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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,attitude,Assessment Forms,Online Testing
- چکیده:
- چکیده انگلیسی: Background Computer-based testing (CBT) is gaining in popularity in educational settings, and students seem more inclined to take tests delivered via computers. This study aimed at examining factors affecting CBT. Methods This descriptive study intended to explore factors which might affect medical computer-based testing (CBT). Accordingly, a researcher-made questionnaire (alpha = 0.86) was administered to 264 conveniently selected medical students enrolled in general English language courses at Qazvin University of Medical Sciences in Spring 2016. The validity of the questionnaire was confirmed seeking experts’ opinions. Data were analyzed using SPSS (version 23). Results The results of exploratory factor analysis showed that six factors could affect CBT. These six factors explained 55.91% of the variance. Among the factors, self-esteem accounted for the highest variance (26.34%), while cost-effectiveness accounted for the lowest variance (4.73%). Conclusions These findings suggest that CBT may motivate medical language learners, building their self-esteem and identity. Therefore, they may prefer it to pencil-and-paper tests because of the higher accuracy of CBT.
- انتشار مقاله: 11-10-1348
- نویسندگان: Firooz Mahmoodi,Rajab Esfandiari
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,attitude,Intention,Mobile Phone
- چکیده:
- چکیده انگلیسی: Introduction The modified unified theory of acceptance and use of technology (MUTAUT) was used in this mixed methods study to investigate language learners’ attitudes toward mobile assisted language learning (MALL). Methods Two different student surveys were used to collect data quantitatively. The surveys consisted of 24 and 23 items, respectively, rated on a 6-point Likert scale. Reliability was estimated to be 0.92 and 0.95, respectively. To collect data qualitatively, language learners were interviewed regarding their opinions on MALL. Standard multiple regression and descriptive statistics employing IBM SPSS version 21 were used to analyze the data. Results Analysis of quantitative data revealed that performance expectancy, effort expectancy, and perceived playfulness were significant predictors of the behavioral intention to use mobile devices, while self-management of learning and social influence were not (P < 0.001). Analysis of descriptive statistics from the second survey showed that language learners have totally positive attitudes toward effectiveness and satisfaction; however, their attitudes about usefulness were somewhat mixed. Analysis of qualitative data generally confirmed the quantitative results. Conclusions Language instructors should motivate students to use mobile devices to learn, become more autonomous language learners, and manage their own learning.
- انتشار مقاله: 11-10-1348
- نویسندگان: Rajab Esfandiari,Fatemeh Sokhanvar
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Technology,attitude,Intention,Mobile Phone
- چکیده:
- چکیده انگلیسی: Introduction: The Modified Unified Theory of Acceptance and Use of Technology (MUTAUT) was used in this mixed methods study to investigate language learners’ attitudes toward mobile assisted language learning (MALL).Methods: Two different student surveys were used to collect data quantitatively. The surveys consisted of 24 and 23 items, respectively, rated on a 6-point Likert scale. Reliability was estimated to be 0.92 and 0.95, respectively. To collect data qualitatively, language learners were interviewed regarding their opinions on MALL. Standard multiple regression and descriptive statistics employing IBM SPSS version 21 were used to analyze the data.Results: Analysis of quantitative data revealed that performance expectancy, effort expectancy, and perceived playfulness were significant predictors of the behavioral intention to use mobile devices, while self-management of learning and social influence were not (p < 0.001(. Analysis of descriptive statistics from the second survey showed that language learners have totally positive attitudes toward effectiveness and satisfaction however, their attitudes about usefulness were somewhat mixed. Analysis of qualitative data generally confirmed the quantitative results. Conclusion: Language instructors should motivate students to use mobile devices to learn, become more autonomous language learners, and manage their own learning.
- انتشار مقاله: 11-10-1398
- نویسندگان: Rajab Esfandiari,Fatemeh Sokhanvar
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Personality Trait,C-test,Extraversion/Introversion,Thinking/Feeling
- چکیده:
- چکیده انگلیسی: between Iranian English-as-a-foreign language (EFL) learners' performance on C-test and their personality traits measured by Myers Briggs Type Indicator, form M (MBTI-M) and (b) to find if any of the personality traits could predict language learners' performance on C-test. To achieve these two goals, 283 conveniently selected Iranian language learners took a C-test and a Michigan Test of English Language Proficiency (MTELP), and filled an MBTI-M questionnaire. The results of Pearson correlations showed that Introversion and Thinking were positively correlated with performance on C-test, but Extraversion and Feeling were negatively correlated with language learners' performance on this test. Moreover, the results from the standard multiple regression showed that the strongest personality trait for predicting language learners' performance on C-test was Introversion. The findings may carry implications for language learners, language teachers, and language testers.
