed and their classes were observed for the ‎qualitative phase of the study. The participant EFL teachers have been teaching at a number of ‎universities and language-teaching institutions in Mazandaran. One-sample t-test was used to ‎analyze the questionnaire data and the results suggested that the Iranian EFL teachers adopted ‎moderately positive attitudes towards the implementation of MALL instruction, but the ‎observation data indicated that most teachers preferred traditional ways of teaching English in ‎the EFL context. At the same time, the interview data revealed that the implementation of ‎MALL instruction in Iran is challenging due to a number of perceived barriers and obstacles. ‎The most considerable perceived challenges to the implementation of MALL instruction ‎comprise lack of online facilities and resources, lack of interaction in online instruction, and ‎teachers’ limited knowledge of online instruction. The findings provide crucial insights into ‎teachers’ attitudes towards integrating MALL into their EFL classroom instruction in Iran. ‎
۱۰.

The Effect of False Correction Strategy and Inference Strategy on the Paramedical Students’ Reading Comprehension and Attitude(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۲, No.۲۵, Fall & Winter ۲۰۱۹ 127-150

کلیدواژه‌ها: English for Specific Purposes attitude false correction strategy inference strategy paramedical students Reading Comprehension

حوزه های تخصصی:
تعداد بازدید : ۲۷۶ تعداد دانلود : ۱۶۶
There is a bulk of studies supporting the positive effect of strategy instruction on reading comprehension. This study examined the effect of two reading strategies (i.e., false correction and inference strategy) on English reading comprehension of Iranian paramedical students, using a pretest, posttest, control group design. It also surveyed their attitudes toward the effect and usefulness of these strategies. The participants were sixty paramedical students, selected through availability sampling from the Medical University of Kashan. They were randomly assigned to two experimental groups and one control group (CG). The first experimental group was instructed to use inference strategy (henceforth IS), whereas the second was instructed to use a strategy based on elaborative interrogation theory (i.e., false correction strategy, henceforth FCS). The experimental data were collected through a researcher-made pretest and posttest, and survey data through a researcher-made questionnaire. The results of statistical analyses indicated that IS group significantly outperformed FCS and CG on the posttest. The results of questionnaire data also showed that IS led to more positive attitudes. Moreover, IS was perceived as more useful in meeting participants’ academic needs. The findings of the study imply a needs-based approach to ESP pedagogy.
۱۱.

The Role of Self-efficacy, Self-esteem and Attitude in Predicting Writing Performance of Students in Ethiopian Context

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۸, Winter ۲۰۱۹ 23-36

کلیدواژه‌ها: Writing Self-efficacy writing self-esteem attitude Writing Performance predictor variables

حوزه های تخصصی:
تعداد بازدید : ۳۶۸ تعداد دانلود : ۲۱۸
The study aimed to investigate students’ self-efficacy, self-esteem, and attitude as determinants of their writing performance. The participants for the study were 373 South Gonder Zone Preparatory School students who were chosen using multistage sampling technique. Questionnaire and writing test were employed to gather data. Pearson’s Correlation technique was used to analyze the associations among the variables of this study. A standard multiple regression technique was used to check the combined effect of the students’ self-efficacy, self-esteem and attitude on the writing performance of students; a Stepwise regression technique was used to check the effect that each predictor variable could have on the students’ writing performance. Also, ANCOVA was employed to compute the independent effects of the students’ self-efficacy, self-esteem and attitude on the students’ writing performance after age and gender were adjusted. The study revealed that (1) the variables were significantly and positively correlated to each other; (2) the combined effect of the independent variables on students’ writing performance was R2 = .222 which means that 22.2% of the variation in the students’ writing performance was explained by the composite impact of self-esteem, attitude and self-efficacy of writing; (3) the independent effects of the three predictor variables on writing performance were found to be significant although attitude was identified as the only predictor of writing performance when age and gender were controlled. The study concludes that self-efficacy, self-esteem and attitude have significant roles in predicting performance of writing though attitude takes the lion’s share in determining the latter.
۱۲.

