توجه: محتویات این صفحه به صورت خودکار پردازش شده و مقاله‌های نویسندگانی با تشابه اسمی، همگی در بخش یکسان نمایش داده می‌شوند.
۱The Impact of Morphological Dynamic Assessment on EFL Learners’ Reading Comprehension
اطلاعات انتشار: اولین کنفرانس ملی زبان انگلیسی، سال
تعداد صفحات: ۱۲
Morphological awareness, refers to the ability to reflect upon and manipulate morphemes and morphological structure of words (Carlisle, 2003). The purpose of this study was to investigate the effect of dynamic assessment on EFL learners’ reading comprehension. A secondary aim of the study was to examine which method of assessing morphological knowledge could predict and account for the EFL learners’ reading ability to a larger extent. To fulfill these aims, 50 intermediate EFL learners were divided into experimental and control groups. The abilities of 25 EFL learners in the experimental group were assessed using a dynamic assessment procedure following Larson and Nippold (2007). The results indicated that dynamic assessment of morphology improved EFL learners’ reading comprehension. Furthermore, the dynamic assessment task could predict EFL learners’ reading comprehension over and above the static assessment task of morphology. The findings provided preliminary support for the usefulness of a dynamic assessment of morphological awareness within an EFL context. The study also found that morphological awareness as measured by the dynamic assessment made a significant contribution to the prediction of reading proficiency for intermediate EFL learners. Replication of this study with a larger sample size is warranted and may yield more generalizable results in support of using a DA to assess morphological awareness in the EFL context.<\div>

۲Developing a profile of learning needs of Iranian undergraduate students of English Language and Literature
نویسنده(ها): ،
اطلاعات انتشار: Iranian Journal of Applied Language Studies، ششم،شماره۲، ۲۰۱۴، سال
تعداد صفحات: ۱۸
The current study aimed at investigating the academic learning needs of Iranian undergraduate students of English Language and Literature from the perspective of 320 stakeholders including undergraduate students (n = 252), graduates (n = 51), English literature instructors (n = 7), and language instructors (n = 10). To this aim, a triangulation of the most important data collection instruments of needs analysis (i.e., questionnaires, class observations, and semistructured interviews) was adopted for data collection at eight different Iranian state universities. The results of data analysis revealed that the above–mentioned students are not adequately equipped with learning and communication strategies during their academic and pre–academic studies. The results of the current study may promise implications for the provision of some extracurricular EFL courses at the tertiary and senior high school level in order to enhance students’ sociocultural and strategic competence based on the shared decision–making process among different stakeholders in the course design community.
نمایش نتایج ۱ تا ۲ از میان ۲ نتیجه