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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Listening,Reading,IELTS Learning objective,Revised Bloom’s Taxonomy,Learning objective
- چکیده:
- چکیده انگلیسی: The quantitative-qualitative content analysis study reported in this paper investigated if there was any significant difference between the listening and reading sections of IELTS tests with regard to the representation of learning objectives of Revised Bloom’s taxonomy. For this purpose, 16 Academic IELTS listening and reading tests from Cambridge IELTS Academic: Authentic Practice Tests (IELTS 12, 13, 14, and 15) were selected as the material of the study. The content of the tests was codified based on a coding scheme developed by the researchers. The reliability of the coding was evaluated through the inter-coder and intra-coder reliability analyses. The frequency, Chi-square and Cramer's V tests were employed to analyze the data.The results indicated that IELTS listening and reading tests mostly included Understanding Factual and Conceptual Knowledge, respectively. Furthermore, the results showed that there was a substantial difference between IELTS listening and reading tests with regard to the inclusion of learning objectives. It was concluded that the listening and reading tests of IELTS assessed different learning objectives. The implications of the study suggest that IELTS candidates, teachers, and researchers should take the different learning objectives represented in IELTS listening and reading tests into consideration.
- انتشار مقاله: 15-09-1399
- نویسندگان: Samira Baghaei,Mohammad Sadegh Bagheri,Mortaza Yamini
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Learners,attitude,traditional assessment,Task-based Language Assessment (TBLA),General English achievement
- چکیده:
- چکیده انگلیسی: According to Montano and Kasprzyk (2008), attitude is determined by the individual's beliefs about outcomes or attributes of performing the behavior (behavioral beliefs), weighted by evaluations of those outcomes or attributes. This study examined Iranian EFL learners’ attitudes toward the Task-Based Language Assessment (TBLA) and the traditional assessment concerning their General English achievement. One hundred EFL students from Islamic Azad University of Zarghan, Fars Province with the age range of 20-35, participated in this study. The data were gathered using an attitude questionnaire. Frequency Analysis and chi-square were used to show the learners' attitudes towards the task-based assessment in General English ability. Regarding the attitude questionnaire, EFL learners had positive attitudes towards the TBLA utilization in improving their General English achievement and most of the students were satisfied with learning English through the TBLA.
- انتشار مقاله: 12-08-1397
- نویسندگان: Farzaneh Khabbazi Babanari,Mohammad Sadegh Bagheri,Firooz Sadighi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Learners,Production,English verbs’ argument structures,syntactic features,Level of proficiency
- چکیده:
- چکیده انگلیسی:
- انتشار مقاله: 15-07-1399
- نویسندگان: Shima Akbarnezhad,Firooz Sadighi,Mohammad Sadegh Bagheri
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی: Textbook evaluation,Teaching materials,university entrance exams,Bloom’s revised taxonomy
- چکیده:
- چکیده انگلیسی: The priority attributed to the use of Bloom’s revised cognitive skills taxonomy in any educational system and the scarcity of
research on this type of topic in our EFL context, the researchers attempted to conduct this study. Our primary objectives revolved around
these dimensions. To examine if the pre-university teaching materials
(English 1 and 2) assigned and employed by the teachers to teach their
students at Shiraz followed Bloom’s hierarchy. Likewise, the researchers
attempted to check if the University Entrance Exams administered every year of screening the registered candidates to enter the universities in Iran was compatible with this taxonomy. Finally, to check if the differences between the two dichotomies (lower and higher) in the textbook
were statistically significant. To achieve these goals, the content of the
textbook and that of general and English majors’ tests were evaluated
against Bloom’s Revised Taxonomy. Analyzing the data through descriptive statistics and a Chi-square test applied to data gathered from
the English book, the results showed that the content of the book was
not aligned with the order of Bloom’s thinking skills. The hierarchy
starts from lower order: remembering, understanding, and applying towards higher order: analyzing, evaluating, and creating. Likewise, the
analysis of the university entrance exams’ content did not reveal any
congruity with Bloom’s hierarchy. So no agreement between the two
sources of input with Bloom’s learning objectives was witnessed. Pedagogical implications and recommendations are presented.- انتشار مقاله: 27-04-1398
- نویسندگان: Shiva Sadighi,Mortaza Yamini,Mohammad Sadegh Bagheri,Mustafa Zamanian
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی:
- انتشار مقاله: 24-12-1395
- نویسندگان: Firooz Sadighi,Mohammad Sadegh Bagheri,Masoomeh Salehi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی:
- انتشار مقاله: 28-05-1396
- نویسندگان: Behzad Nasirpour,Mohammad Sadegh Bagheri,Mortaza Yamini
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی: Iranian EFL teachers,professional success,high schools,language institutes,Teaching English
- چکیده:
- چکیده انگلیسی: The present study aimed to investigate professional success among Iranian EFL teachers in two different teaching contexts namely high schools and language institutes concerning their years of teaching experience, gender, level of education and socioeconomic status. Data were gathered from among 61 teachers and 600 students chosen from various private English language institutes and high schools in Shiraz, Iran. The instrument used in the study was a questionnaire developed by Moafian and Pishghadam (2009). Results indicated that professional success of male teachers is higher than that of female teachers. Findings further illustrated that there is a significant positive relationship between English teachers’ professional success and their education level and socioeconomic status. Finally, it was found that English teachers’ professional success is higher among institute teachers compared with their counterparts.
