Dara Tafazoli
Universidad de Córdoba, Department of English and German Philologies, Graduate Student
- Applied Linguistics, Teaching English as a Second Language, Teaching English As A Foreign Language, First / Second Language Acquisition, TESOL, Linguistics, and 16 moreCALL, ESP, EFL, CALL, TEFL- CALL- MCALL-BILINGUALISM -PROFESSIONAL DEVELOPEMENT, ESP, EFL. CALL, Computer Assisted Language Learning, English language teaching, MALL (Mobile Assisted Language Learning), English as a Foreign Language (EFL), Language Learning, Game Based Learning, Modern Foreign Languages Teaching and Learning, Error Analysis, Blogging, Teacher Research, Language Teaching, and Elearningedit
- Dara Tafazoli holds PhD in Languages and Cultures from the University of Cordoba in Spain. He has taught English lang... moreDara Tafazoli holds PhD in Languages and Cultures from the University of Cordoba in Spain. He has taught English language at several universities and language institutes in Iran for eight years. His research interests are in computer-assisted language learning (CALL), educational technology and cross-cultural studies related to language learning and teaching.edit
An A to Z of Second Language Assessment is an essential component of the British Council’s Assessment Literacy Project and is designed for EFL/ESL teachers and those who are involved in pre-service or in-service teacher training and... more
An A to Z of Second Language Assessment is an essential component of the British Council’s Assessment Literacy Project and is designed for EFL/ESL teachers and those who are involved in pre-service or in-service teacher training and development. This resource, available in two formats, can be accessed online or as a downloadable PDF file. It can be used as part of a course or as a reference for those teachers who want to increase their knowledge of language testing and assessment.
Learning the terminology and jargon of the field of language assessment also means understanding the concepts represented by these terms and understanding how they are interlinked and interrelated. Written by teachers for teachers, these 285 terms and their respective definitions represent the collective knowledge of 81 teachers from 27 countries worldwide. We have made every effort to include definitions that are readable and easy to understand, even for teachers with little or no assessment background. It is hoped that this resource will be an important one in your ongoing journey to assessment literacy.
Learning the terminology and jargon of the field of language assessment also means understanding the concepts represented by these terms and understanding how they are interlinked and interrelated. Written by teachers for teachers, these 285 terms and their respective definitions represent the collective knowledge of 81 teachers from 27 countries worldwide. We have made every effort to include definitions that are readable and easy to understand, even for teachers with little or no assessment background. It is hoped that this resource will be an important one in your ongoing journey to assessment literacy.
Research Interests: Language Testing, Language Testing and Assessment, Language research, testing, assessment, and evaluation, Language teaching and testing, Language testing, Second language speaking assessment, Rasch Analysis, and 6 moreLanguage Testing, Assessment and Evaluation, English Language Testing, Language testing and second language acquisition, language assessment - langauge Testing, English Language Testing and Evaluation, and Critical Language Testing
The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and current teachers’ self-perceptions. To meet the end, the... more
The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and current teachers’ self-perceptions. To meet the end, the researchers applied the Teachers’ Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS
software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and the current teacher’s self-perceptions.
software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and the current teacher’s self-perceptions.
Research Interests: Teaching English as a Second Language, Identity (Culture), Professional Identity, Teaching English As A Foreign Language, Professional Development, and 9 moreTeachers' professional development, English language teaching, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), English teaching, English Language Teaching (ELT), Teaching English, Teaching English as a foreign language (TEFL), English Language Teaching, and Teaching of English Language and Literature
The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL... more
The main focus of this paper is on the advancement of technologies in Computer-Assisted Language Learning (CALL) from a historical perspective. The review starts by defining CALL and its related terminology, highlighting the first CALL attempts in 1950s and 1960s, and then moving to other decades of mainframes and microcomputers.
At the final step, emerging technologies in 21st century will be reviewed
At the final step, emerging technologies in 21st century will be reviewed
Research Interests: Computer Assisted Language Learning, Computer Assisted Language Learning/Teaching, Computer Assisted Language Learning For The Acquisiton Of English As A Second Language, Computer Assisted Learning, Computer-Assisted Language Learning, and 2 moreComputer-Assisted Language Learning (CALL) and Computer Assisted Language Learning (CALL)
Computer–Assisted Language Learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a... more
Computer–Assisted Language Learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Recently, the numbers of English teachers using CALL has increased markedly. Therefore, the purpose of this book is to open a wider insight into the role and the use of Information and Communication Technologies (ICT) in second/foreign language learning and teaching. This Book is packed with CALL knowledge, insights into computers in the learning process, providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. This book will help educators, teachers and researchers to gain more knowledge to fulfil a wide range of activities spanning materials and courseware development, pedagogical practice and research. Students and teachers are likely to wonder: How effective are these programs? How worthwhile is it to spend time and money on them? How do we choose among so many offerings? Having invested much time and effort and come to the sobering realization that their labor of love may not have always worked miracles, CALL developers may also ask themselves: Have the initial promises of CALL been realized? How do we improve? Is there any untapped potential left in CALL? In light of this, the volume's editors are looking for proposals for chapters that address the crossroads of technology in language learning and teaching strategies. In particular, the editors are interested in theoretical or empirical studies that address the interaction between technology and learning and teaching strategies involved in second/foreign language teaching and learning. Submitted chapters may focus on (but are not limited to): • Learning and teaching strategies: theoretical foundations and perspectives • Hardware and Software technologies • Virtual environments • Telecollaboration and CMC • Digital game-based learning • Mobile Assisted Language Learning (MALL) • Corpora and language learning
Research Interests: Educational Technology, Teaching English as a Second Language, Computer Assisted Language Learning, Teacher Education, Technology in Teacher Education, and 19 moreICT in Education, Second Language Teacher Education, Computer Assisted Language Learning For The Acquisiton Of English As A Second Language, English language teaching, Language Teaching, Mobile Assisted Language Learning, Computer-Assisted Language Learning, Mobile learning and eLearning, Elearning and Distance Learning Eductaion, Computer Assisted Language Learning (CALL), TEFL- CALL- MCALL-BILINGUALISM -PROFESSIONAL DEVELOPEMENT, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), Gamification of elearning, Call for Papers, MALL (Mobile Assisted Language Learning), ICT in teaching and learning English language, Learning Technology, Collective Intelligence, Cognitive UI and product development, NLP, Knowledge Management, Learning Intelligence, Instructional Design and Technologies, eLearning and AI, Elearning, and English Language Teaching, Mobile- Assisted Language Learning
The ability to effectively communicate with individuals from different linguistic and cultural backgrounds is an invaluable asset. Learning a second language proves useful as students navigate the culturally diverse world; however,... more
The ability to effectively communicate with individuals from different linguistic and cultural backgrounds is an invaluable asset. Learning a second language proves useful as students navigate the culturally diverse world; however, studying a second language can be difficult for learners who are not immersed in the real and natural environment of the foreign language. Also, changes in education and advancements in information and communication technologies pose a number of challenges for implementing and maintaining sound practices within technology-enhanced language learning (TELL).
Cross-Cultural Perspectives on Technology-Enhanced Language Learning provides information on educational technologies that enable language learners to have access to authentic and useful language resources. Readers will explore themes such as language pedagogy, how specific and universal cultural contexts influence audio-visual media used in technology-enhanced language learning (TELL), and the use of English video games to promote foreign language learning. This book is a valuable resource for academicians, education practitioners, advanced-level students, and school administrators seeking to improve language learning through technology-based resources.
Cross-Cultural Perspectives on Technology-Enhanced Language Learning provides information on educational technologies that enable language learners to have access to authentic and useful language resources. Readers will explore themes such as language pedagogy, how specific and universal cultural contexts influence audio-visual media used in technology-enhanced language learning (TELL), and the use of English video games to promote foreign language learning. This book is a valuable resource for academicians, education practitioners, advanced-level students, and school administrators seeking to improve language learning through technology-based resources.
Research Interests: Computer Assisted Language Learning, Context Aware Technology Enhanced Learning, Cross-Cultural Studies, Computer Assisted Language Learning/Teaching, Computer Assisted Language Learning For The Acquisiton Of English As A Second Language, and 15 moreTechnology Enhanced Learning, Technology-enhanced Learning, Computer Assisted Learning, Computer-Assisted Language Learning, Computer-Assisted Language Learning (CALL), Technology-enhanced language learning, Computer Assisted Language Learning (CALL), Computer Assisted Instruction, Technology enhanced learnng, Technology Enhanced Education, Technology Enhanced English Language teaching and learning, Technology Enhanced Learnning, Technology Enhanced Language Learning, Computer-mediated Communication; social networking; technology-enhanced language learning, and Technology Enhanced Innovation
The implementation of technological tools in classroom settings provides significant enhancements to the learning process. When utilized properly, students can achieve better knowledge and understanding. Multiculturalism and... more
The implementation of technological tools in classroom settings provides significant enhancements to the learning process. When utilized properly, students can achieve better knowledge and understanding.
