مطالب مرتبط با کلیدواژه

Interaction


۱.

The Impact of Interactive Output Tasks on Developing Vocabulary Knowledge of Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: زبان شناسی کاربردی دوره هفدهم پاییز و زمستان ۱۳۹۳ شماره ۲

کلیدواژه‌ها: Vocabulary EFL Learners Output Interaction Productive vocabulary Input

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تعداد بازدید : ۹۶۸ تعداد دانلود : ۶۸۲
This study investigated the role of interactive output tasks in developing EFL learners’ vocabulary knowledge. The participants were 103 elementary female Iranian EFL learners who were randomly divided into three groups: input-only, input-output-no-interaction, and input-output-interaction. After all participants took a placement test and a vocabulary pretest, the input-only group was exposed to input tasks, while the other two groups received both input and output tasks with or without interaction. Then, all the participants took a vocabulary posttest. The results of ANOVA and Kruskal-Wallis tests showed that the participants in both the input-output-no-interaction group and the input-output-interaction group outperformed the ones in the input-only group in the vocabulary posttest (in both the overall vocabulary test and in the productive vocabulary section). Moreover, the results of the t-test and the Mann-Whitney test revealed that the participants in the interaction and no-interaction groups performed similarly on both the overall vocabulary posttest and the productive vocabulary section. The findings of this study support the idea that output is a facilitative factor for the acquisition of L2 vocabulary and, specifically, productive vocabulary development. The results also suggest that both interactive and non-interactive output-plus-input tasks can lead to higher achievement in vocabulary knowledge compared to the input-only condition lacking output tasks
۲.

Long-term Utilization of Interaction by Young EFL Learners: The Effects of Strategy Training(مقاله علمی وزارت علوم)

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

کلیدواژه‌ها: Interaction strategy training Interactional Hypothesis Young Learners Peer Feedback

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تعداد بازدید : ۶۹۵ تعداد دانلود : ۳۲۳
The bulk of research within the interactionist framework seems to be consensually pointing to the beneficial effects of interaction in SLA. However, few studies have investigated the role of training in providing and perceiving interactional feedback, especially among young learners. This study probed the effects of training prior to engagement in interaction in case of young learners acquiring polar questions in an EFL context. Sixty learners aged 9-14 in three intact groups were exposed to instruction followed by peer interaction in case of the experimental groups while the control group simply received traditional teacher-fronted practice. Also, while one treatment group received prior training in interactional feedback strategies, the other group did not. The pre-test, immediate post-test, and delayed post-test were administered. The results of mixed between-within subjects ANOVA (SPANOVA) showed that engaging in interaction, regardless of any prior training, could significantly improve learners’ immediate mastery over the target form. However, in the long run, only the group trained in feedback strategies could maintain its superiority over the control group. The findings suggest that although engaging in peer interaction can be beneficial for young learners, sustained interlanguage development can result only if learners are trained in feedback strategies.
۳.

Factors Influencing Iranian Untrained EFL Raters' Rating Group Oral Discussion Tasks: A Mixed Methods Design(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۵ , N. ۲ , ۲۰۱۶

کلیدواژه‌ها: Content Analysis Interaction Group Oral Assessment Linguistic Features Mixed Methods Design

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تعداد بازدید : ۶۹۹ تعداد دانلود : ۴۱۳
Using a mixed methods design, the present study attempted to identify the factors influencing Iranian untrained EFL raters in rating group oral discussion tasks. To fulfil this aim, 16 language learners of varying proficiency levels were selected and randomly assigned to groups of four and performed a group discussion task. Thirty two untrained raters were also selected based on their volunteer participations. They listened to the audio files of the group discussions and assigned a score of one to six to each language learners based on their own judgments. They also provided comments on each language learners’ performance pointing to why they assigned such scores. The researchers had an interview with the raters after the rating session as well. The quantitative phase investigated whether linguistic features of accuracy, fluency, complexity and amount of talk were attended to by the raters in terms of having any relationship to the scores the raters assigned. Speech rate as an index of fluency and amount of talk turned out to be significantly correlated with the scores. Of more importance was the qualitative phase with the aim of identifying other factors that may account for the scores. The comments provided by the raters on each score and the interviews were codified based on Content Analysis (CA) approach. It was found that the raters attend not only to the linguistic features in rating oral group discussions, but they are also sensitive to the interactional features like the roles the participants take in groups tasks and the overall interaction patterns of the groups. The findings of this study may shed light on group oral assessment in terms of training the raters rating group oral tests and developing rating scales specific for group oral assessment.
۴.