Effect of Storytelling Instruction on Developing Iranian EFL Learners’ Oral Proficiency within ZPD-activated Proximal Context

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۳۰, (Special Issue) ۲۰۲۰ 81-96

کلیدواژه‌ها: attitude oral proficiency Speaking Skill storytelling instruction ZPD-activated proximal context

حوزه های تخصصی:
تعداد بازدید : ۲۹۴ تعداد دانلود : ۲۳۲
The application of zone of proximal development (ZPD), as a major tenet of Vygotsky’s sociocultural theory (SCT, 1978), has recently been invited in the L2 learning/teaching profession. This study mainly examined whether Iranian EFL learners’ interactions in diverse ZPD-activated proximal contexts through the use of storytelling instruction could improve their oral (speaking) proficiency and attitudes towards speaking in ZPD-based learning context. A pretest-posttest quasi-experimental design was used with 60 intermediate EFL participants selected from Asre-no English Language Institute in Iran, after administering the OQPT. Then, the participants were assigned into 2 experimental groups (ZPD-activated equal and unequal groups), and 1 control group, with 20 participants in each group. The students in both experimental groups were exposed to the storytelling-based instruction within different ZPD-activated proximal contexts (equal and unequal), but in the control group the traditional teacher-fronted instruction within a non-ZPD context was conducted. A semistructured interview and a questionnaire were used to assess the participants’ speaking proficiency and attitudes before and after the instruction. The findings from the analysis of covariance and t test suggested that using storytelling instruction within ZPD-activated contexts significantly improved both the participants’ speaking proficiency and their attitudes. Further data analysis of the ZPD participants’ performance indicated that no significant difference between the learners’ speaking proficiency development of equal and unequal peer groups was found. By implication, ZPD-based pair work and storytelling-based instruction, interwoven with each other in a balanced manner, would be highly fruitful in developing EFL learners’ speaking skill and their attitudes.
۱۳.

Psycholinguistic Ambiance of Short Stories in Enhancing Students’ Reading Comprehension and Vocabulary Power

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۳, Spring ۲۰۱۶ 97 - 108

کلیدواژه‌ها: attitude psycholinguistic process Reading Comprehension Short Stories vocabulary power

حوزه های تخصصی:
تعداد بازدید : ۳۱۹ تعداد دانلود : ۱۵۶
The present study was carried out to investigate the effect of short stories on students’ reading comprehension, vocabulary power and attitude towards the skill and the new instructional materials. The participants of the study were 120 grade 9 students of Dilla Secondary and preparatory school. In order to gather data for the study, pre- and posttest of reading comprehension, pre and post test for vocabulary power and questionnaire were used. The students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. The study followed a quasi experimental design, i.e. pretest/posttest control group experimental design. The study employed statistical techniques to analyze the data obtained from reading comprehension tests and vocabulary tests. To this effect, a 2-tailed independent samples t-test and repeated measures t-test were used respectively to examine if the reading tests and vocabulary tests mean differences between and within groups were statistically significant. The findings revealed that teaching reading skills through short stories is more effective than teaching through the passages prepared at the Ministry, and has a positive impact on students’ academic achievement in reading and vocabulary power.
۱۴.

The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۵, Autumn ۲۰۱۶ 75 - 85

کلیدواژه‌ها: Grammatical accuracy Written Corrective Feedback (WCF) focused feedback unfocused feedback attitude

حوزه های تخصصی:
تعداد بازدید : ۳۳۸ تعداد دانلود : ۱۹۴
The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL students formed a one control and two experimental groups. The focused feedback group was provided with error correction in tenses. The unfocused feedback group was provided with error correction in tense, articles, spelling, pronouns, vocabulary, and prepositions. The results indicated a significant improvement in accuracy for the two experimental groups from pretest to posttest. The outcomes demonstrated that giving written CF was effective, which enhanced learners' grammatical accuracy, and that focused and unfocused written CF were not of differential significant effect in such manner. The results on the construct of the attitudinal questionnaire indicated learners’ preference in two experimental groups for the interactional activities, error correction, and the different type of CF techniques. The mean scores on each content area of the questionnaire suggested that learners in the focused group scored higher than the other groups in their attitudes toward the errors to be corrected.
۱۵.