Multiculturalism and Technology-Enhanced Language Learning is a critical source of research for the latest perspectives on the intersection of cross-cultural studies and technology in foreign language learning classrooms. Highlighting pertinent topics across a range of relevant coverage, such as mobile learning, game-based learning, and distance education, this book is ideally designed for educators, researchers, academics, linguists, and upper-level students interested in the latest innovations for language education.
Multiculturalism and Technology-Enhanced Language Learning is a critical source of research for the latest perspectives on the intersection of cross-cultural studies and technology in foreign language learning classrooms. Highlighting pertinent topics across a range of relevant coverage, such as mobile learning, game-based learning, and distance education, this book is ideally designed for educators, researchers, academics, linguists, and upper-level students interested in the latest innovations for language education.
Research Interests: Computer Assisted Language Learning, Cross-Cultural Studies, Computer Assisted Language Learning/Teaching, Technology Enhanced Learning, Technology-enhanced Learning, and 6 moreComputer-Assisted Language Learning, Computer-Assisted Language Learning (CALL), Technology-enhanced language learning, Computer Assisted Language Learning (CALL), Technology Enhanced Education, and Computer-mediated Communication; social networking; technology-enhanced language learning
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The book “English for Psychology Students” presents simple, explicit and easy for learning English language for the undergraduate and graduate students of the Psychology. Considerable emphasis is laid on the fundamentals concepts,... more
The book “English for Psychology Students” presents simple, explicit and easy for learning English language for the undergraduate and graduate students of the Psychology. Considerable emphasis is laid on the fundamentals concepts, principles and functions of various elements. The goal of this book is to introduce students to the basics of Psychology as well as basic general English. The undergraduate and graduate Psychology students at universities and colleges can easily able to
understand the principles and concepts.The units are arranged in a graded series; the grading being based on the different branches of Psychology. The authors have attempted to take advantage of the latest Psychology authentic texts in different reliable papers as well as the most up-to-date psychological text-books.
understand the principles and concepts.The units are arranged in a graded series; the grading being based on the different branches of Psychology. The authors have attempted to take advantage of the latest Psychology authentic texts in different reliable papers as well as the most up-to-date psychological text-books.
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The current study aims to investigate Iranian EFL learners' cognitive styles and their explanations of conceptual metaphors, offering a possible range of individual differences in metaphor processing. 71... more
The current study aims to investigate Iranian EFL learners' cognitive styles and their explanations of conceptual metaphors, offering a possible range of individual differences in metaphor processing. 71 participants were asked to explain some established conceptual metaphors that are commonly used in English. Then, their cognitive styles were classified into "analytic" or "holistic" and "imager" or "verbalizer" by means of cognitive styles test. Data analysis revealed that 29 participants (40.85%) explained the three conceptual metaphors by making structural correspondences between source and target domain. Moreover, 20 participants (28.17%) explained at least one of the metaphors by applying elements which were not part of the source domain. The results of the experiment revealed that learners with "holistic" cognitive styles were more likely to blend their conception of the target domain with the source domain in comparison to participants with "analytic" styles; also, "imagers" were more likely than "verbalizers" to refer to stereotypical images to explain the metaphors.
Research Interests: Teaching English as a Second Language, Cognitive Linguistics, Teaching English As A Foreign Language, English language teaching, Learning and Teaching of English Language Skills, and 5 moreEnglish teaching, English Language Teaching (ELT), Teaching English, Teaching English as a foreign language (TEFL), and English Language Teaching
This quantitative study focuses on online metacognitive reading strategies used by 39 Iranian postgraduate students with internal and external locus of control. The students were selected through locus of... more
This quantitative study focuses on online metacognitive reading strategies used by 39 Iranian postgraduate students with internal and external locus of control. The students were selected through locus of control questionnaire and it is followed by OSORS questionnaire to measure online metacognitive strategies used by students. The results of study revealed that online metacognitive reading strategies used mostly by internal locus of control students rather than external locus of control students. There were clear interrelationships among types of metacognitive reading strategies used and internal locus of control characteristics. Among three subcategories of metacognitivestrategies, students with internal locus of control are more interested to use global strategies, whereas students with external locus of control tendless to use this strategy. Also, there was no significant difference in using problem-solving and supportive strategies used by the students.
Research Interests: Teaching English as a Second Language, Teaching English As A Foreign Language, English language teaching, Learning and Teaching of English Language Skills, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), and 8 moreEnglish teaching, English Language Teaching (ELT), Teaching English, ICT in teaching and learning English language, Teaching English as a foreign language (TEFL), English Language Teaching, Lesson planning for English language teaching, and Teaching of English Language and Literature
The connection between language and culture has always been a concern of L2 teachers and educators. Whether culture of the target language is to be incorporated into L2 teaching has been a hotly debated issue. Mostly it has been... more
The connection between language and culture has always been a concern of L2 teachers and educators. Whether culture of the target language is to be incorporated into L2 teaching has been a hotly debated issue. Mostly it has been emphasized that without the study of culture, teaching L2 is inaccurate and incomplete. This study was conducted to find out what students think about the effects of the culture class they attended. As a result of the study, a significant similarity between the students' views and the theoretical benefits of a culture class as argued by some experts in the field was observed.
Research Interests: Teaching English as a Second Language, Culture, Teaching English As A Foreign Language, English language teaching, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), and 6 moreEnglish teaching, English Language Teaching (ELT), Teaching English, Teaching English as a foreign language (TEFL), English Language Teaching, and Teaching of English Language and Literature
Intelligent computer-assisted language learning (ICALL) is a multidisciplinary area of research that combines natural language processing (NLP), intelligent tutoring system (ITS), second language acquisition (SLA),... more
Intelligent computer-assisted language learning (ICALL) is a multidisciplinary area of research that combines natural language processing (NLP), intelligent tutoring system (ITS), second language acquisition (SLA), and foreign language teaching and learning (FLTL). Intelligent tutoring systems (ITS) are able to provide a personalized approach to learning by assuming the role of a real teacher/expert who adapts and steers the learning process according to the specific needs of each learner. This article reviews and discusses the issues surrounding the development and use of ITSs for language learning and teaching. First, the authors look at ICALL history: its evolution from CALL. Second, issues in ICALL research and integration will be discussed. Third, they will explain how artificial intelligence (AI) techniques are being implemented in language education as ITS and intelligent language tutoring systems (ITLS). Finally, the successful integration and development of ITLS will be explained in detail.
Research Interests: Computer Science, Artificial Intelligence, Second Language Acquisition, Computer Assisted Language Learning, Natural Language Processing, and 10 moreE-learning, Computer Assisted Language Learning/Teaching, Computer Assisted Language Learning For The Acquisiton Of English As A Second Language, Foreign language teaching and learning, Intelligent Tutoring Systems, Computer-Assisted Language Learning, Computer-Assisted Language Learning (CALL), Computer Assisted Language Learning (CALL), Computer Assisted Instruction, and Intelligent Computer-Assisted Language Learning
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The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to... more
The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qualitative data. In the data collection procedure, an online 44-item web-based questionnaire was applied in order to collect data from 415 students. In the data analysis phase, both descriptive and non-parametric analyses were performed. The findings of the study revealed that there is no difference between the attitudes of Iranian and non-Iranian towards CALL. Finally, pedagogical implications and recommendations for further research are presented.
Research Interests: Computer Assisted Language Learning, TESOL, Non-Native English Speaking Professionals in TESOL, Applied Linguistics, Computer Assisted Language Learning/Teaching, and 13 moreTESL, TEFL, Technology-enhanced language learning, Computer Assisted Language Learning (CALL), TEFL- CALL- MCALL-BILINGUALISM -PROFESSIONAL DEVELOPEMENT, Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL), TESL/TEFL, English and Applied linguistics, TESL(Teaching English as Second Language), Applied Linguistics and TESOL, Teaching English as a foreign language (TEFL), English EFL TEFL learning, and TEFL (Teaching English as a Foreign Language)
The present study aimed to explore (a) if there is any relationship between EFL teachers' self-regulation and their resilience, (b) if there is any relationship between EFL teachers' self-regulation and their genders, and (c) if there is... more
The present study aimed to explore (a) if there is any relationship between EFL teachers' self-regulation and their resilience, (b) if there is any relationship between EFL teachers' self-regulation and their genders, and (c) if there is any relationship between EFL teachers' self-regulation and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female Iranian EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers' self-regulatory trait was measured by means of the Teacher Self-Regulation Questionnaire. Data on EFL teachers' self-resiliency was gathered through the Qualified EFL Teachers' Questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait were more resilient in their students' points of views. Moreover, Chi-Square rests was applied to describe the significance of the difference between EFL teachers' self-regulatory and teachers' gender. Based on the data analysis, there were no relationship between teachers' self regulation and teachers' gender.According to the data report, it can be inferred there was a relationship between teachers' self regulation and years of teaching experience and more the EFL teachers were experienced the more self-regulated they became.The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulation and resilience.