- انتشار مقاله: 02-08-1394
- نویسندگان: Zeinab Roosta,Mohammad Sadegh Bagheri
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of studies in learning and teaching English
- نوع مقاله: Journal Article
- کلمات کلیدی: Input,vocabulary acquisition,Output,vocabulary teaching
- چکیده:
- چکیده انگلیسی: This study was designed to find which one of the three different presentations, i.e. input, input-output, and output-input, will be more effective in Iranian EFL learners' vocabulary acquisitions. To this end, first 54 out of 64 female students, aged from 19 to 23 years, with an average of 21, were selected out of starter-level EFL learners at the University of Tarbiat Moalem in Bandar Abbas, Iran. They were also in three classes of 17, 14, and14 students. The research was done on three classes based on the book titled American English file (Starter). Tests used in this study contained 40 multiple-choice items of vocabularies related to chapters 1&2 of American English Series (Starter).Then, each class was treated based on one of the orders of teaching out of three. After treatment, the same vocabularies which were used in the pretest were given for posttest. Two analytical methods were applied, matched t-test and one-way ANOVA. The result revealed that the output-input group performed better than the input-output and the input-output performed better than input group. In other words, students in output-input group performed best in their post-tests.
- انتشار مقاله: 12-01-1394
- نویسندگان: Ramin Fazeli,Mohammad Sadegh Bagheri
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: argumentative and descriptive academic writings,common underlying proficiency,genre-sensitivity,inter/intra-lingual relationships
- چکیده:
- چکیده انگلیسی: Although L2 writing has attracted salient attention and monopolized many studies in EFL contexts, there is still no full image of its complicated nature. Trying to play a supplementary role in achieving that image, this study aimed at finding whether Persian and English argumentative and descriptive academic writings were inter/intra-lingually associated and if genre played a role in provoking any differences in the means of total scores obtained from the essays. In so doing, 50 Iranian senior MA TEFL students at the intermediate level were asked to write down two argumentative and two descriptive essays in Persian and English. Each essay was assessed against IELTS task 2 writing band descriptors. Then, the data were analyzed through the Pearson product-moment correlation and paired-samples t-test. The results revealed there were significant positive correlations between the total scores obtained from Persian and English argumentative and descriptive essays. The findings supported the existence of a common underlying proficiency (Cummins, 1980), out of which L1 and L2 writing skills emerged. The results also illustrated there were significant differences between the means of some of the total scores. It was supposed these differences might be due to the possible genre-sensitive nature of common underlying proficiency.
- انتشار مقاله: 01-07-1398
- نویسندگان: Mahboubeh Safavi,Firooz Sadighi,Mohammad Sadegh Bagheri,Mustafa Zamanian
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Summative Assessment,confidence-based assessment,scoring method
- چکیده:
- چکیده انگلیسی: This study aimed at investigating the reliability, predictive validity, and self-esteem and gender bias of confidence-based scoring. This is a method of scoring in which the test takers receive a positive or negative point based on their rating of their confidence in an answer. The participants, who were 49 English-major students taking their grammar course, were given 8 multiple-choice tests during the semester. These tests were scored both conventionally and in a confidence-based manner, and the reliabilities of these two score sets were compared. Each score set was correlated with the final exam scores to compare their predictive validity. Gender and self-esteem bias of the confidence-based scores of the eight tests were also calculated. The results showed that there was no difference between the reliabilities of the two sets of scores. Confidence-based scores had better predictive validity than conventional scores, but this difference was not significant. Confidence-based scores were not biased against a specific gender and specific levels of self-esteem. The conclusion is that confidence-based scoring is as good as conventional scoring and the choice between these two scoring methods depends on the teacher’s discretion and the teaching context.
- انتشار مقاله: 04-09-1393
- نویسندگان: Masoomeh Salehi,Firooz Sadighi,Mohammad Sadegh Bagheri
- مشاهده