Iranian EFL Learners’ Motivational Fluctuation in Task Performance over Different Timescales(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۰, Fall & Winter ۲۰۱۷

کلیدواژه‌ها: Fluctuation Interaction L2 motivational self-system second language development Timescales

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تعداد بازدید : ۴۴۸ تعداد دانلود : ۳۶۳
Motivation for learning a new language is both self and time-oriented. The language learner’s motivation experiences gradual fluctuation over time and the view of oneself is different on each timescale of the study. Interaction among different timescales throughout the Second Language Development (SLD) is a novel area of investigation (de Bot, 2015). In order to probe this interactive nature, the present study tried to examine the motivational dynamics of a group of language learners in longer timescales composed of a number of tasks performed on shorter timescales. To this end, a group of university students were surveyed at the onset, while performing tasks and at the end of the course to better picture the interplay of different motivational themes over time. The results revealed different manifestations of components of L2 Motivational Self System (L2MSS) over different timescales of the study. Apart from this evolutionary manifestation of L2MSS components, ANNOVA results revealed significant difference between scores of each individual component among all three timescales. In sum, results of the study confirmed temporal and visionary variation in participants’ motivation. Finally, some implications were driven from the findings of the study.
۵.

Facilitating Internalization in E-Learning Through New Information System(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۹, Proceedings of the First International Conference on Language Focus, Autumn ۲۰۱۷ 25 - 34

کلیدواژه‌ها: E-Learning Internalization Social Activity Interaction Cognition

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تعداد بازدید : ۵۱۳ تعداد دانلود : ۲۰۸
This paper aims to study Vygotsky’s (1987) sociocultural theory of learning with respect to how it relates to technology-based second language learning and teaching. The researchers selected their participants from advanced students from Payame Noor University. We divided the participants into two groups- an experimental group and a control group. After teaching the course an experimental group was asked to continue practicing language in an online learning environment, whereas those in the control group were not told anything about practice procedure. We found that students’ engagement in an interactive group activity in the online learning can be a useful approach to facilitating and motivating internalization, learning, and better performance.
۶.

Impact of Interaction and Output Modality on the Vocabulary Learning and Retention of Iranian EFL Learners

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۵, Spring ۲۰۱۹ 65-85

کلیدواژه‌ها: collaborative output Interaction output modality solitary output vocabulary learning and retention

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تعداد بازدید : ۲۶۸ تعداد دانلود : ۱۶۱
This study investigated the impact of interaction and output modality on vocabulary learning and retention of EFL learners. To investigate the impact of Interaction, solitary (n =69) and collaborative (n =62) groups served as experimental and No Interaction No Output (n =26) as control group. To address the effect of modality, spoken (n =39) and written (n =31) modalities served as experimental and No output modality (n =26) as control group. The study was done in 8 weeks. The groups read passages with target words highlighted. Solitary and collaborative groups reconstructed the passages individually or in dyads. The spoken and written modality groups reconstructed them in the respective modality. Then, pretest, immediate, and delayed posttests were administered. The ANOVA results showed that the collaborative group outperformed the other groups and spoken modality outperformed the written modality group focusing on interaction and modality separately. The 2×2×2 ANOVA results showed significant main effects for time, interaction, and output modality. An ‘interaction’ effect was found between time and interaction, time and modality, and modality and Interaction. The ‘interaction’ between time, Interaction, and modality was insignificant. The findings have implications for language teachers, syllabus designers, and language testing experts.
۷.

Social Media Marketing to Enhance Customer Equity on Fashion Apparel Brand among University Students(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal of Information Technology Management , Volume ۱۳, Issue ۲, ۲۰۲۱ 75 - 92

کلیدواژه‌ها: Social media marketing Entertainment Interaction Customization Customer equity

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تعداد بازدید : ۴۵۹ تعداد دانلود : ۱۲۲
The motivation of this paper is to examine empirically the effect of social media marketing on value equity, relationship equity and brand equity on fashion apparel brand among Universiti Malaysia Kelantan (UMK) students who have high attributes of internet savvy’s and take delight in undertaking social media marketing. This study is backed by the use and gratification theory that creates desire for amusement and enhancement of information while people use social media marketing.  Data was collected by means of Google Form online survey from a total of 361 respondents. The simple random sampling approach was utilized to collect data from the respondents and data analyzed using the SPSS. The findings indicated that social media marketing activities, which are entertainment, interaction, trendiness, and customization had a positive effect on customers’ equity among students. The results confirm that social media marketing is one of the key success factors in enhancing customer equity. Further, the results showed that interaction is the first concern among the respondents. In other words, the communication between the apparel fashion brands industry with customers is important and helps to create relationships so that customers can get more information about them.
۸.