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With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign... more
With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.
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Today, our life is deeply immersed in web-based technologies. Digital media have dramatically affected almost every aspect of human life. The field of education has been slower to integrate new technologies than many other fields of... more
Today, our life is deeply immersed in web-based technologies. Digital media have dramatically affected almost every aspect of human life. The field of education has been slower to integrate new technologies than many other fields of endeavor, but that is now changing. The role of digital media in language and learning is especially important, given how new technologies are transforming reading, writing, and communication. For many language learners around the world, new digital environments represent not only a useful means for learning language, but also the main medium in which they will actual use their second language in everyday life. Teachers and educators use web-based technologies in their classrooms to enhance their teaching and students’ learning. Language-related field of studies such as TEFL, TESL and TESOL are connected to these technology-based platforms. We can assume many benefits to technology-based teaching and learning, but research shows that psychological aspects are much more dominant than others are.
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Inadequacies observed in static assessment have motivated the emergence of new approach of assessment and testing in education, labeled dynamic assessment (DA). It is believed that DA provides more accurate information about... more
Inadequacies observed in static assessment have motivated the
emergence of new approach of assessment and testing in education, labeled dynamic assessment (DA). It is believed that DA provides more accurate information about individuals' learning abilities. The objectives of this paper are to review the drawbacks of static assessment, to present the theoretical foundations of DA, to introduce different methods of applying DA, and finally to discuss advantages and disadvantages of DA.
emergence of new approach of assessment and testing in education, labeled dynamic assessment (DA). It is believed that DA provides more accurate information about individuals' learning abilities. The objectives of this paper are to review the drawbacks of static assessment, to present the theoretical foundations of DA, to introduce different methods of applying DA, and finally to discuss advantages and disadvantages of DA.
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Social networks such as Facebook can be adapted for use in second / for-eign language learning and teaching. Using web 2.0 technologies such as social networks, wikis, podcast and vodcast has lots of benefits to students, classroom and... more
Social networks such as Facebook can be adapted for use in second / for-eign language learning and teaching. Using web 2.0 technologies such as social networks, wikis, podcast and vodcast has lots of benefits to students, classroom and teachers. The effect of social networks in compare with other web 2.0 technologies has some psychological benefits beside than educational ones to students. Peripheral language learning is something usually happened especially for vocabulary.
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Learning the terminology and jargon of a field also means understanding the concepts represented by these terms and understanding how they are interlinked and interrelated. These 226 terms and their respective definitions represent the... more
Learning the terminology and jargon of a field also means understanding the concepts represented by these terms and understanding how they are interlinked and interrelated. These 226 terms and their respective definitions represent the collective knowledge of 43 teachers from 17 countries. An A to Z of Research Literacy is the first resource developed by the research literacy team at Dubai Men's College in the UAE. It is part of a collection of resources designed to increase teacher research engagement and to help teachers increase their knowledge about research. These resources are specifically designed for teachers with all levels of research literacy especially those interested in becoming more involved in the research process. Other research tools and resources include: • Lessons for teaching classroom research-Designed by teachers for teachers, this ebook of lesson plans provides teachers with ready-made activities that can be used to focus on different aspects of the research process. • Research literacy quiz-Designed by testing specialists, this online quiz will help teachers determine their current levels of research knowledge. Every attempt has been made to include definitions that are readable and easy to understand. It is hoped that this resource will be an important part in your ongoing journey to become a more research literate teacher.
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The wide spread and development of Technologies in our daily lives provides lots of opportunities for language teachers and learners to benefit though it may also result in some pedagogical difficulties. At its first stage, this chapter... more
The wide spread and development of Technologies in our daily lives
provides lots of opportunities for language teachers and learners to benefit though it may also result in some pedagogical difficulties. At its first stage, this chapter aimed at introducing Computer-Assisted Language Learning (CALL) as the first step in applying Artificial Intelligence (AI) to language learning and teaching; then, the new
concept of Robot-Assisted Language Learning (RALL) defined both theoretically and applied to show the new trends in the educational purposes of AI.
provides lots of opportunities for language teachers and learners to benefit though it may also result in some pedagogical difficulties. At its first stage, this chapter aimed at introducing Computer-Assisted Language Learning (CALL) as the first step in applying Artificial Intelligence (AI) to language learning and teaching; then, the new
concept of Robot-Assisted Language Learning (RALL) defined both theoretically and applied to show the new trends in the educational purposes of AI.
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The present study aimed to explore (a) if there is any relationship between EFL teachers' self-regulation and their resilience, (b) if there is any relationship between EFL teachers' self-regulation and their genders, and (c) if there is... more
The present study aimed to explore (a) if there is any relationship between EFL teachers' self-regulation and their resilience, (b) if there is any relationship between EFL teachers' self-regulation and their genders, and (c) if there is any relationship between EFL teachers' self-regulation and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female Iranian EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers' self-regulatory trait was measured by means of the Teacher Self-Regulation Questionnaire. Data on EFL teachers' self-resiliency was gathered through the Qualified EFL Teachers' Questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait were more resilient in their students' points of views. Moreover, Chi-Square rests was applied to describe the significance of the difference between EFL teachers' self-regulatory and teachers' gender. Based on the data analysis, there were no relationship between teachers' self regulation and teachers' gender.According to the data report, it can be inferred there was a relationship between teachers' self regulation and years of teaching experience and more the EFL teachers were experienced the more self-regulated they became.The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulation and resilience.
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Attitude of Iranian and Non-Iranian English Language Students towards Computer-Assisted Language Learning: From a Cognitive Point of View
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A human teacher (HT) is defined as the experienced and knowledgeable teacher giving the traditional face-to-face lesson; and a computer teacher (CT) is any educational Information and Communication Technologies (ICT). The “generation... more
A human teacher (HT) is defined as the experienced and knowledgeable teacher giving the traditional face-to-face lesson; and a computer teacher (CT) is any educational Information and Communication Technologies (ICT). The “generation divide” between “Net Generation” and the generation of teachers might provide difficulties in English language teaching and learning. This paper reports the results of a study aimed at determining the perceptions of English language teachers and students towards the human or computer teacher in Iran. To meet the end, data on teacher and students’ perceptions was gathered both qualitatively and quantitatively. In quantitative phase, a questionnaire administered to participants (N=103, 27 teachers and 76 students), and in qualitative phase, five in-depth questions dealing with teachers and students’ preference for giving and receiving instruction via human or computer teacher analyzed. To wrap it up, although an overwhelming majority of both teachers and students believe in the necessity and potentiality of applying ICTs in English language learning and teaching, they still have a preference for having a human teacher. Furthermore, the findings of this study carry important implications for language teachers, administrators and policy makers. The researchers also suggest further cross-cultural investigations on the same topic.
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Teachers' professional identity implies two perspectives: in sociological point of view, people develop their identity in interaction with other people, but in cognitive psychological perspective, people express their professional... more
Teachers' professional identity implies two perspectives: in sociological point of view, people develop their identity in interaction with other people, but in cognitive psychological perspective, people express their professional identity in their perceptions of 'who they are' and 'who they want to become' as a result of this interaction (Bejaard, 2006).The purpose of this study was to investigate the perceptions of current and prospective English language teachers of their professional identity. The study addressed this question that how current teachers and TEFL students perceive their professional identity as language teacher. Hasegawa and Kudomi’s questionnaire (2006) which contains three parts regarding a degree of difficulty in situations at English classrooms (15 questions), daily teaching work (17 questions) and teaching profession (17 questions) was administered to obtain data on the way teachers see (and will see) their professional identity. The participants (N=80) of this study were 40 English language teachers and 40 TEFL students. Data analysis showed that most current teachers’ perceptions of their professional identity reportedly differ significantly from prospective teachers’ perceptions. This research has value in clearing how teachers perceive their professional identity and its implications for the facilitation of inter-professionalism. Moreover, this research suggested teacher educators to focus on teachers’ identity as well as other criteria.
