teaching

This quantitative, qualitative study investigates the usage of mobile phone applications in teaching and learning processes. The study aims to identify the benefits, difficulties, and resolutions of using mobile phone applications. The study was conducted in the English Department at Hebron University at the second semester of the academic years 2015/2016. The study focuses on the Business English course. A questionnaire was used to show the general attitudes of the students towards the effects of using mobile phone applications in the classroom. Interviews were administered to reveal the general attitudes of the students and instructors towards the difficulties and the solutions. The results showed that most students responded positively to using mobile applications in teaching and learning processes. In addition, all students had smart phones, and they used varied brands applications in the learning process. Moreover, the results indicated that students understand and learn better through using the applications.

The present study aimed to evaluate a new model of students' emotions in which the role of teachers' social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students' emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. Results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students' motivation. Finally, it was concluded the teachers' social-emotional teaching competencies played an indirect effect on the students' emotion via the teachers' positive emotions.

Purpose: The purpose of this research was to identify specialized language needs of MA students in University of Mazandaran. Method: This study was mix method instruments which would deeply explore the perspectives of English for specific purpose teachers and students about task–based language needs of teaching ESP. Semi-structured interview was carried out with a number of teachers and students in the field of sport management. The statistical population of the stage includes some teachers and students in the field of sport management. The sampling method was Purposive sampling and Sampling continue until theoretical saturation. Three ESP teachers who have been teaching ESP to the students for at least four years participated in this study. They were all selected through purposive sampling. Also, MA and Ph.D. (twelve persons) students who had passed this course were selected in qualitative stage. In quantitative stage and based on the results of the first stage, the questionnaire was designed. This questionnaire was broadly distributed amongst students and teachers (33 persons) in the field of sport management. Descriptive and Inferential statistics, were used to analyze the demographic information of the participants and their responses. Results: The results of the study showed that the main real tasks which were most frequently used in the English sport management classes include Participating in daily conversations, giving lectures at conferences, Conversation with foreign experts, Understanding daily conversations. The method of working with and using English to English dictionary to take advantage of all the capabilities contained in it. Conclusions: The information obtained about the target tasks and their frequency can be employed when taking decisions about which tasks should be part of a curriculum.

The present study was conducted to compare the effectiveness of two educational methods of learning by summarizing, and learning through teaching on the comprehension of sixth grade elementary male students. This was an applied study and the research design was experimental with a pre-test and post-test approach and the control group. The study population included all sixth grade male students at Allameh Tabataba'i School, who were studying in the academic year of 2018-2019. The random available sampling method was used in this study. The total number of students were 59, all of which were participated in the study and divided into three different groups by random convenience sampling method. Then, the first experiment group members (15 subjects) were trained in 8 learning sessions through teaching method. The subjects in the second experimental group (15 subjects) were trained in 8 learning sessions by summarizing method. The control group (n = 29) received no training. Two researcher-made questionnaires were designed to assess the comprehension level of the students. The data were analyzed using analysis of covariance in the SPSS software. Emphasizing the findings of the research, it can be argued that both learning methods had a favorable effect on the students' comprehension, and increased the students' comprehension level. Based on these findings, one can conclude that these two educational methods have a great impact on increasing the comprehension of sixth grade elementary students.

Teachers pose different perspectives toward teaching. Some teachers share this attitude that teaching is just a job and a sole source of income, while others believe that teaching is a vocational and moralistic career associated with love, commitment, and devotion. This study, in the form of a qualitative grounded theory approach, aimed to deeply investigate the interrelationship of data emerged from teachers’ perspectives toward teaching as profession to develop a model in this regard. Therefore, twenty-six Iranian English teachers, teaching at schools and Farhang language institute, were requested to share their ideas as to how they view teaching as a profession. A semi-structured interview, in three sessions with 20 participants and focus-group interviews with 6 participants were conducted. Based on Corbin and Strauss's (2014) systematic steps for grounded theory, the data then transcribed and codified. The findings ended with an eight-factor model containing 40 categories. The factors include: a) source of income, b) decreasing motivation, c) poverty and inclination to become a teacher, d) insufficient salary, e) deteriorated quality of teaching, f) experience, g) society negative attitude, h) dissatisfaction. The proposed model opens a new window for teachers and reminds the government educational policymakers, training centers, ministry of education, and those who care about quality education and students’ academic achievements to observe income inequality, and salary differentials, increase teachers’ social status, and motivation, facilitate difficult working conditions, reduce resource wastage, support teachers appropriately, decrease teachers’ financial concerns, terminate the sense of socioeconomic inequality, and speak out the voices of marginalized teachers.

