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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: listening Comprehension,Critical Thinking,Dentistry,Audio,Audio-video
- چکیده:
- چکیده انگلیسی: Background: Listening is a fundamental skill in learning a second language and improving speaking proficiency. Despite the growing tendency among EFL teachers to test listening comprehension using computer-based audiovisual materials, the reported effects have been contradictory. This study aimed to compare students’ comprehension levels in audio-only and audio-video listening tests and their correlation with critical thinking abilities. Methods: This was a quasi-experimental study. Participants included 53 second and third year students at the Dental School of Babol University of Medical Sciences in 2018-2019 academic year. They were selected using convenience sampling, and answered 20 multiple-choice test items after listening to three different passages. The test was repeated in audio-video format after a two-week interval. In addition, the participants were administered a California Critical Thinking Skills test following the listening test. Results: The t-test results indicated that the students’ level of comprehension was significantly higher in the audio-video listening test compared to the audio-only test (t=-9.030, df=52, p <0.05). A notable relationship was also observed between students’ performance in listening tests and their level of critical thinking. Given the results of the two tests, this relationship was found to be stronger in the audio-video test (P=0.353) than in the audio-only listening test (P=0.313). Conclusion: Audio-video materials in listening tests appear to be more conducive to student comprehension, especially among those with higher critical thinking abilities. The findings in this study necessitate further assessment of the factors contributing to the learning process.
- انتشار مقاله: 23-03-1399
- نویسندگان: Zahra Ahmadpour Kasgari,Yalda Abdollahi,Shirin Abadikhah
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Textbook evaluation,tasks,Bilingual education,TBLT,Teacher’s perspective
- چکیده:
- چکیده انگلیسی: Task-based language teaching (TBLT) with its strong theoretical bases and emphasis on meaningful and interactive use of language has received substantial attention in the context of foreign language teaching. The present study investigated the extent to which TBLT was incorporated into the textbooks and the extent to which teachers were aware of its concept in the bilingual education setting in Mazandaran province, Iran. A descriptive qualitative approach, using content analysis of the textbook based on a general task framework (Ellis, 2003) and a survey through a questionnaire, was employed to determine the implementation of tasks. Findings related to the textbook analysis indicated that the number of tasks in the textbook was relatively limited for real communication. Regarding the teachers’ (n=28) perceptions of TBLT, the results of the one-sample t-test analysis revealed that the participating teachers agreed with the idea of using tasks in teaching English language. Based on the findings, it is recommended that TBLT materials should be included in the bilingual textbooks in order to enhance learners’ collaboration and interactional skills.
- انتشار مقاله: 08-06-1399
- نویسندگان: Fatemeh Pirzad,Shirin Abadikhah,Fatemeh Khonamri
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: listening Comprehension,Critical Thinking,Dentistry,Audio,Audio-video
- چکیده:
- چکیده انگلیسی: Background: Listening is a fundamental skill in learning a second language and improving speaking proficiency. Despite the growing tendency among EFL teachers to test listening comprehension using computer-based audiovisual materials, the reported effects have been contradictory. This study aimed to compare students’ comprehension levels in audio-only and audio-video listening tests and their correlation with critical thinking abilities. Methods: This was a quasi-experimental study. Participants included 53 second and third year students at the Dental School of Babol University of Medical Sciences in 2018-2019 academic year. They were selected using convenience sampling, and answered 20 multiple-choice test items after listening to three different passages. The test was repeated in audio-video format after a two-week interval. In addition, the participants were administered a California Critical Thinking Skills test following the listening test. Results: The t-test results indicated that the students’ level of comprehension was significantly higher in the audio-video listening test compared to the audio-only test (t=-9.030, df=52, p <0.05). A notable relationship was also observed between students’ performance in listening tests and their level of critical thinking. Given the results of the two tests, this relationship was found to be stronger in the audio-video test (P=0.353) than in the audio-only listening test (P=0.313). Conclusion: Audio-video materials in listening tests appear to be more conducive to student comprehension, especially among those with higher critical thinking abilities. The findings in this study necessitate further assessment of the factors contributing to the learning process.