Integration of Serious Games in Teaching English as a Foreign Language to Iranian Children

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۶, Winter ۲۰۱۶ 77 - 87

کلیدواژه‌ها: attitude CALL Iranian EFL children Mingoville English serious games

حوزه های تخصصی:
تعداد بازدید : ۳۸۸ تعداد دانلود : ۲۰۳
Nowadays computers are increasingly being incorporated into school curriculums and serious games are occupying the educational games markets. This article addressed the integration of serious games as tools for learning and teaching English in Iranian schools to zero-beginner students. An experiment was concluded using Computer Assisted Language Learning (CALL) to investigate the effectiveness of using serious games; namely, Mingoville English as an educational aid and also to examine parents, students and instructors’ attitudes towards using serious games. To this end, 60 female students were chosen and divided into two groups. The control group was taught in the conventional way and the experimental group received the educational aiding material Mingoville, a web-based serious game program, as the treatment. The results of the analyses revealed that the experimental group outperformed the control group as the method of teaching was changed. The study also showed the willingness of children, their parents, and teachers toward using such games. It can be concluded that using serious games such as Mingoville can be regarded as an effective tool in teaching English to Iranian EFL children at schools and language institutes. The study can benefit teachers and heads of institutes to add serious games as aiding instructional materials to their English classes.
۱۶.

Iranian EFL Teachers’ Attitudes towards Demotivational Factors in Najafabad Institutes

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۷, Spring ۲۰۱۷ 55 - 67

کلیدواژه‌ها: attitude demotivation demotivating factors motivation motivating factors

حوزه های تخصصی:
تعداد بازدید : ۲۷۷ تعداد دانلود : ۱۹۰
AbstractIn this study, the researchers examined the sources of demotivation among adult language teachers in Najafabad language institutes. Two objectives were pursued in the process of implementing this research: 1) Determining the main sources of demotivation among adult teachers teaching in Najafabad language institutes 2) Uncovering the most significant demotivating factors among English adult teachers in Najafabad. Based on convenience sampling, seventy male and female teachers were chosen as the participants of this study. The questionnaire used in this study, Teacher Demotivation Questionnaire (TDQ), contained four parts: students’ attitudes in class (SAC), teaching materials and facilities (TMF), research and working condition (RWC) and human relations (HR). Fifty copies of the questionnaire were distributed among the teachers. One-sample t-test was utilized to examine the statistical significance of the analyses. Comparing the findings, the most demotivating factors in SAC, TMF, RWC and HR were "Students are not interest in studying", "low teacher evaluation from students", "low pay" and "little appreciation from the administration", respectively. Among four subsections of the questionnaire, "students’ attitude" and "research and working conditions" were more influential and regarded as more effective demotivating factors.
۱۷.

Effect of Presenting the Holy Quran Verses on Grammar Achievement and Motivation Enhancement of Iranian High School EFL Learners

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۲۰, Winter ۲۰۱۷ 43 - 58

کلیدواژه‌ها: motivation attitude The Holy Quran explicit grammar instruction

حوزه های تخصصی:
تعداد بازدید : ۴۲۰ تعداد دانلود : ۱۷۵
Muslims believe that the The Holy Quran is the message of God Almighty which has been transmitted to His messenger, Prophet Mohammad (PBUH), through revelation in the Arabic language. This Holy book has been translated into many languages, including English. Although the content of the The Holy Quran has been translated into the English language, few studies have been conducted to explore the beneficial effects of The Holy Quran verses on learning English. This study investigated whether using the The Holy Quran’s verses to teach English grammar improves the grammar learning and enhances motivation of high school EFL learners. To this end, 40 homogeneous participants were selected from a high school and then were assigned into two different groups (experimental vs. control). All the learners in the two groups took a grammar pretest, as well as a motivation questionnaire. The experimental group learners were exposed to Quranic verses in their English classes, while the control group learners attended their regular language classes. Finally, the participants took a grammar posttest as well as a motivation and an attitude questionnaire. The results of the one-way ANCOVA showed that the performance of the participants in the experimental group outweighed that of the control group. The statistical analysis of the attitude questionnaire showed that positive attitudes were formed in the students towards this technique of teaching grammar via The Holy Quran verses in English.
۱۸.