Enjeu de l’interaction dans les classes virtuelles du FLE en Iran(مقاله علمی وزارت علوم)

نویسنده:
منبع: Revue des Études de la Langue Française, Volume ۱۲, Issue ۲, ۲۰۲۰ 49 - 66

کلیدواژه‌ها: classe virtuelle enseignement supé rieur FLE Interaction Iran

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تعداد بازدید : ۳۰۳ تعداد دانلود : ۲۰۶
L’introduction de l’utilisation des classes virtuelles dans l’enseignement supérieur et le sentiment de l’insatisfaction qui découlent des tentatives de sa mise en œuvre nous invitent à mettre la lumière sur les éléments influençant l’efficacité de l’enseignement/apprentissage dans ce nouveau modèle pédagogique. Dans cette contribution, en nous appuyant sur le théorème de l’équivalence d’interaction, nous avons essayé de vérifier et d’analyser le phénomène d’interaction (enseignant-étudiant et étudiant-étudiant) dans une classe virtuelle comparée à une classe en présentiel. L’objectif en est, non seulement de faire un état de l’art, mais aussi de faire des propositions dans l’intention de contribuer à l’optimisation des classes virtuelles et à la création à distance d’un espace de formation propice à l’apprentissage. L’hypothèse selon laquelle l’interaction enseignant-étudiant est la forme d’interaction la plus active dans les cours virtuels a été le point de départ de cette recherche. Par une méthodologie qualitative à savoir l’entretien directif, l’hypothèse de la recherche a été validée. 5 professeurs de français des universités iraniennes sélectionnés selon le modèle d’échantillonnage non probabiliste ont constitué l’échantillon de notre recherche. Selon les résultats de notre étude, étant donné que les interactions verticales (enseignant-étudiant) sont très présentes dans les cours virtuels actuels, le changement de l’approche pédagogique au profit des interactions entre les étudiants aboutirait à une meilleure qualité de l’apprentissage.
۹.

The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۸, Spring & Summer ۲۰۲۱ 67 - 86

کلیدواژه‌ها: approach Interaction dynamic assessment Mediation

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تعداد بازدید : ۲۰۴ تعداد دانلود : ۱۶۰
Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA.  The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory.  For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners.  
۱۰.

Developing the model of the neighborhood educational center school(مقاله علمی وزارت علوم)

نویسنده:
منبع: School Administration, Volume ۹, Issue ۳, Autumn ۲۰۲۱ 82 - 58

کلیدواژه‌ها: School neighborhood education center Participation Interaction

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تعداد بازدید : ۳۱۵ تعداد دانلود : ۱۷۷
The present study seeks to determine the components and features of school as a neighborhood educational center. When paying attention to and responding to the needs and desires of students, parents and the community is the main mission of a school and in line with this goal, in addition to using the actual facilities, seeks to discover potential facilities inside and outside the school, an important thing is happening, and that is the penetration of the school in its local context. When the needs and wants of the audience are taken into account in a school and there is hope for local facilities, and utilization of spiritual, human and natural resources, the school grows and develops. Accordingly, the present study was conducted using a qualitative approach and grounded theory method on a population consisting of 24 experts in education, as well as university professors, Farhangian University, Education Research Institute and school principals. The research sample was selected using purposive and snowball sampling and data collection was done through semi-structured interviews. Three stages of open, axial and selective coding are used in data analysis and the model of Neighborhood Educational Center School is divided into six categories: causal conditions, axial phenomenon (Neighborhood Educational Center School), mediating conditions, intervening conditions, Neighborhood Educational Center school strategies and consequences. And was presented. As a result, 28 core categories and 50 subcategories were obtained. The core category of the proposed model is the neighborhood educational center school, which includes 3 core categories (the concept of the neighborhood educational center school, the main features and elements of the neighborhood educational center school and 26 sub-categories. Also, control and evaluation by participating members (review of the designed model and problem solving) and the criteria of trustability, transferability, generality, and reliability were used.
۱۱.