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Today, our life is really immersed in web-based technologies. Digital media have dramatically impacted almost every aspect of human life. The field of education has been slower to integrate new technologies than many other fields of... more
Today, our life is really immersed in web-based technologies. Digital media have dramatically impacted almost every aspect of human life. The field of education has been slower to integrate new technologies than many other fields of endeavor, but that is now changing. The role of digital media in language and literacy learning is especially important, given how new technologies are transforming reading, writing, and communicating. For many language learners around the world, new digital environments represent not only a useful means for learning language, but also the main medium in which they will actual use their second language in every day life. Teachers and educators use web-based technologies in their classrooms to enhance their teaching and students’ learning. Language-related field of studies such as TEFL, TESL and TESOL are really connected to these technology-based platforms. We can assume many benefits to technology-based teaching and learning, but research shows that psychological aspects are much more dominant than other ones.
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An e-portfolio is a digital tool that can store different types of contents, such as texts, audio/video files and images. E-portfolio is also a learning tool; it can support both learning and assessment processes (Barrett 2007).... more
An e-portfolio is a digital tool that can store different types of contents, such as texts, audio/video files and images. E-portfolio is also a learning tool; it can support both learning and assessment processes (Barrett 2007). Portfolios are believed to have many purposes such as learning, assessment and employment portfolios (Wolf, 1999). This paper has explored the attitudes of ESP students towards using e-portfolio in their classes. Moreover, a deep literature on different kinds of portfolio -- summative and formative-- is presented. The design of this study is in the realm of quasi-experimental research. A total of 63 male and female ESP students majoring in graphic design and photography at University of Applied Science & Technology participated in this study. The data was collected through a researcher-made questionnaire to find the attitudes of students. The results revealed the positive attitude of those participants towards using e-portfolio. E-portfolio has many implications for the ESL/EFL teacher, learner and institution e.g. students feel they are given the opportunity to improve on their work.
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Computers in educational settings are known to help creating and improving motivation (Tafazoli, 2012). As English is not a main course in some disciplinary, in non-native contexts, students are not motivated enough to attend and learn... more
Computers in educational settings are known to help creating and improving motivation (Tafazoli, 2012). As English is not a main course in some disciplinary, in non-native contexts, students are not motivated enough to attend and learn English. This pre-experimental study aimed to investigate the attitudes of ESP students toward using technology in their classes. To reach the end of this study, 43 ESP students (22 females and 11 males) at University of Applied Science & Technology, Miras Farhangi, were given a researcher-made attitude questionnaire They received different kinds of technology-based instructions such as podcast, web-based tasks, etc. in 18 sessions. The analysis of the findings showed that ESP students have positive attitudes toward using technology in their classes. The result of this study can have pedagogical implication for language teachers, in that they may apply technology as a motivational device in their courses. Moreover, this study suggests that language educators should not overlook the significance of technology for language learning, especially in the context of English for Specific Purposes.
Research Interests:
Task-based instruction has earned a good account within contemporary ELT and tasks have become as primary instructional tools in language classrooms in many contexts. However, there are some contexts in which this new trend has not been... more
Task-based instruction has earned a good account within contemporary ELT and tasks have become as primary instructional tools in language classrooms in many contexts. However, there are some contexts in which this new trend has not been accepted due to the conflict it has with traditional educational norms. The present study investigated the question of why this new trend has not been given a warm welcome by English teachers in Ministry of Education in Iran. The data were drawn from a survey questionnaire filled out by 40 Iranian secondary school teachers who had experience with teaching English ranging from7 to 18 years. The analysis of data blamed different issues for the trend's lack of favor. These issues were classified as issues relevant to teachers, issues relevant to learners, issues relevant to instructional materials and issues relevant to educational system. All these issues will be discussed in detail in this paper.
Research Interests:
اين پژوهش نمونه مفيدي براي کاربرد برنامه ريزي درسي تعاملی در ارزشيابي ترجمه خواهد بود. "قرارداد تعاملی" (استيکس، 1997)، ديدگاهي نو در ارزشيابي انگليسي به عنوان زبان خارجي است، که به موجب آن زبان آموزان فعالانه در ايجاد و ساخت سرفصل ها و... more
اين پژوهش نمونه مفيدي براي کاربرد برنامه ريزي درسي تعاملی در ارزشيابي ترجمه خواهد بود. "قرارداد تعاملی" (استيکس، 1997)، ديدگاهي نو در ارزشيابي انگليسي به عنوان زبان خارجي است، که به موجب آن زبان آموزان فعالانه در ايجاد و ساخت سرفصل ها و بارم بندي درگير هستند. اين نوع ارزشيابي که از برنامه ريزي درسي تعاملی (برين و ليتل جان، 2000) منشا گرفته است، اساتيد به همراه دانشجويان خود تصميم مي گيرند تا در بارم بندي دروس ترجمه چه نکات و مواردي را مد نظر بگيرند، کدام موارد بارم بيشتر و يا کمتري داشته باشند. عقايدی وجود دارد که هدف، روش، محتوا و ارزشيابی قابل تعامل و مذاکره است؛ هنر قرارداد تعاملی دانشجويان را صاحب اختيار و قدرت مي کند تا در يادگيري و ارزشيابي خود سهيم باشند. پژوهشگران اميدوارند که در دوره امروزي، پساروش، مدرسان اختياراتي را به زبان آموزان خود بدهند که در مواردي تصميم گير باشند، اين طرز تفکر باعث افزايش انگيزه، رضايتمندي بيشتر زبان آموزان و هدفمندتر شدن برنامه هاي درسي خواهد شد.
Following the widespread use of computer technologies in language classrooms in recent years, there has been an increasing interest in investigating the effects of computer-mediated feedback on the writing quality of EFL/ESL learners.... more
Following the widespread use of computer technologies in language classrooms in recent years, there has been an increasing interest in investigating the effects of computer-mediated feedback on the writing quality of EFL/ESL learners. Net-worked communication is said to provide non-threatening environment for students to practice their literacy skills and receive peer feedback on their work (Colomb and Simutis, 1996). Research also demonstrates that e-feedback can lead to better writing products (Sullivan and Pratt, 1996), focus on larger chunks of writing and work on macro-revisions (Tuzi, 2004). In line with such studies, this study aimed at exploring the differences between the impact of electronic feedback versus conventional print feedback on the quality of the writing of Iranian EFL learners. The results, being in line with those of Schultz (2000) and Tuzi (2004) manifested a statistically significant difference in the number of errors produced between the students of computer-mediated and conventional writing classes. These results underscore the potential merits of offering electronic feedback in an EFL/ESL writing class.
The term meme describes a unit of cultural transmission. It is believed that memes play the role of memory devices that can be transferred from one person to another person through spoken or written language. Examples of memes are ideas,... more
The term meme describes a unit of cultural transmission. It is believed that memes play the role of memory devices that can be transferred from one person to another person through spoken or written language. Examples of memes are ideas, catch-phrases or even fashions. Moreover, Herring (2004) defines computer-mediated discourse as the communication produced by transmitting messages through networked computers. This type of discourse is a good device through which memes can propagate themselves. Computer-mediated discourse causes memes to leap from one brain to another brain. The present study is going to provide a thorough background for both memes and computer-mediated discourse. Furthermore, it aims to investigate to what extent computer - mediated discourse generates and transfers memes among graduates and postgraduates. To this end 60 graduates and postgraduates from different fields of study were asked to fill an attitudinal questionnaire toward memes developed by the researchers. Then, 10 students were randomly selected and interviewed to find out the reasons behind their responses. The results from quantitative and qualitative analyses from the questionnaires and the interviews showed that a considerable number of respondents claimed a large proportion of memes relevant to their field of study is transmitted through computer-mediated discourse. The findings of the study confirm the vital role of computer-mediated discourse for disseminating memes in higher education.
Blogging is one of the most potent ways of teaching. Teachers sometimes write a blog to tell students how they are doing and what they should do next (Harmer, 2007). This study aims to investigate the relationship between blogging and... more
Blogging is one of the most potent ways of teaching. Teachers sometimes write a blog to tell students how they are doing and what they should do next (Harmer, 2007). This study aims to investigate the relationship between blogging and learning Art jargon in ESP courses. To this end, participants of the study contains 63 Graphic Design students were asked to find information on given tasks - which are real-world tasks based on TBLT (Prabhu, 1987) - post them on the specific weblog, comment on others` findings and finally discuss them at the classroom. Data gathering was done by a questionnaire contains 30 questions – five personal and 25 about blogging. The results show that 73% of students has positive attitude towards using weblog in learning jargon. As a conclusion, the researcher claims that blogging is a useful tool for learning Art jargon, although it has some difficulties and complaints which will be discussed briefly. The result of this study can have pedagogical implication for language teachers, in that they can use web 2.0 technologies such as weblog as a useful way of teaching Art jargon.
