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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Journal of Health Literacy
- نوع مقاله: Journal Article
- کلمات کلیدی: COVID-19,Health ambassadors,Tele-education
- چکیده:
- چکیده انگلیسی: The number of cases of the COVID-19, as well as its mortalities and financial loss, are increasing; therefore, preventing the disease has a crucial role in controlling COVID-19. Preventive measures like improving the individual's awareness level and promoting the preventive measures for personal protection can be considered as valuable strategies to prevention and control the COVID-19. In the current situation, regarding the outbreak of COVID-19, in person educational sessions for the family health ambassadors cannot be held like before. On the other hand, because of the current situations, ambassadors are not inclined to attend the central health centers as well. Therefore, the authors recommend “Tele-education” to educate and promote the awareness and preventive skill levels for personal protection of the family health ambassadors. Tele-education in family health ambassadors in the prevalence of Covid-19 outbreak could be classified into two groups: 1. Self-care to the health ambassadors. 2. Self-care education to families through health ambassadors in terms of prevention and controlling Covid-19. Ultimately, as it has been conducted at home, Tele-education paves the way for family health ambassadors to learn and practice the principles of protection against COVID-19 at home with more convenience and concentration, leading to decrease the exposure and getting COVID-19.
- انتشار مقاله: 17-01-1400
- نویسندگان: Moradali Zareipour,Mojtaba Fattahi Ardakani,Ahmad Sotoudeh,Mina Tasouji Azari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Health Literacy
- نوع مقاله: Journal Article
- کلمات کلیدی: self-efficacy,Health literacy,Health ambassadors
- چکیده:
- چکیده انگلیسی: Background and Objective: Health literacy is one of the major determinants of health. Demonstrates cognitive and social skills that determine individuals' motivation and ability to acquire, access, and understand ways to use information to maintain and promote health. This study aimed to examine health literacy and its relationship with self-efficacy in health ambassadors. Orumiyeh is done.
Materials and Methods: In this descriptive-analytical study, 200 health ambassadors of Urmia city were selected by cluster random sampling method. Data were collected using a demographic questionnaire, Health Literacy Questionnaire (HELIA) and General Self-efficacy Questionnaire (Sherer). Data were analyzed by SPSS 20 software using ANOVA and regression tests.
Results: The results of this study showed that 21.5% of health ambassadors had inadequate health literacy, 30% had insufficient health, 23% had insufficient health and 25.5% had excellent health. Also, health literacy with variables of age, gender, education level Jobs had a significant relationship. Results showed that there was a significant relationship between health literacy and self-efficacy of health ambassadors (p <0/001). So that health literacy can explain 0.62 variance of self-efficacy of health ambassadors.
Conclusion: Given the importance of health literacy in health ambassadors and the effect that self-efficacy has on health literacy, the need for interventions by health care providers to increase self-efficacy and health literacy is essential for adopting health behaviors in health ambassadors.- انتشار مقاله: 13-08-1398
- نویسندگان: Moradali Zareipour,Ali Sadaghianifar,Zahra Moradi,Nahideh Jafari,Morteza Esmzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Game,Storytelling,visualization,Idioms Comprehension,idiom production,Lexical awareness
- چکیده: این پژوهش به منظور مقایسه تاثیر احتمالی چهار شیوه آموزش بر درک و تولید اصطلاحات زبان انگیسی از سوی زبان آموزان ایرانی انجام شد. نمونه آماری پژوهش از 80 زبان آموز دختر ایرانی در چهار گروه در آموزشگاه زبان گویا در قزوین تشکیل شده بود. به هر یک از چهار گروه شرکت کننده ، اصطلاحات با یکی از چهار شیوه آموزش تصویر سازی، داستان گویی، بازی و آگاه سازی واژگانی آموزش داده شد. پیش از آموزش، برای اطمینان از برابری سطح زبان عمومی شرکت کنندگان، یک آزمون 60-پرسشی تعیین سطح آکسفورد از شرکت کنندگان گرفته شد. همچنین، یک پیش آزمون اصطلاحات نیز برگزار شد. پس از دوره آموزش، پس آزمون درک و تولید اصطلاحات از هر چهار گروه گرفته شد. داده های بدست آمده با بکارگیری فرایند تحلیل یک سویه واریانس بررسی شد. نتایج نشان داد که تفاوت چهار شیوه آموزش از نظر تاثیر در درک اصطلاحات معنی دار نبود. اما از نظر تولید اصطلاحات، تفاوت بین چهار گروه به لحاظ آماری معنی دار بود. برای مشخص کردن اینکه کدام شیوه از بقیه موثرتر بوده است از آزمون شفی استفاده شد. آین آزمون نشان داد که تصویر سازی بطور معنی داری از داستان گویی و آگاه سازی واژگانی بر تولید اصطلاحات موثر تر بود. یافته ها همچنین نشان داد داستان گویی موثر تر از بازی و آگاه سازی واژگانی بود. این یافته ها می تواند برای فراگیران و معلمان زبان انگلیسی و همینطور برای طراحان کتابهای درسی کاربردهای قابل توجهی داشته باشد.