- انتشار مقاله: 23-03-1399
- نویسندگان: Zahra Ahmadpour Kasgari,Yalda Abdollahi,Shirin Abadikhah
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Collaborative dialogue,Computer-based feedback,Global/ local comment,Peer-peer feedback
- چکیده: مطالعه حاضر با هدف مقایسه عملکرد دانشجویان زبان خارجی با ارائه بازخورد همتایان بر روی نوشتاردر قالب یک فرمت مبتنی بر کامپیوتر و مبتنی بر دست نوشته انجام شد. . این مطالعه دقت نوشتن ، میزان بازخورد و رده نظر (نظرات کلی و جزیی) را بررسی کرد. بیست و هشت دانشجوی ایرانی در دانشگاه دولتی مازندران در این مطالعه شرکت کردند. آنها یک آزمون مهارت تافل و چندین فعالیت نوشتاری برای جلسات پیش آزمون وتمرین و پس از آن اجرا کردند. پس از تجویز آزمون مهارت ، دانشجویانی که در سطح متوسط قرار داشتند ، به دو گروه مبتنی بر کامپیوتر و مبتنی بر دست نوشته مشارکتی تقسیم شدند. در جلسات بین دو آزمون ، پس از نوشتن ، دانشجویان در گروه مبتنی بر کامپیوتر به همتایان خود با استفاده از ابزار پردازشگر کلمه بازخورد ارائه دادند و دانشجویان در گروه دست نویس به همتایان خود بصورت دست نوشته و بطور مشارکتی بازخورد ارائه دادند نتایج نشان داد که دقت گروه دست نویس مشارکتی به طور معنی داری از پیش آزمون تا پس آزمون بهبود یافت. با این حال ، تفاوت معنی داری در دقت نوشتن بین دو گروه در پس آزمون مشاهده نشد. تحلیل کیفی بازخورد در مورد متون نوشته شده در جلسات تمرین بین دوآزمون نشان داد که میزان بازخورد در گروه دست نویس مشارکتی به طور قابل توجهی بالاتر از گروه مبتنی بر کامپوتر بود. علاوه بر این ، با توجه به رده نظر ، مشخص شد که دانشجویان هر دو گروه بیشتر در مورد نظرات جزیی نسبت به نظرات کلی متمرکز شده است. می توان نتیجه گرفت که استفاده از بازخورد مشارکتی در نوشته های مشترک ممکن است در ارائه بازخورد بیشترو کلی تر وتوسعه مهارت نوشتار زبان دوم تاثیر بسزایی داشته باشد.
- چکیده انگلیسی: The present study investigated the accuracy of writing, amount of feedback and comment category (global and local comments) of twenty-eight intermediate EFL students providing peer-peer feedback on writing in a computer-based and collaborative handwritten based format. Following administration of a proficiency test, the participants wrote a composition on a topic for the pretest, completed three writing tasks, and wrote on the same topic for the posttest (as in the pretest). During the treatment sessions, students in the computer-based group provided peer-peer feedback using word processor tools and the students in the handwritten group provided collaborative handwritten peer feedback to each other. The results indicated that the accuracy of the collaborative handwritten group significantly improved from pretest to posttest; however, no significant difference was found in the writing accuracy between the two groups. The qualitative analyses of the data collected during the treatment sessions indicated that the amount of feedback in the collaborative handwritten group was considerably higher than that of the computer-based group. Moreover, considering the comment category, it was revealed that the students of both groups predominantly focused on providing local comments. It can be concluded that applying collaborative handwritten peer feedback might be beneficial in providing more elaborated feedback, conducive to L2 writing development.
- انتشار مقاله: 28-09-1398
- نویسندگان: Marjan Abtahi,Shirin Abadikhah,Mahmood Dehqan
- مشاهده