L2 ASD Learners’ Scaffolding Development after Long Interaction with The Mobile Story-Sharing Application(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره سیزدهم مرداد و شهریور ۱۴۰۱ شماره ۳ (پیاپی ۶۹) 110-87

کلیدواژه‌ها: ASD learner Scaffolding Interaction mobile application story-sharing

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تعداد بازدید : ۳۱۲ تعداد دانلود : ۱۴۲
Scaffolding research has been widely investigated involving parent-child within the first language (L1) context without considering the cognitive issues and Intelligence Quotients (IQ) aspects as crucial precursors of the scaffolding process. This case study aims to find emergent themes and theorize potential scaffolding theory from the interaction of two-second language (L2) Autism Spectrum Disorder (ASD) children and normal parents with minimum English exposure, cognitive disorders, and different IQ levels on the mobile story-sharing application. Participant observations and in-depth interviews on scaffolding using story-sharing activities among children, parents, and researchers were conducted every week for six months. Thematic analysis was implemented inductively and interpreted by two experts to find the emerging variation of scaffolding theories. The results showed that ASD learners' scaffolding process involved more complex stages than the previous studies. The complexities of scaffolding involved repetitive recall, translating, imitating, cooperating, target and crises. ASD learners could write a simple phrase and short sentence after exhaustive efforts. Since ASD learners’ previous vocabulary mastery was excluded, it is worth pursuing further researchers to examine learners’ vocabulary and story writing development using the same application.
۱۲.

Exploring Iranian EFL Teachers' Creativity-Supportive Behaviors

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۶, No. ۳, Summer ۲۰۲۱ 97 - 118

کلیدواژه‌ها: Creativity Creativity-Fostering Instruction EFL Classrooms Interaction Environment

حوزه های تخصصی:
تعداد بازدید : ۴۳۴ تعداد دانلود : ۱۵۷
This study investigated the creativity-supportive behaviors of Iranian EFL teachers. A mixed-methods data collection approach was adopted: quantitative data were obtained from randomly selected 94 teachers and 216 students through the Persian version of the Creativity Fostering Teaching (CFT) index (Soh, 2000), and qualitative data were collected via students' reports on twelve classroom aspects. To analyze the quantitative data, an independent samples t-test and for the qualitative data, thematic analysis coding were used. There was a significant difference between the teachers' and the students' views on creativity-supportive behaviors of Iranian EFL teachers. Additionally, environment and interaction were extracted as two main themes from the analysis of the qualitative data. These two themes were discussed as the central factors influencing the creativity-supportive behaviors of the teachers. Although most Iranian EFL teachers want and try to adopt strategies and activities to develop or support creativity in their classrooms, the results showed that Iranian EFL students do not experience the classrooms as a locus of supporting creativity. Generally, creativity is not implemented and supported in Iranian EFL classrooms. The findings illustrate that teacher-training programs should equip Iranian EFL teachers with the knowledge and strategies of creativity- fostering instruction.
۱۳.

A Reflection on the Interactional Functionalism of the Holy Qur’an with Science(مقاله علمی وزارت علوم)

نویسنده:
منبع: Quran and Religious Enlightenment, Volume ۳, Issue ۱, ُSpring and Summer ۲۰۲۲ 91 - 108

کلیدواژه‌ها: Quran Inclusion science Interaction Function

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تعداد بازدید : ۴۰۱ تعداد دانلود : ۱۴۳
The Holy Qur'an is a complete and comprehensive heavenly book from God Almighty, which has been given the attention and reflection of thinkers and scholars of the Qur'an with the aim of meeting the needs of mankind in every age. The purpose of the present research is to answer the question of the feasibility of entering the Qur'an in the field of science and its quality. The research method is analytical-descriptive and with a view on the practical interaction of the Qur’an with other sciences. One of the innovations of the research is a special look at the amount of Qur’anic teachings entering different fields of science. The results of the research estimates show that this interaction is an obvious matter in theoretical sciences such as: jurisprudence, principles of jurisprudence, literature, history, economics, physics and in the field of experimental sciences such as: agricultural and animal husbandry sciences, natural resources and environment, zoology, botany and Chemistry, as a stream-creating matter, a pattern and a guiding line in the direction of the perfection of science and, accordingly, in the direction of the happiness of human beings.  
۱۴.