The advent of computer has changed the way teachers teach and learners learn. One aspect of Computer Assisted Language Learning (CALL) is podcasting. Podcasting allows teachers to expand the confines of their classrooms by delivering... more
The advent of computer has changed the way teachers teach and learners learn. One aspect of Computer Assisted Language Learning (CALL) is podcasting. Podcasting allows teachers to expand the confines of their classrooms by delivering on-demand audio files via the web. Podcasts have the flexibility to be listened by different devices such as laptops, personal computers, Mp3 players and mobiles. Moreover, podcasts let learners have access to the files whenever and wherever they like. The participants of this study were 35 EFL learners majoring Translation Studies. They were assigned into two groups, experimental and control group. Data gathering was done both qualitatively and quantitatively. The participants of both groups took pre and post test and the participants of experimental group were interviewed. The analyses of both qualitative and quantitative data revealed that podcasting caused a significance difference in participants' listening ability in experimental group and they showed positive feeling toward podcasting.
Mobile Assisted Language Learning (MALL) is experiencing rapid evolution. Mobile is a technology that is accessible anytime and anywhere. This capability of mobile lets learning happen beyond the realm of classroom walls. The purpose of... more
Mobile Assisted Language Learning (MALL) is experiencing rapid evolution. Mobile is a technology that is accessible anytime and anywhere. This capability of mobile lets learning happen beyond the realm of classroom walls. The purpose of this paper was to investigate the effectiveness of mobile phones on learning idioms. The study was a supplementary program of a reading course. The participants of the study were 20 EFL learners majoring ELT. A mixed method approach including both quantitative and quantitative data methods was used in the study. The quantitative part consisted of a pre-test/ post- test design and the qualitative data was gathered by studying their reflections. Analyses of quantitative data revealed that mobile could help learners in learning idioms. Data gathered qualitatively supported this finding. All participants showed positive reflections on learning idioms by mobile.
ريچي (2008) تکنولوژي آموزشي را مطالعه و تمرين اخلاقي يادگيري تسهيل کننده و بهبود عملکرد با ايجاد، استفاده و مديريت فرآيند هاي مناسب فني و منابع تعريف کرده است. تکنولوژي آموزشي تاثير مثبت چشمگيري بر روي پيشرفت در تمامي زمينه ها از پيش... more
ريچي (2008) تکنولوژي آموزشي را مطالعه و تمرين اخلاقي يادگيري تسهيل کننده و بهبود عملکرد با ايجاد، استفاده و مديريت فرآيند هاي مناسب فني و منابع تعريف کرده است. تکنولوژي آموزشي تاثير مثبت چشمگيري بر روي پيشرفت در تمامي زمينه ها از پيش دبستاني تا تحصيلات عالي داشته است. اهميت دستور زبان بر کسي پوشيده نيست به طوريکه کوک (1994) بيان مي کند که رابطه حياتي بين افکار بشري و ارتباط بشري، دستور زبان است.
در اين تحقيق سعي شده است تا تکنولوژي آموزشي و اهميت دستور زبان به ويژه دستور زبان فارسي و نقش آن در يادگيري زبان مورد بررسي قرار گيرد. روش هاي آموزش دستور زبان مورد بررسي قرار گرفته است و طرحي به عنوان "اصلاح کننده دستور زبان آنلاين" ارائه شده است. اين برنامه ترکيبي از فرآيندها و برنامه هاي کامپيوتري با زبان شناسی به ويژه آموزش زبان فارسي به عنوان زبان دوم يا خارجي است.
"اصلاح کننده دستور آنلاين" يک برنامه يا بخشي از يک برنامه است که تلاش دارد تا يک متن نوشته شده را بر مبناي دستور زبان تصحيح نمايد. کاربرد اين برنامه مي تواند موجب بهبود مهارت نوشتاري و دستوري فراگيران زبان فارسي شود. اين يک فرآيند طبيعي است، زيرا بازخوردي که از برنامه مي گيريد به شما کمک مي کند تا نواحي که دستور شما در آن ضعيف است را تقويت کند. به تدريج شما خطاهاي مشابه را تکرار نمي کنيد و به طور ناخودآگاه يادگيري دستور انجام مي شود. احساس مي کنيد که معلم دستور و نوشتار شخصي خودتان را داريد.
در اين تحقيق سعي شده است تا تکنولوژي آموزشي و اهميت دستور زبان به ويژه دستور زبان فارسي و نقش آن در يادگيري زبان مورد بررسي قرار گيرد. روش هاي آموزش دستور زبان مورد بررسي قرار گرفته است و طرحي به عنوان "اصلاح کننده دستور زبان آنلاين" ارائه شده است. اين برنامه ترکيبي از فرآيندها و برنامه هاي کامپيوتري با زبان شناسی به ويژه آموزش زبان فارسي به عنوان زبان دوم يا خارجي است.
"اصلاح کننده دستور آنلاين" يک برنامه يا بخشي از يک برنامه است که تلاش دارد تا يک متن نوشته شده را بر مبناي دستور زبان تصحيح نمايد. کاربرد اين برنامه مي تواند موجب بهبود مهارت نوشتاري و دستوري فراگيران زبان فارسي شود. اين يک فرآيند طبيعي است، زيرا بازخوردي که از برنامه مي گيريد به شما کمک مي کند تا نواحي که دستور شما در آن ضعيف است را تقويت کند. به تدريج شما خطاهاي مشابه را تکرار نمي کنيد و به طور ناخودآگاه يادگيري دستور انجام مي شود. احساس مي کنيد که معلم دستور و نوشتار شخصي خودتان را داريد.
عده اي از زبان آموزان در مراحل ابتدايي در مهارت هاي خواندن و نوشتن دچار مشکل مي شوند. يکي از روش هايى که مى تواند به اين زبان آموزان کمک کند، خواندن اصلاحي نام دارد. در اين تحقيق ميزان تاثير خواندن اصلاحي بر املا، تشخيص حروف و تشخيص آوايى... more
عده اي از زبان آموزان در مراحل ابتدايي در مهارت هاي خواندن و نوشتن دچار مشکل مي شوند. يکي از روش هايى که مى تواند به اين زبان آموزان کمک کند، خواندن اصلاحي نام دارد. در اين تحقيق ميزان تاثير خواندن اصلاحي بر املا، تشخيص حروف و تشخيص آوايى کلمات مورد بررسي قرار گرفت. شرکت کنندگان در اين تحقيق 17 زبان اموز دوره مقدماتى بودند که بطور تصادفى به 2 گروه شاهد و آزمايش تقسيم شدند. قبل از شروع دوره دانش آموزان در هر 2 گروه آزمون اوليه اى دادند که مهارت آنان در تشخيص آوايى، تشخيص حروف و املاي کلمات را ارزيابى مى کرد. محاسبه آزمون t نشان داد که مهارت دانش آموزان در گروه شاهد کمي بهتر از گروه آزمايشي بود. زبان آموزان در هر دو گروه 18 جلسه در کلاس حضور پيدا کردند. در گروه شاهد تدريس به صورت روش هاي متداول کلاسهاي زبان انجام شده ولي در گروه آزمايشي معلم سعي نمود تا از تمام قواعد خواندن اصلاحي در کلاس استفاده نمايد. در انتهاي دوره، از هر 2 گروه آزمون نهايى که همان آزمون اوليه بود گرفته شد براي مشخص کردن ميزان تاثير خواندن اصلاحي در گروه آزمايشى، کوواريانسى محاسبه شد(P<0.002 , F=11.2). اين محاسبه نشان داد که زبان آموزان در گروه آزمايشي در هر 3 قسمت آزمون نسبت به گروه ديگر عملکرد بهتري داشتند.
"اين پژوهش قصد دارد تا رابطه بين روش هاي يادگيري و عملکرد دانشجويان رشته زبان انگليسي در خواندن و درک مطلب را تعيين کند. يکي از رايج ترين و پرکاربردترين طبقه بندي هاي روش هاي يادگيري، مدل VARK فلمينگ (1987) است. در طبقه بندي فلمينگ چهار... more
"اين پژوهش قصد دارد تا رابطه بين روش هاي يادگيري و عملکرد دانشجويان رشته زبان انگليسي در خواندن و درک مطلب را تعيين کند. يکي از رايج ترين و پرکاربردترين طبقه بندي هاي روش هاي يادگيري، مدل VARK فلمينگ (1987) است. در طبقه بندي فلمينگ چهار گروه فراگير وجود دارد: 1. ديداري، 2. شنيداري، 3. خواندني/ نوشتاري ، و 4.حرکتي.
براي رسيدن به رابطه بين روش هاي يادگيري و خواندن و درک مطلب در ابتدا با اعلان فراخوان تحقيق 83 دانشجو زبان انگليسي ثبت نام کرده، در ميان آن ها پرسشنامه VARK توزيع شده و سپس از آن ها آزمون خواندن و درک مطلب تافل گرفته شده است.
