مقالات رزومه دکتر قاسم مدرسی

The present study, adopting a mixed-methods design, mainly aims at determining the possible predictors of EFL students’ academic achievement in teachers’ emotions and stroke, and exploring the students’ perspective of the role of teachers’ emotions and stroke in their academic achievement. In so doing, a number of 232 BA English-major students were selected to participate in this study based on convenient sampling and six students were participated in the qualitative phase based on data saturation. The obtained results from Pearson Correlation Coefficient showed that there was a statistically significant association between teachers’ emotions, stroke and academic achievement. Furthermore, the results of Multiple Regression revealed that the best predictor of academic achievement was teachers’ emotions. Finally, after determining the inter-rater agreement and inter-rater reliability of the data, the results emerged from the students’ responses offered 11 common codes. At the end, some practical implications are offered for EFL students and teachers.

The present study aimed at examining the association of religious identity and attribution factors with self-esteem for English language learners. The study adopted a quantitatively dominant sequential mixed-methods research. A sample of 45 students majoring in English language and a pool of 20 experts in psychology and language from different Universities participated in the qualitative phase of the study based on data saturation method. The data collection procedure in the qualitative methods included semi-structured interview method. The qualitative phase of the study, after determining the inter-rater reliability of the data yielded 14 common codes. Moreover, a sample of 163 students majoring in English language from different Universities participated in the quantitative phase of the study based on availability sampling. The data were collected by means of the newly-developed religious identity questionnaire, attribution questionnaire, and self-esteem questionnaire. To develop and validate the questionnaire of religious identity, the researchers employed Factor Analysis and Structural Equation Modelling by means of SPSS Version 22 and Amos 20. Cronbach Alpha estimated the internal consistency of the whole items including 34 items as 0.82. The validated questionnaire composed of four factors including Ideal Religious Identity, Real Religious Identity, Ought to Religious Identity and Feared Religious Identity. Following this, the results of Pearson Correlation Coefficient confirmed that the relationship between religious identity and attributions with self-esteem was significantly positive and large for EFL learners. Religious values act as assistance for learners to exert more effort in the face of possible failure and indeed, small success increases self-esteem.

To date, some research has been carried out on Persian neologisms from linguistics, linguistic typology or sociolinguistics perspectives; however, research from a psycholinguistic perspective offers new insights into Persian neologisms and their foreign equivalents. Employing the concept of emotioncy (emotioncy+frequency of senses), the present study compares the cultural weight of seven Persian neologisms and their foreign equivalents to discover why the public accept or reject the words, approved by the academy of Persian language and literature. Moreover, the study examines the role of their native language in the application of these words. To this end, 223 participants in the quantitative phase and 61 participants in the qualitative phase of the study were selected from the public based on convenience sampling and data saturation to participate in the study. The study follows a sequential mixed-methods design which consists of qualitative and quantitively phases to collect the relevant data. The results of the t-test show that there is a significant difference between the six pairs in terms of emotioncy. Moreover, the results of One-way ANOVA confirm that there is a significant difference in three of the selected words with respect to the native language of the speakers, including Persian, Kurdish and Turkish in terms of emotioncy. After determining the inter-rater agreement and inter-rater reliability of the data, the qualitative results reveal 16 reasons for the acceptance of the foreign equivalents, such as positive association, beautiful-sounding words and high frequency. Also, eight reasons for the non-acceptance of the Persian neologisms are identified like negative association, hard sounding words and low frequency. Indeed, to promote the acceptance and application of neologisms, the academy of Persian language and literature should take not only linguistic but also psycho-sociolinguistics issues into consideration.

Research into translation has recently focused on incorporating findings from other disciplines into the field of translation studies. The present study, as an initial attempt in the context of Iran, set out to compare the effectiveness of form-focused instruction with translation, form-focused instruction without translation, and meaning-focused instruction on vocabulary retention and active recall. In so doing, a total of 79 male Iranian high school students from Quchan participated in this experimental study. For the purpose of this stufy they were divided into three educational classes where they a different treatment, in accordance with the experimental conditions. The results of the study showed that the students in the form-focused instruction with translation performed significantly better than the other students both on a vocabulary retention test, and on an active recall translation test. The findings of the study are discussed in light of attention theory and anvolvement laod hypothesis. Pedagogical implications are also explained.

The present study, as an initial attempt, examined the relationship between translation students’ cognition and their translation ability from English into Persian language. Initially, the researchers tried to find out the most commonalities emerged from the interviews with the experts and University teachers regarding translation students’ cognition. The construct validity of the factor structure of the questionnaire was determined through EFA, including two phases of pilot study. Using Structural Equation Modeling, the validity of the measurement models was also examined through goodness-of-fit indices. The validated questionnaire, named Translation Students’ Cognition (TSC), included four underlying constructs. Then, the researchers examined the relationship between students’ scores on TSC and translation ability, and the results revealed a large, positive correlation between learner's cognition and their ability on translation [r=–.65, n=42, p

Computer-assisted Language Learning (CALL) is defined as the search for and study of the applications of the computer to language teaching and learning. During the first phase of the study, the researchers found out the most commonalities emerged from the interviews with 12 experts and university teachers. During the second phase, the reliability and validity of the questionnaire were determined by means of FA and SEM and the validated questionnaire was named EFL learners’ CALL Knowledge. 256 students participated in this phase. During the third phase, the results of Pearson Correlation confirmed that there was a medium, positive correlation between EFL learners’ CALL knowledge (N=122) and their writing performance on IBT TOEFL Examination [r=.34, n=122, p

The present study tries to explore the possible selves of translator students to construct and validate the relevant questionnaire. During the first step of the study, using content analysis and theme-based categorization, the most frequently cited factors emerged from the interviews with the 20 participants included 1) Doing one’s best, 2) Developing the self, 3) Successful translator, 4) Gaining dignity in translation, 5) Danger of losing interest, 6) Approaching problems critically, 7) Becoming an effective citizen, and 8) inner satisfaction. Following this, the researchers designed the relevant questionnaire consisting of 50 items in likert scale, and a pilot study was done including two phases. Using factor analysis, the designed questionnaire was distributed to 186 students majoring in transition studies, and the validated questionnaire including 41 items was named English Translator Self Development (ETSD) including four underlying constructs: Factor one: Real Identity, Factor two: Ideal Identity, Factor three: Ought to Identity, and Factor four: Feared Identity. During the next step of the study, the researchers examined the relationship between students’ scores on ETSD and translation performance and the results revealed a moderate, positive correlation between translator students’ self-development and their performance on translation [r=–.45, n=62, p