Identities’ Orientation in Iraq (post- Saddam); Confrontation or Interaction(مقاله علمی وزارت علوم)

نویسنده:
منبع: Contemporary Research on the Islamic Revolution, Volume ۴, Issue ۱۴, Autumn ۲۰۲۲ 111 - 136

کلیدواژه‌ها: Orientation Identities Confrontation Interaction Constructive

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تعداد بازدید : ۱۷۱ تعداد دانلود : ۱۲۷
In post-Saddam Iraq, the identity contest and lack of an inclusive government in organizing these competitions paved the way for identity conflict. This crisis caused increasing social divergence and acted as an obstacle for national and collective identity formation as preconditions in national government and political order establishment. In post-Saddam Iraq, the events such as ISIS rise, the Kurdish independence issue, the fragmentation between political and religious groups …, etc. show the identity policies’ confrontation. In identity confrontation, Iraq’s solution is resorting to identity interaction and to an inclusive and strong government establishment where can have all ethnic and religious groups (Kurds, Arabs, Shiites, and Sunnis) trust and cooperation. Explaining the different trends of various identities in Iraq and examining the identity crises which have prevented an efficient government and a cohesive nation emergence, this descriptive-analytic research seeks to answer this question: In Iraq are the different identities’ orientations in confrontation or in interaction? The results of the study show that there is a two-way and inverse relationship between them, i.e., the incomplete identity interaction process has created numerous crises leading to confrontation continuation between ethnic and religious groups, and this defective process has ultimately led to national and regional conflict spreading and intensification. In this paper, in collecting data and information the library resources is used applying Constructive theory.
۱۵.

Designing a Brain-Based Curriculum Model Focusing on Interaction and Motivation in the Secondary School(مقاله علمی وزارت علوم)

نویسنده:
منبع: iranian journal of educational sociology, Vol ۵, Number ۴ (۲۰۲۲) 105-119

کلیدواژه‌ها: Curriculum Brain-based Interaction motivation

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تعداد بازدید : ۹۷ تعداد دانلود : ۱۰۱
Purpose: The purpose of the present research is to present a brain-based curriculum model focusing on interaction and motivation in the secondary school. Methodology: In order to achieve this goal, qualitative approach, field method and semi-structured in-depth interview techniques were used. The study population included prominent curriculum planning experts, researchers and faculty members and 15 people were interviewed based on the data saturation. The data collection tools included texts and semi-structured interviews, and the method of data analysis also included inductive thematic analysis (Attride-Stirling thematic networks). Findings: The results of the research showed that the curriculum design components included four dimensions: goals, content, teaching methods, and assessment methods, which affect students' interaction and motivation. Goals included indices of changing mental images, real learning environment, flexibility of brain-based curriculum, information storage during learning. Content included indices of development of brain ability, mechanism of brain function, cognitive learning, content understanding, triggering body and brain activity, teaching methods including practical learning, learning in the environment, cooperation in class activity, different learning style, getting students to take responsibility for learning, effectiveness of education, purposeful and conscious teaching, continuous information processing. Assessment method included self- assessment, understand the content easily, flexible learning, encouraging activities. The interaction included indices of sharing new experiences in learning; improving the brain ability; and discussing different topics. Stimulation of learning and motivation included the indices cognitive function of the brain, challenging and enjoyable learning. Conclusion: The results showed that the brain-based curriculum emphasizes on goals, content, teaching and assessment methods, which is designed with an emphasis on interaction and motivation.
۱۶.

Presenting the Pattern of School Administrators’ Interaction with Educated New Teachers of Farhangian University based on the Anthropological of Islamic Education(مقاله علمی وزارت علوم)

نویسنده:
منبع: iranian journal of educational sociology, Vol ۵, Number ۴ (۲۰۲۲) 282-292

کلیدواژه‌ها: Interaction School Administrators New Teachers Farhangian University Anthropological islamic education