- انتشار مقاله: 08-05-1395
- نویسندگان: Rajab Esfandiari,Shabnam Radfar
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: involvement load,lexical collocations,input-oriented tasks,output-oriented tasks
- چکیده:
- چکیده انگلیسی: This study examined the effects of input-oriented and output-oriented tasks with different involvement load indices on Iranian EFL learners' comprehension and production of lexical collocations. To achieve this purpose, a sample of 180 intermediate-level EFL learners (both male and female) participated in the study. The participants were in six experimental groups. Each of the groups was randomly assigned to one of the experimental conditions, namely input-oriented tasks with involvement load 1 (True-false), 2 (Matching), 3 (Multiple-choice), and output-oriented tasks with involvement load 1 (Short response), 2 (Fill in the blanks), and 3 (Sentence formation). At the end of the treatment period, the researchers administered a 40-item test in multiple-choice format and a 40-item test in fill-in-the-blanks format to assess the participants' comprehension and production of collocations. The collected data were analyzed using two different two-way ANOVAs and a series of independent-samples t-tests. The results showed that the tasks with higher involvement load indices were more effective on both receptive and productive knowledge of lexical collocations. The results also revealed that output-oriented tasks were more beneficial than input-oriented tasks at all three indices of involvement load. These findings can have theoretical and pedagogical implications for language teachers, researchers, and learners.
- انتشار مقاله: 24-02-1399
- نویسندگان: Azam Naserpour,Abbas Zarei,Rajab Esfandiari
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Proficiency Level,Direct Corrective Feedback,E-Portfolio,threshold level
- چکیده:
- چکیده انگلیسی: While some researchers have questioned the efficacy of corrective feedback (CF), other researchers believe that CF can be effective if implemented through new technology types, including e-portfolio (EP). However, whether EP can be used as a medium of providing CF for language learners at different levels of language proficiency is still unknown. The purpose of the present study, therefore, was twofold: (a) to examine the writing performance of EFL learners across three levels of language proficiency receiving direct corrective feedback (DCF) via EP, and (b) to investigate which language proficiency group benefits more from DCF provided via EP. For the purposes of the present study, sixty (60) Iranian EFL learners who were divided into three levels of language proficiency at Sharif language center in Tehran, Iran participated in this study. The results of data analysis showed statistically significant differences for two components of writing—content, and mechanics—between beginning and intermediate, and beginning and advanced language learners. The results also showed that the higher the language proficiency level of language learners, the more they benefit from the provision of DCF through EP. These findings suggest that EP may be a viable option to supply Iranian EFL learners across levels of language proficiency with DCF. The article concludes with a call for testing the threshold-level hypothesis that may exist for language learners to use EP.
- انتشار مقاله: 30-11-1395
- نویسندگان: Rajab Esfandiari,Hussein Meihami
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Needs Analysis,ESAP,target needs,present needs
- چکیده:
- چکیده انگلیسی: English for Specific Academic Purposes (ESAP) uses the results of needs analysis for curriculum development and materials production. ESAP courses should be based on students’ academic needs. Consequently, the present study investigated the English language needs of Iranian undergraduate students of Law. Participants included 218 undergraduate students, 33 graduate students, and 10 content teachers of Law (for short, content teachers) from three universities in Karaj, Iran. Data were collected quantitatively, using researcher-made questionnaires. IBM SPSS (version 22) was used to analyze the data. Statistical tests including Mann Whitney U and Kruskall Wallis were used to analyze the data. The results of questionnaire analyses showed that “general vocabulary”, “technical vocabulary”, and “using general bilingual English-to-Persian dictionaries” were regarded as the most important target needs, and “grammar”, “pronunciation”, and “guessing the meaning of the words from suffixes and prefixes” were perceived as the present needs of BA students. The results of data analyses revealed statistically significant differences among the responses of BA students, MA students, and content teachers regarding target needs. Follow-up post hoc analyses showed that the differences lay between BA students and content teachers as well as between MA students and content teachers. Further analysis of data showed statistically significant differences of present needs between BA students and content teachers. The findings of this study suggest that the development of ESAP courses for BA students of law should draw on more general English of BA students of law, enabling them to develop reading skills to fully understand legal academic English texts.
