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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: LMP,Game,Self-Generated Activities,Student Engagement
- چکیده:
- چکیده انگلیسی: Today, teaching Language for Medical Purposes (LMP) in higher education is a highly demanding conception of language pedagogy. LMP teaching and learning in real-life-like situations have plausible implications for using language in real-life healthcare settings. LMP skills can be considered a bridge between the instructional-learning context of medical higher education and therapeutic fields, enabling the students to keep their knowledge of tackling the emerging needs up to date (1). Parallel with the application of educational technology in medical higher education, the stakeholders’ interest in synthesizing the games is now revolving around the application of Science, Technology, Engineering, Art, and Mathematics (STEAM) approach; in the light of this, LMP learning is not a vicarious experience (2). Games have long been recognized as a vehicle for both language learning and therapy; however, the makeup of the new generations of games as educational-therapeutic LMP activities still resembles their prototypes. The novelty, driven in part by a host of educational technology and simulation tools, has made it easier than ever to introduce the games into LMP education.
- انتشار مقاله: 20-07-1399
- نویسندگان: Saeed Khazaie,Nasrin Shokrpour
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Vocabulary,Language,Learning,Game,Reading,Cell Phones
- چکیده:
- چکیده انگلیسی: Introduction Nowadays, mobile-mediated learning has become a primary concern of scholars applying the blended method of L2 teaching and learning. Meanwhile, prevailing game apps on mobile devices, namely m-games, have broadened the educators’ pedagogical outlook. In view of that, this study endeavored to compare the efficacy of team- (vs. individual) teaching on learning L2 through the medium of m-game-mediated blended learning method. Methods This quasi-experimental study embraced triangulation research design. To that end, 86 male and female students from Ahvaz JondiShapur University of Medical Sciences were selected through stratified sampling method. Afterwards, 76 students were homogenized through the application of vocabulary levels test (VLT) to learn L2 vocabulary and reading comprehension in the individual- or team-teaching situations. The instrumentation included VLT, pre-research questionnaire and interview as well as formative assessment. The reliability of the instrumentation was calculated through KR-21 method and Cronbach’s alpha. Likewise, their validity was authenticated by five TEFL experts. In addition to debriefing the participants through questionnaire and interview, tracing participants’ performance through paper-and-pencil exercises, m-games (native vs. prefabricated), and also tailor-made tests over 18 m-game-based blended sessions prepared the ground for embarking on the triangulation design. For analyzing the data, SPSS version 21 along with descriptive and inferential statistics were employed. Results In the end, the t-tests analyses showed that a range of situational and social factors were found to affect participants’ L2 learning. In the same vein, team-teaching situation was of palpable interest to participants to expedite their L2 learning via m-game-based blended module (P < 0.01). Conclusions In effect, welding native m-game into the proper pedagogical situations culminate in students’ outperformance.
- انتشار مقاله: 11-10-1348
- نویسندگان: Saeed Khazaie,Saeed Khazaie,Hossein Vahid Dastjerdi
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: material development,Language Learning,cognitive,Cell phone
- چکیده:
- چکیده انگلیسی: Introduction: No longer thought to be value-neutral, textbooks and other materials used in language learning, generally, present a certain way of looking at the world. With technology development, developing materials for delivery through the medium of new wireless technology seems indispensable.Materials and Methods: Some new English vocabulary items were adapted to be delivered via mobile to 225 Iranian male and female juniors at the age range of 16-17 during 18 virtual sessions, using both visual and verbal cues. Both formative and summative tests were employed to assess the progress of the participants in the study. In addition, a Likert-type attitude questionnaire was prepared and sent to the students through the medium of text messaging (SMS) to be filled. The collected data were analyzed, using descriptive statistics through SPSS software, version 20.Results: The qualitative and quantitative data analysis revealed the significant effect of cued materials on language learning in mobile-enhanced settings.Conclusion: The multifaceted nature of materials design calls for the inclusion of mobile assistance as wireless technology to facilitate materials presentation and enlarge teacher-student scope of contact (mean = 16.69).
- انتشار مقاله: 11-10-1398
- نویسندگان: Saeed Khazaie,Abdol Majid Hayati,Ali Reza Jalilifar
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: corpus,text message,Register analysis,Socio-semiotic Model of Language
- چکیده: پیامکها همانند دیگر کارکردهای تلفنهای همراه به مشترکان امکان ارسال و دریافت پیام الفبای عددی را همراه با تصویرنگارها فراهم میسازد. گفتمان پیامکها توصیفگر نوعی تعامل هستند که بین ابعاد دیداری نوشتاری واقع میشود. این پژوهش با کاربرد سه متغیر موضوع سخن، عاملان سخن و شیوهی بیان در مدل نشانهشناسی اجتماعی زبان هلیدی در یک پیکرهی زبانی مشتمل بر 2440 پیامک گردآوری شده از 122 دانشجوی مشغول به تحصیل در دانشگاه علوم پزشکی جندی شاپور اهواز به بررسی این مضوع میپردازد که چگونه گفتمان پیامکها از ابعاد زبانشناسی اجتماعی اثر میپذیرد. در این راستا، پیامکها به لحاظ تعامل اجتماعی موجود در بدنه تحلیل و طبقهبندی میشود. یافتهها نشان داد که پیامکهایی که از طریق تلفن همراه رد و بدل میشود از نوع غیرهمزمان با سیاق خاص خود هستند که دلایل منظورشناسی برای شکلگیری این نوع سیاق وجود دارد، چراکه کاربران از هر دو محتوای نوشتاری و گفتاری برای شکل دهی چنین ساقی استفاده میکنند.