محقق فرض مي کند که درميان روش هاي يادگيري ارائه شده توسط فلمينگ، روش يادگيري خواندني/ نوشتاري بيشترين همبستگي را با عملکرد دانشجويان در خواندن و درک مطلب را دارند.
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براي رسيدن به رابطه بين روش هاي يادگيري و خواندن و درک مطلب در ابتدا با اعلان فراخوان تحقيق 83 دانشجو زبان انگليسي ثبت نام کرده، در ميان آن ها پرسشنامه VARK توزيع شده و سپس از آن ها آزمون خواندن و درک مطلب تافل گرفته شده است.
محقق فرض مي کند که درميان روش هاي يادگيري ارائه شده توسط فلمينگ، روش يادگيري خواندني/ نوشتاري بيشترين همبستگي را با عملکرد دانشجويان در خواندن و درک مطلب را دارند.
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يادگيري و آموزش زبان به کمک کامپيوتر (CALL) براي معلمان و دانش آموزان امري اجتناب ناپذير است. اين مقاله بر روي اين پرسش تمرکز خواهد کرد که چگونه خواندن و درک مطلب مي تواند توسط برنامه هاي کامپيوتري به عنوان تسهيل کننده براي آموزش و... more
يادگيري و آموزش زبان به کمک کامپيوتر (CALL) براي معلمان و دانش آموزان امري اجتناب ناپذير است. اين مقاله بر روي اين پرسش تمرکز خواهد کرد که چگونه خواندن و درک مطلب مي تواند توسط برنامه هاي کامپيوتري به عنوان تسهيل کننده براي آموزش و يادگيري زبان استفاده شود. در ابتداي مقاله به بررسي تحقيقات موجود در مورد کامپيوتر و خواندن و درک مطلب خواهيم پرداخت و سپس برخي از برنامه ها و نرم افزارهايي را که مي توان براي آموزش و يادگيري خواندن و درک مطلب براي دانش آموزان سطح متوسط را به بحث خواهيم نشست.
"Background/Purpose: Since the advent of technology, learning has not been confined only to classroom setting. Now different technologies provide learners with access to learning materials in anyplace and at anytime. One of these... more
"Background/Purpose: Since the advent of technology, learning has not been confined only to classroom setting. Now different technologies provide learners with access to learning materials in anyplace and at anytime. One of these technologies is vodcasting. Vodcast is combination of "vod" and "cast". Vod is an acronym for "video on demand" and "cast" stands for broadcasting. Vodcasts are posted on the internet and can be played back on mobiles, personal computers, or laptops. Vodcast that is called video podcast has one advantage over podcast and it is its ability to connect visuals to audio. Vodcasts as well as podcasts have potential to support learning in a range of settings and across multiple disciplines. They have proved to be helpful in education in general and in language learning in particular. The purpose of this study was to compare the improvement in skill of writing in classes instructed traditionally by teacher's lectures and classes instructed by vodcasts.
Method: Participants of the study were EFL learners who were studying English in an English Language Institute. They were enrolled in an advanced writing course. Two intact EFL classes were randomly assigned to experimental and control groups. Before the instruction, both groups were pre-tested through writing essays. T-test results illustrated no differences between two groups in writing ability. Participants in experimental groups received weekly vodcasts displaying different parts of an essay, how to write different paragraphs of an essay, providing useful structures to be used in introductory and concluding paragraphs, and elaborating on organization, content, cohesion and coherence in essay. Five different vodcasts were first displayed to the entire group and then they were sent by Bluetooth to students' mobiles. They were asked to watch vodcasts individually whenever they liked. However, participants in control group were instructed traditionally by teacher's lectures without any vodcasts. The materials of the lectures were similar to those of experimental group. At the end of the instruction, both groups were post-tested through writing essay.
Analysis/Results: Results of data analysis showed considerable differences between two groups. The participants in experimental group who received vodcasts made more gains than the participants in the control group. They became more proficient and did less errors.
Conclusion: The findings of the study confirmed the fact that the use of vodcasts was a valuable means of instruction. Students had access to the material of instruction whenever and wherever they liked.
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Method: Participants of the study were EFL learners who were studying English in an English Language Institute. They were enrolled in an advanced writing course. Two intact EFL classes were randomly assigned to experimental and control groups. Before the instruction, both groups were pre-tested through writing essays. T-test results illustrated no differences between two groups in writing ability. Participants in experimental groups received weekly vodcasts displaying different parts of an essay, how to write different paragraphs of an essay, providing useful structures to be used in introductory and concluding paragraphs, and elaborating on organization, content, cohesion and coherence in essay. Five different vodcasts were first displayed to the entire group and then they were sent by Bluetooth to students' mobiles. They were asked to watch vodcasts individually whenever they liked. However, participants in control group were instructed traditionally by teacher's lectures without any vodcasts. The materials of the lectures were similar to those of experimental group. At the end of the instruction, both groups were post-tested through writing essay.
Analysis/Results: Results of data analysis showed considerable differences between two groups. The participants in experimental group who received vodcasts made more gains than the participants in the control group. They became more proficient and did less errors.
Conclusion: The findings of the study confirmed the fact that the use of vodcasts was a valuable means of instruction. Students had access to the material of instruction whenever and wherever they liked.
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امروزه، بسياري از مدرسان تمايل دارند تا از فناوري اطلاعات و ارتباطات ( ICT) در کلاس هاي درس استفاده نمايند. يادگيري ترکيبي را مي توان به سه صورت تعريف کرد: 1. ترکيب حالت هاي آموزشي، 2. ترکيب روش هاي آموزشي، و 3. ترکيب آموزش آنلاين و رو در... more
امروزه، بسياري از مدرسان تمايل دارند تا از فناوري اطلاعات و ارتباطات ( ICT) در کلاس هاي درس استفاده نمايند. يادگيري ترکيبي را مي توان به سه صورت تعريف کرد: 1. ترکيب حالت هاي آموزشي، 2. ترکيب روش هاي آموزشي، و 3. ترکيب آموزش آنلاين و رو در رو (گراهام، آلن و اوره ، 2003). اين پژوهش قصد دارد تا علاوه بر مروري عميق بر ادبيات تحقيق يادگيري ترکيبي و کاربرد فناوري در آموزش و يادگيري به بررسي کاربرد يادگيري ترکيبي – وبلاگ نويسي و روش سنتي – در دوره هاي زبان تخصصي هنر در ترم تابستاني رشته گرافيک دانشگاه جامع علمي کاربردي واحد فرهنگ و هنر 1 بپردازد. شرکت کنندگان در اين پژوهش 123 دانشجوي رشته گرافيک (N=123) در مقطع کارداني بوده اند که در 4 کلاس دوره زبان تخصصي هنر را مي گذرانده اند. در روش سنتي، دانشجويان بايد کتاب درسي را مطالعه مي کردند ولي در روش مبتني بر وب، دانشجويان از وبلاگ نويسي براي ارتباط برقرارکردن، توليد و ويرايش محتوا، و به بحث نشتن در مورد مبحث مورد علاقه خود – هنر – استفاده مي کردند. مفروضه پژوهشگر آن است که دانشجوياني که از روش هاي مبتني بر اينترنت استفاده مي کرده اند نگرش مثبت تري به يادگيري زبان تخصصي هنر داشته اند، و اگرچه در انتها نمره کمتري کسب کرده اند ولي آن را ديگر کسل کننده و بي فايده نمي پنداشتند.
آينده ايران در کلاس هاي درس امروز روشن خواهد شد. اگرچه ايران گام هاي موثري در رشد و بهبودي نظام آموزشي برداشته است اما، کارهاي زيادي هنوز براي انجام دادن باقي مانده است. اگر به نظام آموزشي جاري نگاهي بيندازيم، متوجه خواهيم شد که سيلي از... more
آينده ايران در کلاس هاي درس امروز روشن خواهد شد. اگرچه ايران گام هاي موثري در رشد و بهبودي نظام آموزشي برداشته است اما، کارهاي زيادي هنوز براي انجام دادن باقي مانده است. اگر به نظام آموزشي جاري نگاهي بيندازيم، متوجه خواهيم شد که سيلي از فن آوري هاي پيشرفته جهان را در بر گرفته است اما نظام آموزشي ما به دليل کمبود اطلاعات معلمان، دانش آموزان و مسئولين از آن بي نصيب است. دانش آموزان و معلمان محدوديت هاي خودشان را دارند، و مسئولين نيز اين حقيقت را مي پذيرند که نظام آموزشي حقيقتاً در وضعيت خوبي به سر نمي برد.
