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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: attitudes,Autonomous Learning,Classroom Engagement,Flipped Teaching,Google Classroom
- چکیده:
- چکیده انگلیسی: Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers.
- انتشار مقاله: 17-07-1398
- نویسندگان: Sara Shahani,Azizeh Chalak,Hossein Heidari Tabrizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Translation Studies,Translation Theories,Iranian Translation Students,Translation Teaching Methods,Translation MA Courses
- چکیده:
- چکیده انگلیسی: To educate knowledgeable students in translation studies, it is essential to examine the real-world expectations of the students and investigate the teaching methods at universities. The main aim of this study was to examine MA students’ expectations of Translation Theories as one of main courses in translation studies MA program in Iranian universities. To do so, MA classes of this very course were selected from different universities in Isfahan and were observed for one semester as the sample of the study. The participants were 107 MA translation students from three different universities in Isfahan, Iran. In order to collect the data, a student course evaluation questionnaire was used and the Chi-square test was run to analyze the data. The results revealed that the students were not satisfied with the course offered. They believed that theories of translation were not applicable because they did not learn how to use theories and how the theories could help them translate a text. In addition, the teaching methods were not satisfactory and did not encourage them for their future expectations. In order to reach its objectives, Translation Theories at the MA program needs revision and there must be satisfactory coordination between students’ expectations, course materials, and teaching methods. The findings of the study can help the curriculum designers to pay more attention to the learners’ needs and help them design an applicable and comprehensive course.
- انتشار مقاله: 30-02-1398
- نویسندگان: Samaneh Shahsavarzadeh,Hossein Heidari Tabrizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: rating scale,Keywords: Iranian EFL Context,Self-Evaluation,Students’ Ratings,Teacher Evaluation Scheme
- چکیده:
- چکیده انگلیسی: Abstract
This study investigated Iranian EFL instructor evaluation scheme from end-users’ perspective: self-evaluation vs. students’ ratings. To do so, in the second semester of 2015-2016, 60 instructors and 1000 students of English Department of Islamic Azad University Isfahan (Khorasgan) Branch, )IAUIB(, were selected as those from whom the corpus of the study was extracted. The corpus was provided by administrating two rating scales online via the university website on each person’s profile. Then the results of their completed evaluation rating scales were compared. The study was accomplished through a non-experimental descriptive correlational design. The results revealed that almost no relationship was found between Iranian EFL instructors’ self-evaluation and those done by their students at IAUIB. This study could benefit Iranian educationalists, policy makers, and evaluators in making informed pedagogical decisions and conducting more efficient teacher evaluation in English education of Iran.
- انتشار مقاله: 27-06-1396
- نویسندگان: Fateme Naderian,Azizeh Chalak,Ahmad Ali Foroughi,Hossein Heidari Tabrizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی: attitude,Partnership Approach,Interaction,students’ engagement
- چکیده:
- چکیده انگلیسی: This study aimed at investigating the Iranian undergraduate EFL students’ and teachers’ attitude towards Partnership Approach as a new way of engaging learners in the learning process. A descriptive, ethnographic research method, using a questionnaire along with focus group semi-structured interview, was employed. Seventy-two undergraduate EFL learners and 40 EFL teachers with more than ten years of experience in teaching English were included in the study. They were
males and females of different ages. They responded to two different attitude questionnaires. Some of the participants were randomly interviewed to shed light on the accuracy of the information collected. The results indicated that both students and teachers had a significantly positive attitude towards the Partnership Approach. The EFL teachers
appeared to hold a more positive attitude and were inclined to support the students’ engagement and the implementation of the Partnership Approach, believing that partnership increases interaction in the classroom, enhances the quality of teaching and learning, and makes the management of the classroom easier. The EFL learners claimed they
would learn better and with higher quality, enjoy more, feel more responsible, and have more opportunities to evaluate themselves in such classes. They added it would be interesting to have a part in creating the material.- انتشار مقاله: 27-04-1398
- نویسندگان: Sousan Sattar,Azizeh Chalak,Hossein Heidari Tabrizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Learners' narrative,Participatory learning,Photovoice,Reflective narrative