- چکیده انگلیسی: A text messaging service, among other functions of mobile phones, allows mobile phone subscribers to send and receive alphanumeric characters and emoticons. The discourse of the text messages characterizes a kind of interaction, mostly on the boundary between verbal and visual communication. Adopting Halliday's Socio-semiotic Model of Language, this study considered three register variables of filed, mode, and tenor in a text message corpus comprising 2440 text messages collected from 122 medical students at Ahvaz Jundishapur University of Medical Sciences to investigate how the discourse of text message can be affected by the sociolinguistic dimensions of the context of language use. To that end, text messages were analyzed and categorized in term of the social interaction that constituted the content of the messages. The findings revealed that mobile phone text messaging is an asynchronous mode of communication which is characterized with particular register variables, and there are also pragmatic reasons in addition to the technical restrictions for the creation of this register as its users actively and selectively make use of the resources of spoken and written discourses in constructing the message.
- انتشار مقاله: 17-03-1398
- نویسندگان: Mahmood Maniati,Amir Mashhadi,Saeed Khazaie
- مشاهده
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: Collaborative learning,individual learning,letter writing notes,short texting
- چکیده:
- چکیده انگلیسی: This study aimed at uncovering the extent to which individual and collaborative learning and practicing English letter writing via short texting (SMS) affect Iranian students' English letter writing ability. Accordingly, 60 intermediate university students who managed to complete the second stage of a letter writing test (Hulteinus, 2010) were divided into two groups, collaborative and individual, to learn 30 English letter writing features in ten virtual sessions through the medium of short texting; that is, three new notes per session. Using SMS, the first group of learners, divided into 10 triple groups, received the didactic materials from educational center (i.e., intelligent server) and then learned and practiced them collaboratively, while the learners in the second group received the same content from the same channel, but practiced it individually. Finally, the students took part in a test of letter writing, namely, a battery composed of three subtests, the data of which were analyzed through descriptive and inferential statistics. Also, to study the participants' attitudes about individual or collaborative ways of practicing English through SMS, they were required to answer a Likert type attitude questionnaire. Analyzing learners' performance in the test battery indicated that the learners who practiced learning content (English letter writing notes) with their peers outperformed their counterparts in the second group who learned the materials individually. In addition, although both groups displayed favorable attitudes towards collaborative learning and the application of SMS as a medium, the amount of tendency for m-learning was higher among the learners of the collective group.
- انتشار مقاله: 06-05-1392
- نویسندگان: Gholam Reza Zarei,Alireza Jalilifar,Saeed Khazaie
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Blended Learning,ESP,ICT-mediated Learning,Iranian TVT,M-game
- چکیده:
- چکیده انگلیسی: To direct m-game to be a possible didactic option for Iranian TVT (Technical Vocational Training) trainees, in this study m-game-mediated (Mobile Game-Mediated) materials delivery was incorporated into the conventional teaching method in the blended ESP reading skill platform. So, 52 male trainees fromTechnical and Vocational College of Isfahan were selected by convenience sampling. Afterwards, 48 trainees were defined as homogeneous using Englishtag Test to learn ESP in 16 triads under two different blended learning scenarios in 18 sessions in the academic year 2014-2015. While the first group of the trainees practiced in the blended learning situation with ready-made displaying device and materials, the second-group trainees practiced the same content through the medium of their own self-made PDA (Personal Digital Assistant) and materials; in this way, their learning performance assessed continuously in and outside the classroom. To employ tree-prong approach, interest survey and focus-group interview were embraced, as well. Overall, descriptive and inferential analyses of the collected data disclosed that trainees who were involved in the process of materials development were more excited and learned more than their counterparts who practiced via prefabricated devices and materials. Consequently, self-made (vs. prefabricated) m-game-mediated blended platform was found to be more liable to teaching and learning ESP reading skill.
- انتشار مقاله: 03-12-1395
- نویسندگان: Mohammad Javad Mohammadi,Saeed Khazaie,Mohammad Khatib
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: LMP,Game,Self-Generated Activities,Student Engagement
- چکیده:
- چکیده انگلیسی: Today, teaching Language for Medical Purposes (LMP) in higher education is a highly demanding conception of language pedagogy. LMP teaching and learning in real-life-like situations have plausible implications for using language in real-life healthcare settings. LMP skills can be considered a bridge between the instructional-learning context of medical higher education and therapeutic fields, enabling the students to keep their knowledge of tackling the emerging needs up to date (1). Parallel with the application of educational technology in medical higher education, the stakeholders’ interest in synthesizing the games is now revolving around the application of Science, Technology, Engineering, Art, and Mathematics (STEAM) approach; in the light of this, LMP learning is not a vicarious experience (2). Games have long been recognized as a vehicle for both language learning and therapy; however, the makeup of the new generations of games as educational-therapeutic LMP activities still resembles their prototypes. The novelty, driven in part by a host of educational technology and simulation tools, has made it easier than ever to introduce the games into LMP education.
- انتشار مقاله: 20-07-1399
- نویسندگان: Saeed Khazaie,Nasrin Shokrpour
- مشاهده