هدف اين مقاله طرح اين مسئله است که چگونه فناوري اطلاعات به ايجاد يک نظام آموزشي بر مبناي کمک به معلمان، دانش آموزان و مسئولين در انجام وظيفه موثر و بهبود کيفيت و ارتباط فرآيند يادگيري و اموزش ياري مي رساند.
هدف اين مقاله طرح اين مسئله است که چگونه فناوري اطلاعات به ايجاد يک نظام آموزشي بر مبناي کمک به معلمان، دانش آموزان و مسئولين در انجام وظيفه موثر و بهبود کيفيت و ارتباط فرآيند يادگيري و اموزش ياري مي رساند.
Vygotsky believes that the process of individual development is rooted in society and culture. He states that tools, signs and symbols provide cultural development. Vygotsky considers play as a symbolic system that facilitates cognitive... more
Vygotsky believes that the process of individual development is rooted in society and culture. He states that tools, signs and symbols provide cultural development. Vygotsky considers play as a symbolic system that facilitates cognitive development. One important aspect of language classes is the amount of scaffolding between teacher and students. Since play can provide a considerable body of scaffolding, this paper tries to introduce different types of play that language teacher can apply in their classes to increase the amount of scaffolding and to help learners develop their cognition. Moreover, it attempts to clarify the role of teacher during applying play in language classes.
Reciprocal reading refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. Reciprocal reading is based on Vygotsky's theory of the fundamental role of social... more
Reciprocal reading refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. Reciprocal reading is based on Vygotsky's theory of the fundamental role of social interaction in the development of cognition. The social interaction is planned by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. The purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. This paper is going to introduce reciprocal reading in EFL classes, to elaborate the strategies in detail, and to cite some of its challenges.
Recently, attention is being paid to computer and video games as a medium for learning language. This experimental study investigated to what degree, video games effect on the retention of foreign language vocabulary. Ten... more
Recently, attention is being paid to computer and video games as a medium for learning language. This experimental study investigated to what degree, video games effect on the retention of foreign language vocabulary. Ten randomly-selected Iranian undergraduates were chosen based on similar English language and game proficiencies. Participants played an English-language video game for 20 minutes. A vocabulary pre-test and a questionnaire, and a two-week delayed post-test for determining vocabulary retention were administered. Results were analyzed using t-tests. Data analysis proved that the players of the video game remembered vocabulary from the game. Players forgot significant amounts of vocabulary over the course of the study. All of the players had positive attitudes toward learning language via playing video games. The researcher relates these findings to theories and studies of vocabulary acquisition and video game-based language learning, and then suggests implications for language teaching and learning with videogames.
The term pluricentric was used by Kloss (1978) to describe languages with several interacting centers, and no one could use this term as Michael Clyne (1992) could, “pluricentric languages are both unifiers and dividers of people”. Muhr... more
The term pluricentric was used by Kloss (1978) to describe languages with several interacting centers, and no one could use this term as Michael Clyne (1992) could, “pluricentric languages are both unifiers and dividers of people”. Muhr (2003) stated “pluricentric languages are a special type of language that in a way an intermediate stage between a "language" and a "dialect". The main feature of these languages is that they occur in two or more States, where the status of an official administrative or state language and thus have a certain linguistic and communicative develop independence”. Persian is an Indo-Iranian branch of the Indo-European languages. New Persian, which usually is called also by the names of Farsi, Parsi, Dari or Parsi-ye-Dari (Dari Persian), can be classified linguistically as a continuation of Middle Persian, the official religious and literary language of Sassanian Iran, itself a continuation of Old Persian, the language of the Achaemenids Persian is a dominant and official language in three countries, Iran, Afghanistan and Tajikistan. Persian is spoken in some other countries as Persian-speaking minorities such as USA, UEA, Canada and etc. because of immigrants, but the researcher is not aim to consider them in this study. This study is aim to considering Persian is a pluricentric language. The researcher has an overview over the history of this language and its distribution across countries. Many dialects of Persian are presented. The sources of difference in intralinguistic and dialectal fields are reviewed. The intralinguistic causes such as historical and political development and institutional in one hand, and on the other hand, dialectal similarities and differences include phonemic, morphological and lexical are main points of attention in this study.
يک راهبرد مفيد براي تشويق زبان آموزي، استفاده از بازي هاي زباني است. از روش شنيداري-گفتاري (ALM) تا روش فعاليت محور (TBLT) و اکنون در دوره پساروش همواره از بازي هاي زباني استفاده شده است. هنگاميکه از بازي در کلاس استفاده مي شود، براي معلم... more
يک راهبرد مفيد براي تشويق زبان آموزي، استفاده از بازي هاي زباني است. از روش شنيداري-گفتاري (ALM) تا روش فعاليت محور (TBLT) و اکنون در دوره پساروش همواره از بازي هاي زباني استفاده شده است. هنگاميکه از بازي در کلاس استفاده مي شود، براي معلم بسيار موثر خواهد بود تا درک کاملي از معاني بازي داشته باشد. معلمان بايد فوايد بازي را در نظر بگيرند. در نهايت نيز معلمان بايد اين ارزيابي را داشته باشند که چگونه به درستي از بازي هاي در کلاس استفاده کنند. اين مقاله سعي دارد تا تعاريف بازي را به طور کامل شرح دهد، نحوه انتخاب بازي مناسب را توضيح دهد، فوايد آن ها را بيان کرده و زمان قرار دادن آن در برنامه درسي را روشن نمايد.
Research Interests: بازی زبانی and آموزش زبان
Inadequacies observed in static assessment have motivated the emergence of new approach of assessment and testing in education, labeled dynamic assessment (DA). It is believed that DA provides more accurate information about individuals'... more
Inadequacies observed in static assessment have motivated the emergence of new approach of assessment and testing in education, labeled dynamic assessment (DA). It is believed that DA provides more accurate information about individuals' learning abilities. The objectives of this paper are to review the drawbacks of static assessment, to present the theoretical foundations of DA, to introduce different methods of applying DA, and finally to discuss advantages and disadvantages of DA.
Research Interests:
Web 2.0 technologies are the fruitful tools in teaching and learning foreign and/or second language. Social networks are web tools which very common in these days. This study aims to investigate the effect of social networking on learning... more
Web 2.0 technologies are the fruitful tools in teaching and learning foreign and/or second language. Social networks are web tools which very common in these days. This study aims to investigate the effect of social networking on learning English idioms. The participants of the study were twelve TEFL university students and Facebook users. Data gathering was done by pretest, treatment and post-test. The researcher posted five idioms each week on the Facebook group named “Learn English via FB,” and the participants had to find synonyms, translation and example sentence and on each idiom and then share them in group. The researcher hypothesized that social networking has positive effect on learning English idioms.
اکثر متخصصين علوم اجتماعي بر اين باورند که زبان و مطالعه آن در حيطه وظايف متخصصين زبانهاي خارجي است. همچنين متخصصين زبانهاي خارجي معتقدند که اجتماع و مسائل مرتبط با آن در حيطه کار متخصصين علوم اجتماعي است. اما اين نکته بايد در نظر گرفته... more
اکثر متخصصين علوم اجتماعي بر اين باورند که زبان و مطالعه آن در حيطه وظايف متخصصين زبانهاي خارجي است. همچنين متخصصين زبانهاي خارجي معتقدند که اجتماع و مسائل مرتبط با آن در حيطه کار متخصصين علوم اجتماعي است. اما اين نکته بايد در نظر گرفته شود که علوم اجتماعي بدون دانش زباني نمي تواند يک موضوع علمي کامل و جامعي باشد. از طرف ديگر زبان بدون در نظر گرفتن شرايط اجتماعي نيز مقوله علمي کاملي نيست. اين مقاله سعي دارد تا نقش مطالعات اجتماعي در کلاسهاي آموزش زبان را مورد بررسي قرار داده و اهميت اين مطالعات را براي مدرسين زبانهاي خارجه بيان نمايد.
زبان و جامعه پيوسته در تحول و دگرگوني هستند اما گستردگي و سرعت تغييرات و دگرگوني ها در جامعه سريعتر از زبان است (مدرسي، 1387). اين مقاله قصد دارد تا به بررسي تاثير تکنولوژي بر روي فارسي و عربي زبانان بپردازد و در نهايت به مقايسه آن ها و... more
زبان و جامعه پيوسته در تحول و دگرگوني هستند اما گستردگي و سرعت تغييرات و دگرگوني ها در جامعه سريعتر از زبان است (مدرسي، 1387). اين مقاله قصد دارد تا به بررسي تاثير تکنولوژي بر روي فارسي و عربي زبانان بپردازد و در نهايت به مقايسه آن ها و اثرات آن بپردازد. براي رسيدن به هدف اين پژوهش پرسشنامه اي طراحي شده و در ميان 200 دانشجو فارسي زبان و عربي زبان توزيع شد و نتايج آن مورد تجزيه و تحليل قرار گرفت. نتايج نشان داد که تکنولوژي تاثير چشمگيري بر روي واژه هاي فارسي و عربي گذاشته است. يافته ها اين گفته را تصديق مي کنند که سرعت تحولات اجتماعي بيش از سرعت تحولات زباني است و دستگاه هاي مسئول براي حفظ زبان بايد بيش از پيش به آن توجه کنند.