- چکیده:
- چکیده انگلیسی: Photovoice is a participatory action research method which aims to enable students to create compelling visual representations and identify the local social issues. This paper attempted to investigate the impact of photovoice as an innovative method on the levels of reflection manifested in EFL learners' narratives. To this end, a convenience sample of 48 Iranian intermediate EFL learners including 17 males and 31 females, learning English in two institutes located in Isfahan, Iran, were chosen. Before research implementation, the participants were provided with comprehensive photovoice guidance and workshop. The learners had to present their photos and narratives during a semester which took about two months. The collected data include 237 photographs and 48 essays which were learners' critical reflection on the photos. Then, the levels of reflection in their narratives were measured by Kember (2008) and Ryan and Ryan's (2012) frameworks. According to the results, poverty and air pollution were the most prominent social concerns captured by the participants. Furthermore, photovoice incredibly fostered Iranian EFL learners' reflection, and they all had positive attitudes toward participatory learning. This study could have pedagogical implications for the learners and practitioners in the field of SLA. They can employ innovative methods such as photovoice as a participatory learning tool to improve critical reflection.
- انتشار مقاله: 10-05-1397
- نویسندگان: Mahzad Karimi,Azizeh Chalak,Hossein Heidari Tabrizi
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: engagement,Partnership Approach,Mixed-Ability Language Classrooms,Streamed Language Classrooms
- چکیده:
- چکیده انگلیسی: Introducing effective approaches and providing equal opportunities for all language learners at any level of language knowledge to learn successfully seems to be an asset. In this study, the role of employing Partnership Approach (PA) to teach speaking to undergraduate EFL students through Streaming/Homogeneous-Grouping of the learners in Mixed-Ability classrooms was examined. A quasi-experimental research method was employed and 72 Iranian male and female undergraduate students majoring in TEFL whose ages ranged from 19-24 participated in the study. The study comprised three experimental and three control groups in high, low, and mixed language-ability levels based on the results of an Oxford Quick Placement Test (OQPT) so that there were 12 students in each group. The findings indicated that among the streamed experimental groups, low-ability students did not significantly develop their speaking ability. On the contrary, low-ability students benefited from the mixed-ability teaching more than the other students both in the control and the experimental groups. Mixed-ability and high-ability students in the experimental group significantly outperformed their counterparts in the control group. Low-ability students in the control group outperformed their counterparts in the experimental group. This study has the potential to develop new insights and ideas which can be adapted by both EFL teachers and students in different educational settings. The processes and outcomes of the study can be adapted for use in other disciplines to examine the effect of ability grouping and partnership on the individuals’ overall success.
- انتشار مقاله: 04-01-1397
- نویسندگان: Sousan Sattar Boroujeni,Azizeh Chalak,Hossein Heidari Tabrizi
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: Cognitive dependency,disputational talk,Exploratory-cumulative talk,translator training courses
- چکیده:
- چکیده انگلیسی: The present study set out to determine the effect of implementing exploratory-cumulative talk in comparison to disputational talk on cognitive (meaning development and organization of thought as well as problem solving ability) dependency of intermediate level students in translation studies. In order to achieve the objectives of the study, a quasi-experimental-pretest-posttest-statistical study was conducted in which 63 linguistically homogeneous B.A students in translation studies at the IAU-Shahreza branch, in experimental and control groups were the participants. Administering cognitive dependency questionnaire before and after implementing the treatment, exploratory-cumulative talk, helps the researcher to find out the possible effect of it against the control group, disputational talk, in translator training courses. The results of the data analysis indicate that the difference between the posttest mean scores of the experimental and control groups do not reach statistical significance. However, by conventional criteria, the difference between the pretest and posttest scores of the experimental group was considered statistically significant by large effect size. The application of the present study findings in translator training courses may pave the way for translation teachers and translation students to follow more fruitful approaches.
