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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: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Writing,feedback,Language Development
- چکیده:
- چکیده انگلیسی: Background: In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Objectives Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. Methods: The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. Results: The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. Conclusions: In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.
- انتشار مقاله: 11-10-1348
- نویسندگان: Zahra Ahmadpour Kasgari,Meimanat Abedini Baltork,Sirus Mansoori
- مشاهده
- جایگاه : پژوهشی
- مجله: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی:
- چکیده:
- چکیده انگلیسی: Introduction : Achieving e-learning requires a comprehensive study on different aspects of e-learning readiness. The present study aimed to evaluate the readiness for e-learning from the viewpoints of the students as well as faculty members of Allameh Tabataba’i University. Methods : This is a survey research and the statistical population was all professors and students of Allameh Tabataba’i University in 2014 - 2015 section. One hundred and fifty (150) students were selected through simple random clustering, and 50 professors were selected through convenient sampling as the population of the study. The instrument of study was “evaluation of readiness for e-learning in Iranian university” questionnaire and its content and face validity were verified by professionals, and its reliability was measured through Cronbach’s coefficient alpha which was (0.75, 0.79). To analyze the data, descriptive and mean, SD statistics (independent T-test and Freedman test) were used. Results : The result showed that the degree of the hard readiness (3.6 mean) and total readiness (3.33 mean) was in the desirable level and soft readiness (3.07 mean) was in the moderate level from the students’ viewpoint and the soft, monitoring, coordinating and supporting and total readiness (respectively, 2.36, 1.98, 2.81 mean) were evaluated as undesirable from the viewpoint of the professors, but their evaluation in hard readiness (4.1 mean) indicated that they confirm the status of the university in this readiness, which is desirable. Conclusions : Evaluation of the readiness for e-learning in the universities provided information on the strengths and weaknesses of this center in achieving e-learning.
- انتشار مقاله: 11-10-1348
- نویسندگان: Mehdi Babakhani,Azad Allah Karami,Mohammad Hassan Amirteimori,Esmaeil Aslani,Publisher On Behalf Of EIC,Zahra Ahmadpour Kasgari,Meimanat Abedini Baltork,Sirus Mansoori
- 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: Interdisciplinary Journal of Virtual Learning in Medical Sciences
- نوع مقاله: Journal Article
- کلمات کلیدی: Students,Writing,feedback,Language Development
- چکیده:
- چکیده انگلیسی: Background: In education and learning, teaching to write well is still one of the challenges of Iranian English teachers. Objectives Since the writing skill has different aspects, this study aimed at investigating the impact of metalinguistic feedback and electronic feedback on the correct use of English prepositions in Iranian learners’ writings. Methods: The study utilized a semi-experimental design. The participants of the study were 84 Iranian language learners. These learners were randomly divided into one control and two experimental groups to take a writing pretest. One of the experimental groups received electronic feedback while the other was exposed to metalinguistic feedback. After the treatment period, the participants took a writing posttest. The writing products of the learners at both pretest and posttest were evaluated and scored in terms of the correct use of prepositions. The scores were analyzed through a combination of statistical tests of Kruskal-Wallis and Mann-Whitney. Results: The results of the Mann-Whitney test on the gained scores (posttests-pretest) of the three groups indicated that there was a significant difference between the sets of scores (H = 50.82, P = 0.00). Nevertheless, the result of Mann-Whitney U test showed that there was no significant difference between electronic and metalinguistic feedback (U = 433.500, P = 0.642), which means both types of electronic and metalinguistic feedback were equally effective on the correct use of English prepositions. Conclusions: In conclusion, the study led to a better understanding of the impact of electronic and metalinguistic feedback on the writing skill, which provided a basis for English as a foreign language (EFL) teachers to integrate them in the teaching and learning process.
- انتشار مقاله: 11-10-1348
- نویسندگان: Zahra Ahmadpour Kasgari,Meimanat Abedini Baltork,Sirus Mansoori
- مشاهده