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تعداد بازدید : ۸۹ تعداد دانلود : ۹۴
Purpose: Educational environments are a place for the development of science, advancement of educational goals and cultural transfer. As a result, the aim of this study was presenting the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education. Methodology: This research in terms of purpose was applied and in terms of implementation method was qualitative. The statistical population of this research was managers and professors familiar with the field of research in Farhangian Universities of Razavi Khorasan province in 2021 year. In this study, the samples according to the principle of theoretical saturation were included 8 people who were selected based on the inclusion criteria and with using the purposive sampling method. Data collection tools were included demographic information form and semi-structured interview with managers and professors, which whose validity was confirmed by triangulation method and its reliability was calculated by agreement coefficient method between two coders 0.86. Also, to analyze the data were used from thematic analysis method. Findings: The findings of the present research showed that for the pattern of school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education were identified 42 sub themes in 11 main themes. The identified main themes in this research were included the principal's respect to new teachers, principle of human respect, principle of dialogue, principle of tolerance and leniency, principle of altruism, principle of piety, principle of moderate rationality, principle of accepting intellectual and religious differences, management skills, interpersonal skills and communication skills. Finally, the pattern of the main themes of the school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education was designed. Conclusion: According to the results of this study, in order to improve the school administrators’ interaction with educated new teachers of Farhangian University based on the anthropological of Islamic education can provide the ground for the realization of the identified sub and main themes for it.
۱۷.

The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners

نویسنده:
منبع: دیریت نوآوری سال یازدهم تابستان ۱۴۰۱ شماره ۲ (پیاپی ۴۰) 158 - 165

کلیدواژه‌ها: Interaction self-regulation learning strategies EFL Learners

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تعداد بازدید : ۷۴ تعداد دانلود : ۵۹
This study attempted to find the relationship between teacher-student interactions and self-regulated learning strategies among EFL learners. The population of the study comprised of 50 Iranian EFL female learners. The participants ,with an age range of 18 to 25, studied English at language institutes located in the city of Genaveh. They were selected as a homogenous sample based on their performance on English language proficiency test of Oxford Placement Test. Then the Questionnaire on Teacher-Student Interaction (QTI) and the Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999) were given to the learners to collect the data. Findings showed that there is a significant relationship between teacher-student interaction, and self-regulated learning strategies A multiple regression analysis was run to predict self-regulated learning strategies by using teacher-student interaction and its subscales. The results showed that Responsibility subscale (.β=.369, P=.003) and Admonish subscale (β=.415, P=.000) could positively and significantly predict learners self-regulated learning strategies.
۱۸.

The relationship between Interaction type and self-regulated learning strategies of Iranian intermediate EFL learners

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۱, Issue ۲, March ۲۰۲۲ 158 - 165

کلیدواژه‌ها: Interaction self-regulation learning strategies EFL Learners

حوزه های تخصصی:
تعداد بازدید : ۶۵ تعداد دانلود : ۷۱
This study attempted to find the relationship between teacher-student interactions and self-regulated learning strategies among EFL learners. The population of the study comprised of 50 Iranian EFL female learners. The participants ,with an age range of 18 to 25, studied English at language institutes located in the city of Genaveh. They were selected as a homogenous sample based on their performance on English language proficiency test of Oxford Placement Test. Then the Questionnaire on Teacher-Student Interaction (QTI) and the Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999) were given to the learners to collect the data. Findings showed that there is a significant relationship between teacher-student interaction, and self-regulated learning strategies A multiple regression analysis was run to predict self-regulated learning strategies by using teacher-student interaction and its subscales. The results showed that Responsibility subscale (.β=.369, P=.003) and Admonish subscale (β=.415, P=.000) could positively and significantly predict learners self-regulated learning strategies.
۱۹.

Should Christians or Muslims Be Dualists? A Critical Review of Two Articles

نویسنده:
منبع: Theosophia Islamica, Vol ۱,No ۲, Issue ۲, (۲۰۲۱) 75 - 104

کلیدواژه‌ها: Christians Muslims Dualists Interaction Individuation

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تعداد بازدید : ۸۷ تعداد دانلود : ۴۳
Charles Taliaferro’s “Philosophy of Mind and the Christian” begins with a loaded question: “Are we thoroughly physical beings, or do we contain some nonphysical part, something we may call a soul, spirit, or mind?” The question presents us with a false dilemma, for there is also the possibility that we are neither merely material beings nor do we contain a soul as a nonphysical part of us. Taliaferro follows this with a list of other questions pertaining to the philosophy of mind and asks whether Christians should give answers to these sorts of questions that differ from non-Christian colleagues. It seems odd to divide colleagues based on Christianity with regard to these questions, for it means that if the Christian colleagues do have a particular take on these issues, it will be different from that of non-Christian theistic colleagues. Perhaps, however, Taliaferro’s department consists only of Christians and atheists. In this case, however, Taliaferro seems to think that there will be a uniformity in Christian thought that seems somewhat doubtful.