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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: 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: 28-05-1396
- نویسندگان: Behzad Nasirpour,Mohammad Sadegh Bagheri,Mortaza Yamini
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Inferencing,metalinguistic awareness,lexical quality hypothesis,hybrid entry stage,mental lexicon
- چکیده:
- چکیده انگلیسی: The present study endeavors to unravel the enigma of the psycholinguistic mechanisms underpinning bilingual mental lexicon by analyzing the issue of L1 lexicalization as a construct epitomizing an overarching framework. It involves 78 juniors at the Islamic Azad University, Roudehen Branch. The study inspects the impact of the interventionist/noninterventionist treatments on both sets of lexicalized and nonlexicalized items pedagogically. It further tries to bring the bilingual mental lexicon under scrutiny by investigating the cross-linguistic issue of L1 lexicalization psycholinguistically. The results, obtained through the independent t-test, indicate a significant difference between the two groups dealing with both sets of items. The paired t-test shows that the learners had a greater degree of familiarity with lexicalized items at pretesting, and they were more successful in learning lexicalized items at posttesting. However, no significant difference was found in gain scores in the two groups. The descriptive analyses indicate that the number of lexicalized words produced productively was approximately two times as many as the number of nonlexicalized items at the same level in the interventionist group. Moreover, the number of nonlexicalized items learned partially was much greater in comparison with their lexicalized counterparts. The results have implications for EFL methodologists and theoreticians.
- انتشار مقاله: 17-10-1392
- نویسندگان: Nassim Golaghaei,Mortaza Yamini
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: learning English,Confirmatory Factor Analysis (CFA),Mixed Methods Approach,Negative Attitudes
- چکیده:
- چکیده انگلیسی: The purpose of this study was to explore the predictors of negative attitudes towards learning English from L2 learners’ points of view. A mixed methods research approach was adopted with a sequential exploratory design, followed by an endorsement phase. Eighteen high school students in Fars province (Iran) were interviewed on the sources of negative attitudes towards learning English. Based on the interviews, a questionnaire was developed and pilot-tested. Results of exploratory factor analysis (EFA) showed 6 latent variables: materials, difficulty of learning English, affective factors, teaching methodology, school policy, and learning environment. Questionnaire was administered to 980 high school students. Through a confirmatory factor analysis (CFA) and simple linear regression, we found that the variable materials was the best predictor of negative attitudes. Then, came the variable affective factors that predicted negative attitudes better than the variables teaching methodology and learning environment, and the least predicting variable was difficulty of learning English.
- انتشار مقاله: 14-06-1398
- نویسندگان: Atefeh Ghaedsharafi,Mortaza Yamini,Farzaneh Dehghan
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: Critical Discourse Analysis (CDA),Research Article Introduction Sections,Onion Model
- چکیده:
- چکیده انگلیسی: This study aimed to investigate the disciplinary and cross-disciplinary variations of research article Introduction sections in 2 disciplines (i.e., humanities and basic sciences). Ninety research article Introduction sections (i.e., 15 from each discipline of applied linguistics, sociology, psychology, biology, agriculture, and geology) were examined. The study was conducted with reference to the onion model of discourse analysis developed by Humphrey and Economou (2015), and the data were coded by MAXQDA10. Results pointed to a general underlying pattern that moved from descriptive and taxonomic reports to more challenging genres like persuasion and critique, regardless of the disciplines. Findings, however, indicated that individual disciplines manifested their own systematic regularities in terms of rhetorical conventions of writing. Besides, the process of knowledge-making was reflected and reinforced through lexicogrammatical and appraisal resources. The study has implications both for teaching and materials development.
- انتشار مقاله: 19-12-1397
- نویسندگان: Sara Shahab,Nasser Rashidi,Firooz Seddighi,Mortaza Yamini
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Productive skills,dynamic assessment,Receptive Skills,IELTS teachers,Static assessment TOEFL iBT
- چکیده: روشارزیابی پویا یک روش جدید است که در آن قابلیت یادگیری افراد از طریق ارایه بازخورد ارزیابی می شود. این شیوه ارزیابی تاکنون در آزمونهای مهم بین المللی مورد تحقیق چندانی قرار نگرفته است. هدف تحقیق حاضرکه با روش ترکیبی متوالی صورت گرفته ⸲ بررسی دیدگاه معلمین ایرانی آیلتس و تافل آی بی تی درباره ساختار بخش های ادراکی و تولیدی این دو آزمون از منظر ارزیابی پویا و ایستاست. همچنین⸲ این تحقیق به بررسی میزان تطبیق بخش های ادراکی و تولیدی آزمون آیلتس و تافل آی بی تی ، با استانداردهای ارزیابی پویا و ایستا می پردازد. برای تحقق اهداف تحقیق⸲ در بخش کمی ،100 معلم آیلتس و تافل آی بی تی که اطلاعات کافی درباره این آزمونها داشتند و ازطریق روش گلوله برفی و هدفمند انتخاب شدند به دو پرسشنامه هشت سوالی تالیف محقق درباره ویژگیهای این آزمونها ، پاسخ دادند. برای اطمینان از صحت داده های کمی جمع آوری شده، 10 تن از اساتید مطلع آیلتس و تافل آی بی تی که به پرسشنامه پاسخ داده بودند مورد مصاحبه نیمه ساختاری قرارگرفتند. مصاحبه ها با بکار گیری چارچوب طبقه بندی ویژگیهای ارزیابی ایستا و پویا که توسط خود محقق گردآوری شده بود مورد تحلیل محتوایی قرار گرفت.نتایج کمی تحقیق با تایید نتایج کیفی نشان داد که آزمونهای آیلتس و تافل آی بی تی عمدتا مطابق با اصول ارزیابی ایستا هستند. اما، برخی ویژگیهای ارزیابی پویا نیز درهر دو آزمون وجود دارد. یافته های این تحقیق دربردارنده برخی مفاهیم ضمنی آموزشی است که تبیین شده است.
- چکیده انگلیسی: This mixed-methods design study investigated Iranian TOEFL iBT and IELTS teachers’ views on the
structure of the TOEFL iBT and IELTS receptive and productive sections from the yardsticks of dynamic and static assessment. It also examined the conformity level of the receptive and productive sections of TOEFL iBT and IELTS to dynamic assessment and static assessment standards. To achieve the objectives of the study, 100 information-rich TOEFL iBT and IELTS teachers selected based on purposive and snowball sampling completed two 8-item researcher-made questionnaires on the underlying features of these exams. To cross-validate the quantitative results, we performed semi-structured interviews with 10
informed teachers selected through purposive sampling from among the questionnaire respondents. The semi-structured data were content analyzed using a researcher-made framework categorizing the distinctive dynamic assessment and static assessment features. The results of the qualitative phase corroborated those of the quantitative part revealing that these exams mainly conform to static assessment tenets and that they enjoy only a few dynamic assessment features. The pedagogical implications of the findings are also explicated.- انتشار مقاله: 24-10-1399
- نویسندگان: Arezoo Daneshvar,Mohammad Sadegh Bagheri,Firooz Sadighi,Lotfollah Yarmohammadi,Mortaza Yamini
- مشاهده