- چکیده انگلیسی: This study was conducted to compare the possible effect of four ways of teaching on EFL learners' comprehension and production of English idioms. A sample of 80 female Iranian EFL learners (in four groups) at Guya institute in Qazvin were selected. Each group of participants received instruction through one of the four techniques of visualization, storytelling, game and lexical awareness techniques. The participants were given a 60-item Oxford Placement Test to make sure that their general proficiency level was approximately the same. They were also given an idioms pretest. After the treatment period, posttests of idiom comprehension and production were given to all the four groups. One-way ANOVA was run to analyze the collected data. The results suggested that the differences among the four techniques in terms of their effectiveness on L2 idiom comprehension were not statistically significant. However, the four techniques were differentially effective on idiom production. To see which of the four techniques was more effective than the others, a post-hoc Sheffe test was conducted, showing that visualization was significantly more effective than game and lexical awareness on L2 idiom production. The results also showed that storytelling was more effective than game and lexical awareness techniques. These findings can have worthwhile implications for second language teachers, learners and coursebook designers.
- انتشار مقاله: 10-01-1399
- نویسندگان: Abbas Ali Zarei,Abbas Ali Zarei,Abbas Ali Zarei,Abbas Ali Zarei
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Storytelling,idiom,Mnemonic Keyword Method,Semantic organization
- چکیده:
- چکیده انگلیسی: Different techniques and methods have been offered to improve the learning of idioms. The goal of the study was to compare the possible effects of Mnemonic keyword method, storytelling, and semantic organization on Second Language (L2) idiom learning. To this end, 90 male students with the age range of 16 to 18 in Shahid Beheshti high school in Avaj, Iran were selected through convenience sampling based on availability. To homogenize the participants, a version of the Oxford Placement Test (OPT) was used. Another pretest was used to minimize the effect of the students' prior knowledge of idioms. Then, the students were divided into three equal groups, and each group was randomly assigned to a different treatment condition. At the end of the treatment, which lasted for 10 one–hour sessions, three posttests were used to compare the effects of the three different methods. Three separate one-way ANOVA procedures were used to analyze the data. The results showed that the group taught through the keyword method outperformed the other two groups in L2 idiom comprehension, production, and retention. Also, the participants of the storytelling group had better performance in L2 idiom comprehension, production and retention than those in the semantic organization group.Thesefindings may have implications for learners, teachers and material designers
- انتشار مقاله: 20-04-1396
- نویسندگان: Abbas Ali Zarei,Zeinalabedin Ramezankhani
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Reading Comprehension,listening Comprehension,Content schemata,Linguistic schemata,formal schemata,schema-building types
- چکیده:
- چکیده انگلیسی: The main concern of the present study was to investigate the effects of content, formal, and linguistic schema-building activity types on EFL learners’ listening and reading comprehension. To this end, 60 Elementary learners in four groups of 15 members each participated in this study. Three groups acted as experimental groups and received content, formal, and linguistic schema-building activities, and one group acted as control group, receiving no schema- building treatment. Two separate one-way ANOVA procedures were used to analyze the participants’ scores on the listening and reading comprehension posttests. The result revealed that although there were no significant differences among the effects of schema-building activity types on both listening and reading, the experimental groups outperformed the control group participants. The findings may have implications for EFL learners and teachers.
- انتشار مقاله: 24-10-1390
- نویسندگان: Abbas Ali Zarei,Maryam Mahmudi
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: vocabulary production,intralingual transcript,interlingual transcript,synchronous transcript,asynchronous transcript,vocabulary comprehension
- چکیده: این پژوهش
- چکیده انگلیسی: To investigate the effects of synchronous and asynchronous interlingual and intralingual transcript presentation on L2 vocabulary comprehension and production, 120 first-year B.A students of English translation at IKIU (Imam Khomeini International) University in Qazvin and Islamic Azad university of Karaj were randomly assigned to 4 groups. Each group was presented with 50 minutes of a film with different transcript conditions – synchronous interlingual, asynchronous interlingual, synchronous intralingual, and asynchronous intralingual transcripts. The participants' vocabulary comprehension was tested using a multiple-choice test and their ability to produce the new words was assessed by utilizing a fill-in-the-blank test. The results of the comprehension test suggested that transcript presentation had no significant effect on the learners' comprehension, although descriptive statistics showed that the participants of the intralingual group performed better than the interlingual group participants, and in both groups, the students got better scores while transcript was presented asynchronously. In addition, the results of the production test indicated that neither the language of the transcript nor the time of transcript presentation had any significant effect on vocabulary production of the students.
