توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱Strategies of Corrective Feedback via Email in Improving Iranian Students’ Writing Accuracy
نویسنده(ها): ،
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۸
The role of feedback has always been of importance in scientific debates. Corrective feedback in learning is of higher importance. There are different strategies of providing corrective feedback which are the aims of this current study. In addition, student writing in different contexts of ESL\EFL is of significance, too. The study attempted to investigate the provision of corrective feedback on student writing via new mediums of communication as Email and Microsoft Word software. 84 Iranian EFL students of higher intermediate levels took part in 4 groups of indirect feedback (IF), direct feedback (DF), indirect followed by direct with explicit corrective comments (IDECC), and no feedback (NF). Such groups were examined with respect to the impact of feedback each group received. Findings of this study are in support of the effectiveness of corrective feedback in student writing. According to the findings, all three treatment groups after two stages of revisions outperformed the control group. Among treatment groups, the IDECC which benefited the combination of other two strategies of providing feedback could gain the most effect in the new essay.<\div>

۲The Effect of Online Collaborative Learning via Whatsapp Application on Writing skills and attitudes of Iranian ESP Business Language Learners
نویسنده(ها): ، ،
اطلاعات انتشار: سومین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان، سال
تعداد صفحات: ۲۲
This study investigated the effects of Whatsapp collaborative writing groups on ESp students' writing performance. A total of 30 university ESP learners were involved in this study. The students were divided into two groups; control and experimental groups. Whatsapp, as the treatment in this study was compared to a conventional method; face–to–face in the collaborative writing activities. The comparison between face–to–face and Whatsapp collaborative writing groups were made in order to measure students‟ writing performance on the intervention based on Jacob‟s et al. (1981) ESL Composition Profile; content, organization, vocabulary, language us and mechanics. Before using this approach, a pre–test was administered to all students and based on the preliminary results; students were divided into Whatsapp and face–to–face collaborative writing groups. After using both approaches, a post–test was given to participants in both groups. After the post–test a questionnaire was given to the students in order to investigate the effect of Whatsapp on the attitudes of ESP vocabularies and expressions by the ESP learners . The data were then analyzed using inferential statistics; independent t–test and paired sample t–test. From the findings, it was found that participants in Whatsapp collaborative writing groups displayed slightly higher scores compared to face–to–face collaborative writing groups. However, the differences between Whatsapp and face–to–face collaborative writing groups were not significant in the post–test writing scores. When comparison was made within each group, this study found that there were significant differences for overall writing performance, content, organization, vocabulary, language use and mechanics. The results also indicated that the students had positive attitudes toward using whatsapp collaborative learning.<\div>

۳Vocabulary learning and learners’ ability to transfer their knowledge into L2 reading comprehension: A case for translation
نویسنده(ها): ، ،
اطلاعات انتشار: Teaching English Language and Literature Society of Iran (TELLSI)، چهارم،شماره۱۳، Spring& Summer ۲۰۱۰، سال
تعداد صفحات: ۲۶
The purpose of the study was to investigate whether the students who learn their lexical knowledge through translation method are able to transfer the knowledge into reading comprehension .The study consisted of four steps, namely, reading pre–test, lexical instruction, vocabulary testing, and reading post–test. The results showed a significant improvement in the reading scores of the learners in Grade One and Two after the vocabulary instruction treatments were introduced. The results indicated that low–proficiency (Novice– Mid and Novice–High) were able to transfer their lexical knowledge learned through decontextualized translation equivalent teaching method into reading comprehension tasks. The apparent discrepancy between the findings of the present study and that of Prince (1996) is also discussed with reference to “task–induced involvement load hypothesis”.
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