- انتشار مقاله: 16-08-1394
- نویسندگان: Rajab Esfandiari,Rajab Esfandiari,Rajab Esfandiari
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: academic writing,Research Article Abstracts,Noun Phrases,Phrasal Complexity
- چکیده: یکی از ویژگیهای بارز نوشتار آکادمیک، بر خلاف زبان گفتار، استفاده مکرر از گروه اسمی است که این خود فرایند درک متن را برای خوانندگان با مهارت کمتر دشوار میکند. مطالعه فعلی با استفاده از بخشی از مدل پیشنهادی مراحل رشد نوشتاری بایبر و همکاران (2011( و با تمرکز بر توصیف کننده های گروه اسمی، به مقایسه بخش چکیده مقالات نوشته شده توسط نویسندگان ایرانی و غیر ایرانی میپردازد. پس از برچسب گذاری متن و شناسایی تعریف کننده های گروه اسمی بوسیله نرم افزار متن کاوی، فراوانی نسبی 15 نوع از تعریف کننده های گروه اسمی در بین دو گروه مورد مقایسه قرار گرفت. یافته های این مطالعه نشان داد که تعداد مجموع تعریف کننده های اسمی، بند موصولی، و تعریف کننده های حروف اضافه در بین نویسندگان غیر ایرانی بطور معنا داری بیشتر از تعداد استفاده آنها در بین نویسندگان ایرانی است. بررسی میزان فورمولیک بودن تعریف کننده های شناسایی شده مشخص نمود که نویسندگان ایرانی بیش از نویسندگان غیر ایرانی از خوشه های واژگانی برای ساخت تعریف کننده های گروه اسمی استفاده میکردند. یافته های این مطالعه به همراه کاربردهای آموزشی آن به بحث گذاشته میشود.
- چکیده انگلیسی: Unlike conversation, academic writing is characterized by the frequent use of noun phrases which make it difficult for less proficient readers to process a text. Using a subset of Biber, Gray, and Poonpon’s (2011) hypothesized developmental stages of writing, we analyzed noun phrase modifiers in applied linguistics research article (RA) abstracts between expert non-native English Persian writers and international writers. To that end, a 38,762-word corpus was constructed, consisting of 109 international academic research articles (RAs) and 100 Persian English-medium RAs randomly chosen from international peer-reviewed journals and Persian English-medium peer-reviewed journals. Using an automatic extraction computer program (PyCharm, version 3.4.), we tagged texts, identified noun phrase modifiers, and compared the normalized frequency of the modifiers between two writer groups. Independent-samples t-tests and chi-square tests of independence were run to analyze the data. The findings revealed that international writers differed significantly from Persian writers in the use of total noun phrase modifiers, relative clauses, and post-modifying prepositional phrases. Results from the analysis of lexical bundles indicated that Persian writers used lexical bundles to modify noun phrases more frequently than international writers. The findings of this study offer insights into the way expert international and non-native academic writers in applied linguistics make use of phrasal features for complexifying RA abstracts.
- انتشار مقاله: 01-12-1398
- نویسندگان: Mohammad Ahmadi,Rajab Esfandiari,Abbas Ali Zarei
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: reliability,Item Difficulty,Item Discrimination,MC Test,Personality Trait
- چکیده:
- چکیده انگلیسی: Prior research has yielded mixed results regarding what contributes psychometrically sound multiple-choice (MC) items. The purpose of the present study was, therefore, twofold: (a) to compare 3-, 4-, and 5-option multiple-choice (MC) tests in terms of psychometric characteristics, and (b) to investigate the relationships between three MC tests and five personality traits. To that end, 150 students were asked to answer three stem equivalent MC item tests. A Big Five Inventory was used to find students’ personality traits. Moreover, an attitude questionnaire was utilized to seek students’ opinions of these three MC tests. The results of one-way repeated measures ANOVA revealed statistically significant differences for item difficulty, while no statistically significant differences were found for item discrimination and reliability across three MC tests. The results of the Pearson correlation showed no correlation between personality traits and three different versions of MC tests. The results of the attitude questionnaire indicated mixed views towards MC tests. The findings of this study suggest that test developers consider statistical, affective, and contextual factors in order to develop different formats of MC tests.
- انتشار مقاله: 02-07-1398
- نویسندگان: Fatemeh Khaleghi,Rajab Esfandiari
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Job satisfaction,Teacher burnout,and Teacher Autonomy
- چکیده:
- چکیده انگلیسی: In order to be autonomous, teachers should enjoy teaching and be satisfied with their teaching. Teacher autonomy, therefore, may be related to teacher burnout and job satisfaction. The present study investigated the relationship between job satisfaction, teacher burnout, and teacher autonomy. Two hundred and seven language teachers at language institutes in Karaj and Tehran were given three questionnaires to complete. Convenience sampling was used to select language teachers in this study, and IBM SPSS (version 22) was used to analyze the data. Three non-parametric statistical tests were used to analyze the collected data. According to the findings of this study, job satisfaction had a weak negative relationship with teacher burnout, and teacher autonomy correlated negatively with job satisfaction. Moreover, no relationship between teacher autonomy and teacher burnout was found. Although the findings should be interpreted with care because of sample size, the paper ends with implications for language teachers and policy makers.
- انتشار مقاله: 16-12-1395
- نویسندگان: Rajab Esfandiari,Mahdi Kamali
- مشاهده