هدف: هدف از انجام این پژوهش طراحی سایت آموزش با ویژگی های منحصر به فرد و بررسی پتانسیل و تاثیرآن بر روی مهارت نگارش زبان آموزان و همچنین پتانسیل آن در جلب خلاقیت زبان آموزان در مدیریت گفتمان از طریق انتقال معنا ( NOM) و انتقال فرم یا صورت (NOF) زبان انگلیسی می باشد. روش : 60 زبان آموز سطح متوسط به صورت تصادفی و بر اساس نمرات آنان در آزمون تعیین سطح آکسفورد به دو گروه نگارش مشارکتی و مشارکتی الکترونیکی تقسیم شدند. مهارت نگارش و خلاقیت در مدیریت و تعمیر و اصلاح گفتمان در انتقال معنا مورد ارزیابی قرار گرفت. داده ها از طریق پیش آزمون و پس آزمون مهارت نگارش و تجزیه و تحلیل گفتمان از طریق ضبط صدا در گروه نگارش مشارکتی در کلاس و پیش آزمون و پس آزمون و کد گذاری باز عملکرد زبان آموزان در وب سایت آموزشی در گروه نگارش مشارکتی الکترونیکی جمع آوری شد. یافته ها: تجزیه و تحلیل چند متغیره کوواریانس و مجذور کای نشان داد که مشارکت الکترونیکی باعث افزایش نمرات نگارش زبان آموزان شد. پتانسیل این تکنولوژی در جلب خلاقیت انتقال فرم و توجه به آن و انتقال معنا جهت مدیریت گفتمان در مقایسه با نگارش مشارکتی تفاوت معنا دار داشت. نتیجه گیری: نتایج نشان می دهد که ایجاد بستر های فعالیت مشارکتی از طریق استفاده از تکنولوژی در آموزش باعث افزایش یادگیری در مهارت نگارش می باشد. همچنین گفتمان و مدیریت آن از طریق سایت های الکترونیکی مشارکت زبان آموزان باعث ترغیت زبان آموزان و ابتکار عمل در تعمیر و اصلاح گفتمان و انتقال معنا می شود. پرونده مقاله

The present study was conducted to investigate the comparative impacts of three types of EFL teach- ers' mindsettings on EFL learners' grammar achievement. The participants of the study were English Translation undergraduate students (both female and male with the age ranging of 18-35) who were selected according to convenience non-random sampling from three classes of English Grammar 1 at both Islamic Azad Universities of Karaj and Shahriyar. The total number of students in each class was 30. The course lasted 16 successive sessions. Participants were assigned into three experimental groups. The researchers provided interventions in terms of Fixed-mindsetting (Experimental group 1), growth-mindsetting (Experimental group 2), and mixed-mindsetting (Experimental group 3) to teach English grammar to them. The independent variables in this study were human mindsets which were grouping variables to three levels of mixed-mindset, growth-mindset, and fixed-mindset. The depen- dent variable was EFL learners' grammar achievement. At the end, a same grammar test was adminis- tered among participants in all three groups and it was demonstrated that the students in growth- mindsetting group outperformed significantly higher than those of the other two groups. This study includes a variety of instructional implications for both EFL teachers and EFL learners. پرونده مقاله

Teacher effectiveness is regarded as a significant issue in the field of language teaching which has recently received experts’ attention in SLA research. However, no valid instrument has been developed to precisely evaluate the attitudes of Iranian EFL students and/or teachers towards different aspects of teacher effectiveness in the classroom. To do so, in the first phase of this study, a conceptual framework was generated after a comprehensive review of the related literature, and the first draft of the newly-developed EFL teacher effectiveness questionnaire with 47 items was developed and validated with 224 participants. To identify the main components of the questionnaire, an Exploratory Factor Analysis followed by a Confirmatory Factor Analysis was carried out to measure its construct validity. Consequently, the final draft of the questionnaire comprised 42 Likert-point items. In the second phase of the study, the participation of 322 EFL students and 50 EFL teachers was demanded to investigate the effect of modular instruction on EFL teacher effectiveness in the real classroom context. The research results suggested that (1) Iranian EFL learners had a highly positive attitude towards teacher effectiveness constructs such as teacher behavior, attitude, rapport, interest, and effective teaching practice, and (2) the modular instructions had a positive effect on EFL teacher effectiveness. The findings had several pedagogical implications for EFL teachers, teacher educators, and materials developers as the knowledge of teacher effectiveness and modular instruction could positively affect the nature and conditions of language teaching and learning. پرونده مقاله