- انتشار مقاله: 21-07-1389
- نویسندگان: Abbasali Zarei,Mahsa Saddeghi
- مشاهده
- جایگاه : پژوهشی
- مجله: Physical Chemistry Research
- نوع مقاله: Journal Article
- کلمات کلیدی: density,viscosity,Refractive index,Ternary mixture
- چکیده:
- چکیده انگلیسی: Density, viscosity and refractive index measurements were performed for ternary mixture of trichloroethene + ethanoic acid + N,N-dimethylformamide and their binary mixtures in the whole composition range. Density data were obtained within the temperature range (293.15 to 303.15) K and viscosity and refractive index data were measured at 298.15 K. Excess molar volumes, viscosity deviations and refractive index deviations were calculated from the experimental data. The values for the ternary mixture and also for the two binary mixtures of trichloroethene (1) + N,N-dimethylformamide (3) and ethanoic acid (2) + N,N-dimethylformamide (3) were negative and became more negative by increasing temperature. For the trichloroethene (1) + ethanoic acid (2) mixture, the values were positive and become more positive with rising temperature. An inverse trend was observed for viscosity deviations of the mixtures. The refractive index deviations were positive for all the mixtures. The experimental data for the binary and ternary mixtures were correlated with Redlich–Kister, and Cibulka equations respectively.
- انتشار مقاله: 17-10-1397
- نویسندگان: Hosseinali Zarei,Mahsa Omidi,Mahboobe Behroozi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Reading Comprehension,vocabulary instruction,Online game,online media,online word reference
- چکیده:
- چکیده انگلیسی: The aim of this study was to investigate the effects of various online techniques (word reference, media, and vocabulary games) on reading comprehension as well as vocabulary comprehension and production. For this purpose, 60 language learners were selected and divided into three groups, and each group was randomly assigned to one of the treatment conditions. In the first session of treatment, a vocabulary test was administered as the pretest of the study. During treatment, the language learners in those three groups were instructed through online vocabulary games, online media along with transcript and online word reference. At the end of the treatment, a reading comprehension test, a vocabulary comprehension, and a vocabulary production test were given as the posttests. The collected data were analyzed using three one-way ANOVA procedures. The results showed that the online media group outperformed the other groups. Based on the findings of this study, it can be concluded that different online tools may have differential effects on learning different aspects of language. This implies that adhering to any single online tool may not necessarily bring about desirable results. The conclusion to be drawn from this is that teachers need to make use of a combination of these tools.
- انتشار مقاله: 14-11-1397
- نویسندگان: Abbas Ali Zarei,Maryam Asadi Amani
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: collaboration,Collocation,lexical collocations,massed and distributed presentation
- چکیده:
- چکیده انگلیسی: To investigate the effect of massed and distributed collaborative and non-collaborative presentation on L2 learners’ comprehension and production of lexical collocations, 105 participants at Takestan Islamic Azad University in 4 groups were assigned to four different treatment conditions (collaborative-massed; collaborative-distributed; noncollaborative-massed; and noncollaborative-distributed presentation of collocations). Participants were given recognition and production posttests. To compare the participants' comprehension of collocations, a two-way ANOVA was used. Results indicated that the differences among the types of presentation and method were not statistically significant. Another two-way ANOVA was used to compare the learners' production of collocations, which showed that there was no significant difference between types of presentation- massed and distributed. The differences between methods of teaching- collaborative and non-collaborative- were not statistically significant either. However, the results indicated that the interaction effect of method and presentation of lexical collocations was statistically significant in the production of collocations. The findings of the present study can have theoretical and practical implications for teachers and learners of English.
- انتشار مقاله: 06-10-1391
- نویسندگان: Abass Ali Zarei,Maryam Tavakkol
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Vocabulary Learning,glossing conventions,interlingual gloss,intralingual gloss
- چکیده:
- چکیده انگلیسی: To investigate the effects of different glossing conventions on vocabulary recognition and recall, 158 participants were given a pre-test to make sure that they did not have any prior knowledge of the target words. Reading passages with four different glossing conventions (interlinear, marginal, pre-text, and post-text) were given to eight groups. Four groups received interlingual glosses and four groups were given intralingual glosses. Receptive and productive post-tests were administered to measure vocabulary recognition and recall. The collected data were analyzed using two one-way ANOVA procedures. The results showed that there were no significant differences among the effects of different types of intralingual glosses on vocabulary recognition and recall. As to the affect of the interlingual glosses on vocabulary recognition, the post-text group performed significantly worse than both the pre-text and the marginal groups. Moreover, the interlinear gloss was shown to be more effective than the post-text gloss in vocabulary recall.
- انتشار مقاله: 09-07-1391
- نویسندگان: Abbas Ali Zarei,Maryam Hasani
- مشاهده