November 16, 2017 Aban 25, 1396 Venue: Conference Hall, Binaloud University, Mashhad, Iran This event aims to facilitate English teacher and researcher professional development in an essential area of applications of technology in... more
November 16, 2017
Aban 25, 1396
Venue:
Conference Hall, Binaloud University, Mashhad, Iran
This event aims to facilitate English teacher and researcher professional development in an essential area of applications of technology in language learning and teaching.
Supervisor: Mª Elena Gómez Parra
University of Córdoba, Spain
Registration deadline:October 22, 2017
Mehr 30, 1396
Registration fee: 500.000 Rls. (For each workshop)
Workshop #1: Theories & Frameworks of CALL
Workshop # 2: Applications of CALL in Teaching Language Skills
Workshop #3: Emergent Technologies in Language Education
Target audience:
- All the students majoring in language and linguistics related fields
- All the foreign language teachers
- All the interested scientific researchers in language teaching and applied linguistics
The official certificate will be issued by the Ministry of Science, Research and Technology of Iran.
For registration contact:
Telegram ID: @Dara4240
Cell: +98. 915. 888. 4240
Email: z52tatad@uco.es
Aban 25, 1396
Venue:
Conference Hall, Binaloud University, Mashhad, Iran
This event aims to facilitate English teacher and researcher professional development in an essential area of applications of technology in language learning and teaching.
Supervisor: Mª Elena Gómez Parra
University of Córdoba, Spain
Registration deadline:October 22, 2017
Mehr 30, 1396
Registration fee: 500.000 Rls. (For each workshop)
Workshop #1: Theories & Frameworks of CALL
Workshop # 2: Applications of CALL in Teaching Language Skills
Workshop #3: Emergent Technologies in Language Education
Target audience:
- All the students majoring in language and linguistics related fields
- All the foreign language teachers
- All the interested scientific researchers in language teaching and applied linguistics
The official certificate will be issued by the Ministry of Science, Research and Technology of Iran.
For registration contact:
Telegram ID: @Dara4240
Cell: +98. 915. 888. 4240
Email: z52tatad@uco.es
Research Interests: Computer Assisted Language Learning, Applied Linguistics, Computer Assisted Language Learning/Teaching, Research methods in applied linguistics, Computer Assisted Language Learning (CALL), and 5 moreTEFL- CALL- MCALL-BILINGUALISM -PROFESSIONAL DEVELOPEMENT, TESL/TEFL, English and Applied linguistics, Teaching English as a foreign language (TEFL), and English EFL TEFL learning
International Journal for 21st Century Education University of Córdoba, Spain Special issue on ‘Language Learning & Teaching’ Special issue contact e-mail addresses: Dara Tafazoli (Islamic Azad University - IRAN):... more
International Journal for 21st Century Education
University of Córdoba, Spain
Special issue on ‘Language Learning & Teaching’
Special issue contact e-mail addresses:
Dara Tafazoli (Islamic Azad University - IRAN):
dara.tafazoli@yahoo.com
&
Teri Fowler (Texas A&M University-Texarkana – USA):
tfowler@tamut.edu
University of Córdoba, Spain
Special issue on ‘Language Learning & Teaching’
Special issue contact e-mail addresses:
Dara Tafazoli (Islamic Azad University - IRAN):
dara.tafazoli@yahoo.com
&
Teri Fowler (Texas A&M University-Texarkana – USA):
tfowler@tamut.edu
Research Interests:
Research Interests:
Research Interests:
Currently, we are in the process of editing a forthcoming publication entitled “Cross-Cultural Perspectives on Technology-Enhanced Language Learning”, to be published by IGI Global, an international publisher of progressive academic... more
Currently, we are in the process of editing a forthcoming publication entitled “Cross-Cultural Perspectives on Technology-Enhanced Language Learning”, to be published by IGI Global, an international publisher of progressive academic research. We would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.
Please visit http://www.igi-global.com/publish/call-for-papers/call-details/2687 for more details regarding this publication and to submit your work. You can also find detailed manuscript formatting and submission guidelines at http://www.igi-global.com/publish/contributor-resources/before-you-write/. If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation, and we hope to hear from you by April 30, 2017!
Kindly find the attached file for further information.
(If you find this CFP an interesting one, please circulate among your colleagues and students!)
Best wishes,
Dara Tafazoli, University of Córdoba, Spain
Mª Elena Gómez Parra, University of Córdoba, Spain
Cristina A. Huertas Abril, University of Córdoba, Spain
Editors
Cross-Cultural Perspectives on Technology-Enhanced Language Learning
Please visit http://www.igi-global.com/publish/call-for-papers/call-details/2687 for more details regarding this publication and to submit your work. You can also find detailed manuscript formatting and submission guidelines at http://www.igi-global.com/publish/contributor-resources/before-you-write/. If you have any questions or concerns, please do not hesitate to contact us. Thank you very much for your consideration of this invitation, and we hope to hear from you by April 30, 2017!
Kindly find the attached file for further information.
(If you find this CFP an interesting one, please circulate among your colleagues and students!)
Best wishes,
Dara Tafazoli, University of Córdoba, Spain
Mª Elena Gómez Parra, University of Córdoba, Spain
Cristina A. Huertas Abril, University of Córdoba, Spain
Editors
Cross-Cultural Perspectives on Technology-Enhanced Language Learning
Research Interests: Educational Technology, Computer Assisted Language Learning, Applied Linguistics, Cross-Cultural Studies, Computer Assisted Language Learning/Teaching, and 8 moreComputer Assisted Language Learning For The Acquisiton Of English As A Second Language, Computer-Assisted Language Learning, Computer-Assisted Language Learning (CALL), Technology-enhanced language learning, Computer Assisted Language Learning (CALL), Technology Enhanced Education, Computer Assisted Language Learning and Testing, and Computer Assisted Language Learning, Mobile Assisted Language Learning
Dear Colleagues, I hope this post finds you well! Currently, a team of English language educators (Hayo Reinders, Dara Tafazoli, Andrew Littlejohn & Christine Coombe ) are in the process of editing a forthcoming publication entitled... more
Dear Colleagues,
I hope this post finds you well! Currently, a team of English language educators (Hayo Reinders, Dara Tafazoli, Andrew Littlejohn & Christine Coombe ) are in the process of editing a forthcoming publication entitled “Innovation in Language Learning & Teaching: The Case of the Middle East & North Africa”, to be published by Palgrave MacMillan, an international publisher of progressive academic research. We have some fabulous authors committed to this project buy have a number of chapters open for contribution. I would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.
Please visit Call for Paper for more details regarding this publication and to submit your work. If you have any questions or concerns, please do not hesitate to contact me at dara.tafazoli@yahoo.com. Thank you very much for your consideration of this invitation, and I hope to hear from you by February 28, 2017!
Best wishes,
Dara Tafazoli
On behalf of the editorial board
Hayo Reinders (Anaheim University, USA)
Dara Tafazoli (University of Cordoba, Spain)
Andrew Littlejohn (Lancaster University, UK)
Christine Coombe (Dubai Men’s College, UAE)
I hope this post finds you well! Currently, a team of English language educators (Hayo Reinders, Dara Tafazoli, Andrew Littlejohn & Christine Coombe ) are in the process of editing a forthcoming publication entitled “Innovation in Language Learning & Teaching: The Case of the Middle East & North Africa”, to be published by Palgrave MacMillan, an international publisher of progressive academic research. We have some fabulous authors committed to this project buy have a number of chapters open for contribution. I would like to take this opportunity to cordially invite you to submit your work for consideration in this publication.
Please visit Call for Paper for more details regarding this publication and to submit your work. If you have any questions or concerns, please do not hesitate to contact me at dara.tafazoli@yahoo.com. Thank you very much for your consideration of this invitation, and I hope to hear from you by February 28, 2017!
Best wishes,
Dara Tafazoli
On behalf of the editorial board
Hayo Reinders (Anaheim University, USA)
Dara Tafazoli (University of Cordoba, Spain)
Andrew Littlejohn (Lancaster University, UK)
Christine Coombe (Dubai Men’s College, UAE)