- انتشار مقاله: 22-07-1399
- نویسندگان: Samaneh Yazdani,Hossein Heidari Tabrizi,Azizeh Chalak
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: Autonomy,Vocabulary Retention,Distance education,vocabulary gain,vocabulary podcasting tasks
- چکیده:
- چکیده انگلیسی: The use of podcasts in learning has been supported by distance education theories that deal with the role of interaction as well as communication in improving teaching and learning. New technologies such as podcasts can have influential learner support in distance education and address learner cognitive requirements by incorporating communication within study resources. The present study investigated the effects of learners’ autonomy on their vocabulary podcasting tasks, gain and retention in an E-learning context. Two separate one-way multivariate analysis of variance (one-way MANOVA) were run in order to answer the questions. The results revealed that autonomy levels significantly affected Iranian EFL learners’ vocabulary gain and retention. The participants who had higher autonomy levels had higher levels of vocabulary gain as well as retention applying audio podcasts plus still pictures and audio podcasts plus animated pictures. As the effects of attitude and autonomy on language learning are unquestionable, the present study can help teachers and learners have better considerations of attitude and autonomy in an E-learning context.
- انتشار مقاله: 28-05-1397
- نویسندگان: Atefeh Elekaei,Hossein Heidari Tabrizi,Azizeh Chalak
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: Bilingual boards,MeLLANGE translation error typology,tourist signs,Translation quality assessment Introduction
- چکیده:
- چکیده انگلیسی: Abstract This study evaluated the translation quality of English equivalents of Persian proper nouns in the tourist signs and bilingual boards in Isfahan. To find different errors in the translations of the bilingual boards and tourist signs, the data were collected directly by taking picture or writing exactly from the available tourist signs and bilingual boards. Then, the errors were assessed by Multilingual eLearning in Language Engineerin (MeLLANGE) translation error typology, a model for evaluating and marking the errors of a project by Leonardo da Vinci center of education and culture in the University of Paris. The findings revealed that the most frequent errors in Persian-English translation were related to errors of incorrect cases in full upper cases, errors of transferring the content by source language intrusion in the un-translated translatable cases and errors related to the syntax of language. As a conclusion, using expert and knowledgeable translators, applying a consistent method, and employing a comprehensive and standard system can be effective to reduce such errors.
- انتشار مقاله: 21-10-1394
- نویسندگان: Zahra Moeini Fard,Hossein Heidari Tabrizi,Azizeh Chalak
- مشاهده
- جایگاه : پژوهشی
- مجله: International Journal of Foreign Language Teaching & Research
- نوع مقاله: Journal Article
- کلمات کلیدی: quality,Translation,Assessment,House,nineteen eighty-four,orwell
- چکیده:
- چکیده انگلیسی: This study aimed to assess the quality of Persian translation of Orwell's (1949) Nineteen Eighty-Four by Balooch (2004) based on House's (1997) model of translation quality assessment. To do so, 23 pages (about 10 percent) of the source text were randomly selected. The profile of the source text register was produced and the genre was realized. The source text profile was compared to the translation text profile. The result of this comparison was dimensional mismatches and overt errors. The dimensional mismatches were categorized based on different dimensions of register including field, tenor, and mode. The overt errors which were based on denotative mismatches and target system errors were categorized into omissions, additions, substitutions, and breaches of the target language system. Then, the frequencies of occurrences of subcategories of overt errors along with their percentages were calculated. The overt errors and dimensional errors were analyzed carefully. The dimensional mismatches as well as a large number of major overt errors such as omissions and substitutions indicated that the translation was not in accordance with the House's view stating that literary works needed to be translated overtly. In other words, mismatches on different levels of register showed that the cultural filter was applied in translation and the second-level functional equivalence required for overt translation was not reached. As a result, the Persian translation of Nineteen Eighty-Four did not fulfill the criteria to be an overt translation. Instead, this translation tended to be a covert one.
- انتشار مقاله: 21-08-1390
- نویسندگان: Hossein Heidari Tabrizi,Azizeh Chalak,Amir Hossein Taherioun
- مشاهده