Purpose: This paper aims to evaluate the teaching and learning processes of the Arabic course in the high schools of Zabol County. Methodology: Descriptive-correlational method was applied as the research method and the statistical population was comprised of two groups – students and teachers of Arabic course. It had a practical aim and relies on the general hypothesis stating that the Arabic course taught at the high schools of Zabol does not attain the acceptable level. Using separate questionnaires, the data regarding the level of acceptability of teaching and learning as perceived by students, teachers and textbooks were collected. The data were analyzed using the Kolmogorov–Smirnov test, one-sample t-test and independent t-test, Spearman’s rank correlation and analysis of variance. Findings: The results indicated that the level of acceptability was lower than average regarding two factors: students and textbooks; furthermore, it was slightly higher than average regarding teachers. To enhance the level of acceptability it is recommended to create an Arabic atmosphere using posters, brochures and images and using the visual capabilities like watching movies and cartoons related to the lesson. Conclusion: In addition, produce Arabic software and video games and teaching Arabic using various games and reducing uninteresting pictures is suggested.

The objective of this research is to identify the technology of cloud computing in terms of its concept, its development, its objectives, its components, models, classifications, and the advantages of its use in the teaching process at the University of Samarra, as well as to identify the most important challenges and obstacles that teachers face in using University of Samarra. The researcher used the descriptive approach in his research. This research was carried out on an objective sample of 40 teaching staff members in the Department of Life Sciences and English at the Faculty of Education / Samarra University. A questionnaire consisting of 22 questions were used as a data collection tool, which included two axes: The first axis: the advantages of using cloud computing technology in the process of teaching at the University of Samarra. The second axis: the challenges of using cloud computing technology in the process of teaching at the University of Samarra. The researcher used the statistical program (SPSS 20) in order to examine the differences between the responses of the members of the research sample. The results revealed that the estimates of the teaching of the advantages of the use of cloud computing technology in the teaching process at the University of Samarra, which included the search tool, came very much, and the results revealed the most important challenges which stand in the way of the use of cloud computing technology in university education. The study recommended institutions of higher learning and universities with a set of important recommendations regarding the use of cloud computing technology in educational institutions. 

Haack articulates something of what she takes the moral demands of academic life to be, calling for such virtues as industry, honesty, realism, patience, and consideration. She then explains why she believes the current academic environment is sapping the strength of character these virtues require, and why graduate students are caught in the middle. She writes primarily about philosophy, but much of what she has to say applies to other humanities disciplines and much of that to other disciplines as well---and while she writes primarily about the U.S. situation, much of what she says applies elsewhere too.

Pandemic has brought all together a new environment of working and compelled all the off line educational institutions to become online educational platforms and strengthen their online resources. We need to understand online platforms as universities, institutes, schools, colleges or any educational institute which are working online and providing degrees, certificates, diplomas for several courses and programs. In different researches related to online education and Covid -19, investigations addressed student’s perspective or teachers perspective. Literature review has showed the gap in exploring the turnaround strategies inspired by the parent’s perspective for online education especially with respect to young children (Age group 8 to 12 years). Apart from literature review and analysis of secondary data from websites and search engines, qualitative research was undertaken to know about parent’s views in general about the online platforms and particularly about WHJ (White Hat Junior). The focused group discussion and the indepth interviews revealed very useful information with regard to Online educational platforms and especially WHJ in relation to Covid -19 times. Findings relate to awareness, acceptability, perception change, costs, safety issues, etc. It has brought out elaborately in this case based research, how parents expectation may impact the turnaround strategies of their wards’ online educational platforms. In different researches related to online education and Covid -19, investigations addressed student’s perspective or teacher’s perspective.