توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱A Study on Writing Anxiety among Iranian EFL Students
نویسنده(ها): ، ،
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۷
This article aimed at investigating the level of writing anxiety of the Iranian EFL students with different proficiency levels. To do so, all 45 students (elementary, intermediate, and advanced learners) studying in Azad University of Ilam, Iran were selected based on random sampling. Second Language Writing Anxiety Inventory SLWAI (Cheng, 2004) was used to measure anxiety. Both descriptive and inferential statistics including One–way ANOVA were run to analyze the data. Statistical analysis was conducted using Statistical Package for Social Science (SPSS). The results of the study indicated that the selected Iranian EFL students majoring in English language teaching experienced a high level of anxiety. In addition, students with elementary level were found to suffer higher level of English writing anxiety than the students with intermediate and advanced levels. Finally, based on the findings, cognitive anxiety was the most common type of anxiety, followed by somatic anxiety, and avoidance behavior. The results also highlighted the fact that foreign and second language teachers should be cautious of the dangers of anxiety and try to make the atmosphere of class as stress–free as possible in order to .improve student’s performances<\div>

۲On Students' De–motivation, Gender, Major, and Educational Level in Iranian EFL Context
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۱۱
The present study investigated de–motivation among Iranian secondary high school and university students with respect to gender, major, and level of education and explored students' experiences in overcoming de–motivation. Data were gathered from 485 participants who comprised 215 male and 270 female. A 35 Likert type item de–motivation questionnaire developed by Sakai and Kikuchi (2009) was administered. Based on factor analysis, five de–motivating factors were identified: Learning Contents and Materials, Teachers' Competence and Teaching Styles, Inadequate School Facilities, Lack of Intrinsic Motivation, and Test Scores. To analyse the collected data Mann–Whitney U and Kruskal–Wallis Test were employed. The results indicated that students' gender and major were influential elements for their motivation, but educational level did not influence students' motivation and also 'Importance of English' was the prominent reason for overcoming de–motivation.<\div>

۳Students' De–motivation Factors in EFL Learning at Iranian Context
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۱۰
De–motivation is a comparatively recent dimension in motivation research which has received little attention in Iran. To fill such a gap, the present study investigated the possible sources of Iranian students' de–motivation in EFL learning. To find the possible de–motivating factors, a questionnaire developed by Sakai and Kikuchi (2009) consisting of 35 Likert type items and one overall question in relation to students' motivation in learning English was completed by 485 Iranian secondary high school and university students at Ilam city. Based on the result of component analysis with Oblimin rotation, five de–motivation factors of Learning Contents and Materials, Teachers' Competence and Teaching Styles, Inadequate School Facilities, Lack of Intrinsic Motivation, and Test Scores were identified. Descriptive statistics, Mann–Whitney U, Kruskal–Wallis, and Friedman Test were employed to analyze the collected data. The results indicated that Inadequate School and University Facilities were the main sources of de–motivation for all learners and Lack of Intrinsic Motivation was the main de– motivating factor for less motivated ones.<\div>

۴The Effect of Supplementary Materials (Reading Short Stories and Related Word lists) On the Acquisition of New Vocabularies among Iranian Intermediate Female EFL learners
نویسنده(ها): ، ،
اطلاعات انتشار: دومین کنفرانس ملی تحقیقات کاربردی در مطالعات زبان انگلیسی، سال
تعداد صفحات: ۸
A large number of studies involving learners of different ages and different contexts have confirmed the widespread belief that foreign language learners can acquire vocabulary through reading. The purpose of the present study was to measure the effect of reading short stories and related word lists on the development of learning new vocabulary among Iranian intermediate EFL learners. The participants of the study were 60 intermediate female learners, at ALEFBA institute in Ilam, who were randomly assigned into two groups: one group including 30 students was received traditional reading (control group) and another group of 30 students was taught reading short stories and related word lists (experimental group). The obtained scores from pre–test and post–test were entered into SPSS software for analysis. The results indicated that the experimental group, regarding its Mean differences with control group, has made greater progress in developing vocabulary.<\div>

۵The effect of using visual materials in teaching vocabulary on EFL learners
نویسنده(ها): ، ،
اطلاعات انتشار: دومین کنفرانس بین المللی پژوهش در مهندسی، علوم و تکنولوژی، سال
تعداد صفحات: ۱۱
Teaching vocabulary is an important issue for second or foreign language learning. The purpose of this study was to investigate the effect of using visual materials such as pictures, real objects, and flash cards on EFL learners’ vocabulary learning. To achieve this purpose, 60 students were selected randomly among 200 students in a private institute in Ilam city. First, the participants were randomly assigned to either the control or experimental group. Then, the two groups were administered the pretest. During the fifteen sessions of the treatment, 90 vocabulary items wereinstructed to the participants in both groups. The experimental group wasinstructed the words visually, while the control group was taught the words traditionally. After the treatment, the two groups were administered the posttest. The findings showed a noticeable progress of the experimentalgroup in learning words. It was found that the learning of words in the experimental group significantly increased more than that in the control group. Further, the participants in the experimental group perceived visual instruction as an effective way for learning vocabulary.<\div>

۶Using pictures in teaching vocabulary on Iranian EFL learners
نویسنده(ها): ، ،
اطلاعات انتشار: دومین کنفرانس بین المللی پژوهش در مهندسی، علوم و تکنولوژی، سال
تعداد صفحات: ۱۰
Teaching vocabulary is an important issue for second or foreign language learning. So, the teacher needs to apply appropriate technique in his\her classroom. Using pictures in teaching vocabulary are appropriate technique to be applied in class. To achieve this purpose, 60 students were selected randomly among 200 students in a private institute in Sarableh city. These students were given the Solutions Placement Test in order to validate their proficiency levels. These participants were then randomly assigned to the experimental and control groups. Prior to the treatments, two groups sat for pre–tests. Then the students of experimental group were exposed to the treatments for fifteen sessions; that is, the words list which was selected from the students’ books were taught to the subjects. These words were taught to the experimental group using pictures while they were taught to the control groups not using pictures. After the treatments, two groups sat for post–tests. Then, the results of mean scores were interpreted by using Independent–Sample T–Test. The T–test analysis indicated that the difference in the post–test means between the control group (M=22.46) and the experimental group (M=35.71) was statistically significant (t=6.11, df=58, 2–tailed p˂.0,05), because the P value (0.0002) was lower than 0.05. Therefore, it is suggested for English teacher to use pictures in their teaching to improve the students’ ability in vocabulary.<\div>
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