Effect of Telegram Application on Iranian Advanced EFL Learners' Vocabulary Knowledge and Attitude

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۲۰, Winter ۲۰۱۷ 96 - 109

کلیدواژه‌ها: attitude EFL Learners Social networking Telegram Vocabulary Learning

حوزه های تخصصی:
تعداد بازدید : ۴۳۰ تعداد دانلود : ۲۲۸
The study intended to examine the effects of Telegram on Iranian EFL learners' vocabulary knowledge and the attitude of them towards vocabulary learning. To this end, a group of 100 Iranian advanced EFL learners participated in an experimental design project. The participants were selected after they took the Oxford Quick Placement Test and they were divided into experimental and control groups. The participants of both groups had a three-week vocabulary instruction. The treatment was similar for both groups except for exercises done after the class. The participants in the experimental group were asked to fill out an attitudinal questionnaire after the treatment. Then, a vocabulary test was administered among the participants of both groups. Results of the independent-samples t-test run on the collected data indicated that participants of the experimental group outperformed those of the control group. The findings of the attitudinal questionnaire showed that the participants had positive attitude toward using Telegram. The conclusion drawn is that those in the experimental group were free in using the online group to interact with each other. Within this framework, learners in the experimental group indicated that they enjoyed this instruction as it was fun to embark on new technological learning methods
۱۹.

Impact of Wiki-based Feedback on Grammatical Accuracy of Iranian EFL Learners’ Writing Skill

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۲۰, Winter ۲۰۱۷ 111 - 124

کلیدواژه‌ها: Feedback Grammatical accuracy writing skill wiki attitude

حوزه های تخصصی:
تعداد بازدید : ۳۶۸ تعداد دانلود : ۱۷۸
This study was designed to investigate the effects of providing feedback in the interactive environment of wiki on improving the grammatical accuracy of Iranian EFL learners’ writing skill as well as the attitudes of Iranian EFL learners’ toward receiving feedback via wiki. To do so, 50 intermediate Iranian EFL learners, who were chosen by an OPT (Oxford Placement Test) participated in this study and they were divided into two groups, experimental and control group. Both groups were given identical writing tasks. In control group, though, the first drafts were reviewed traditionally in a pen and a paper fashion, whereas in the experimental group, they were reviewed by peers through wiki to provide feedback on the grammatical accuracy of writings. The second drafts all were reviewed by the instructor. The results revealed that using wikis to provide feedback on students’ writing can have a significantly positive effect on improving their grammatical accuracy in a writing task. Moreover, the experimental group was found to outperform the control group on the post-test indicating that there was a significant difference between the effects of providing feedback in wiki vs. providing traditional feedback on the grammatical accuracy of Iranian male and female EFL Learners. With regards to the students’ attitude toward using wiki, a majority of the learners welcomed the application of wiki for EFL writing.
۲۰.

The Relationship Between Attitude Towards Communicative Language Learning and English Language Achievement among Ethiopian EFL Learners

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۱, Spring ۲۰۱۸ 11 - 19

کلیدواژه‌ها: attitude communicative language learning Gender Language Achievement

حوزه های تخصصی:
تعداد بازدید : ۲۹۸ تعداد دانلود : ۱۹۷
The attitude one has towards language learning determines the success or failure of learning the language. To this effect, this study aimed to explore EFL learners’ attitudes towards communicative language learning and the relationship between learners’ attitudes and English language achievement. To address these objectives, the study adopted a survey research design. Two hundred seventeen grade 11 students were selected through simple random sampling technique. Attitude questionnaire, achievement test and interview were tools of data collection. In order to verify students’ attitudes towards communicative language learning, the mean score obtained from attitude scale and qualitative descriptions of the interview data were utilized. To address the relationship between students’ attitudes to communicative language learning and English language achievement, and to decide the predictive power of attitude on learners’ English language achievement, Pearson correlation and regression were applied respectively. In addition, t-test was used to investigate if gender caused attitude difference or not. The findings indicated positive attitude towards communicative language learning. In addition, it was found that attitude to communicative language learning significantly predicted achievement scores of the students. Furthermore, gender was not found to be a determining factor in the attitude towards communicative language learning.