جستجوی مقالات مرتبط با کلیدواژه « آموزش زبان انگلیسی » در نشریات گروه « ادبیات و زبان ها »

This research paper presents a systematic review of studies focused on investigating Technological Pedagogical Content Knowledge (TPACK) among English as a foreign language teachers. The study employs a synthesis research method to analyze qualitative data and achieve practical objectives. Relevant sources were collected from international databases using appropriate keywords, resulting in a total of 18 selected articles for analysis. To ensure reliability, the quality of the data was assessed using Cohen's kappa coefficient, yielding a value of 0.76. The findings indicate that previous research on TPACK has primarily addressed four main areas: review, evaluation, development, and application. The research has predominantly explored two aspects: assessing teachers' TPACK and innovating methods for measuring its level, as well as investigating differences in TPACK levels among various groups of teachers to enhance and elevate their TPACK proficiency. In conclusion, this study highlights a lack of understanding regarding how English language teachers can effectively utilize the seven elements of TPACK to facilitate student learning through technology-integrated lessons. Additionally, this research aims to provide valuable insights for future researchers to further enrich the development of the TPACK model in this field. Also, this study will sharpen the perspective of future researchers in enriching the model development of this field.

Pronunciation, a skill often overlooked in language instruction, has historically yielded suboptimal results. Language learners must understand phonological and phonetic principles, as well as cognitive patterns, which are integral to the learning process. The cognitive phonological approach posits that phonological and structural categories are influenced by both cognitive processes and phonetic-linguistic factors. These categories can be enhanced with data-driven statistical features and require immersion in a linguistic environment to be refined and fortified. As learners progress, phonological categories become intertwined with the formation of internal linguistic structures, and the expansion of mental vocabulary contributes to phonological growth. Recognizing that phonetic and lexical errors are inherent in learning, it is imperative to address language-specific errors stemming from an unfamiliarity with the phonological structure of the second language and from established language habits. Consequently, employing a cognitive approach to scrutinize phonetic errors is not only motivational but also essential for elucidating the phonological, phonetic, and phonological systems of the target language in the post-sensory phase for learners. This study seeks to probe the underlying causes of phonetic errors and to offer an effective strategy, grounded in a cognitive framework, for rectifying such errors in language learners. The research, of a descriptive-inferential nature, was carried out among 80 students at both the undergraduate and graduate levels from the University of Applied Science and Technology in Tehran. Data analysis was conducted through field study methods, utilizing SPSS software. The findings suggest that, in light of Fraser's cognitive framework (2010), implementing a conceptual approach within a real-world context, based on meaningful communication, can significantly aid in ameliorating phonetic and pronunciation errors. This approach proves beneficial not only during the critical period of language acquisition in childhood but also throughout adulthood.

Co-teaching, as a novel language teaching method, warrants comprehensive research to investigate its efficacy in enhancing various language skills and components such as grammar, vocabulary and reading. This study examines the impact of co-teaching with two teachers on the effectiveness of grammar instruction. It focuses on implementing this approach in two educational contexts comprising Iranian English learners in one group and international learners of Persian in another group as experimental groups. A comparable class has been selected as the control group in each context as well. The English language class was taught by two Iranian English language instructors and the Persian language class was taught by two Iranian instructors, one specialized in Persian language teaching and the other proficient in English. In the practical phase of the study, the primary instructor presented new materials in a foreign language, and then the instructors, by dividing the language learners into smaller groups, engaged in tasks and problem-solving. The assistant instructors explained the materials again in an intermediary language (Persian for English learners and English for Persian learners). Statistical tests were used to analyze the data. The findings showed the effectiveness of grammar instruction increased significantly in both test groups compared to the control groups. The impact of this method on international Persian learners in comparison with Iranian English learners was not significantly different. Based on the interview results, the language learners consider the co-teaching method highly effective and engaging. The study suggests this method can be beneficial for language learners.

Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL teacher’s concern for their students’ emotional and mental well-being - also known as the teacher’s emo-cognitive ability. The present research aims to bridge this gap by identifying the variables that are relevant to EFL teacher success and establishing a link between a teacher’s level of concern for their learners and their overall success. The findings of this study have significant implications for EFL teacher trainers, instructors, language learners, and researchers alike.

Today, learning is considered a challenge that must be faced simultaneously in different aspects. One of the basic solutions to reduce the challenges of learning and teaching is to use appropriate, useful, and relevant teaching methods, which require the use and application of similar theoretical foundations (Johnson et al., 2014) and new innovations in teaching and learning in general. Learning is no longer limited and confined to the classroom and new improvements in technologies play a very important role in optimizing learning in and out of the classroom situations through media and social networks and have challenged traditional teaching methods. English language professionals today need to consider meaningful learner participation inside and outside the classroom situations to achieve more learning results and outcomes by creating a more learner-centered environment (Brown, 2014).In order to create a suitable and student-centered educational environment, learning innovation approaches can be used with the help and use of technology opportunities. In the twenty-first century, advanced technology is the main driving force that brings new challenges and opportunities as well as paradigm shifts to our society (Khan, 2012; Pacansky-Brock, 2013; Vibulphol, 2015). This technology can be used and implemented not only to support classroom activities but also in extracurricular activities as a useful tool to gain knowledge anywhere in the world possible (Sakulprasertsri,2017). In fact, by providing more space and more time with the help and application of technology in the learning and teaching process, contemporary skills will be provided to students and by providing a real reform in education, the education system will have an opportunity to improve. (Overmyer, 2014; Ayçiçek & Yelken, 2018).Due to the entry of technologies into the field of education, today an approach has been proposed in education that, while benefiting from the benefits of technology-based education, also benefits from the unique advantages of traditional and face-to-face education. This approach, which is in fact a combination of face-to-face education with an education accompanied by electronic types of equipment at a time and place beyond the classroom, is called blended education/learning, or blended learning. The Flipped Classroom Model is a special blended learning model that helps educators optimize class time to encourage effective communication. The flipped classroom method was first proposed in 2000 by Baker (Strayer, 2012, quoted by Abdi, 2019).According to Bishop & Verleger (2013), the reverse classroom is a student-centered learning method that consists of two parts: interactive learning activities during the lesson and individual-based computer-based extracurricular teaching. In summary, the use of the flipped classroom approach enhances learners' understanding of the importance of pre-classroom activities and reinforcing them in the classroom (Rotellar & Cain, 2016) Making better use of classroom time (Wallace, 2013; O'Flaherty & Phillips, 2015), accepting responsibility for learning by students, helping learning to the master level (Helgeson, 2015; Fautch, 2015, Sweet, 2014, quoted by Kaviani et al., 2016) encouraging learners to engage or cooperate among them (Clark, 2015; McLean et al, 2016), Increasing and facilitating deep learning (Love et al., 2016), helping learners understand their learning styles and performances (Wallace, 2013) reducing stress (Marlowe, 2012) increasing innovation, task orientation, and metacognitive skills in students (Streyer, 2012). According to studies conducted with the flipped classroom approach in other areas, in the field of English language teaching, there are limited experimental studies available.This approach has become very popular in educational circles, but few teachers seem to have accepted the idea to conduct empirical studies on the subject. Therefore, the purpose of this study is to determine the effect of the flipped classroom model as a combined approach in education on academic engagement (participation) and improve students' writing skills in English language teaching. Therefore, this study specifically determined to answer the following questions:    Does flipped classroom teaching significantly improve students' writing skills?    Does flipped classroom teaching significantly improve students' classroom participation?

This study used a quasi-experimental pretest-posttest design with a control group. The research was conducted on 36 English language students of the University of Kurdistan who had been selected based on convenient sampling. The flipped classroom model was implemented for the experimental group (18 students), and the traditional method of teaching writing skills was used for the control group consisting of 18 students. The research was conducted in the advanced writing class for eight weeks in the first semester of the 2018-2019 academic year. Data collection tools included:Rio Academic Engagement Questionnaire which consisted of 17 items answered based on Likert scale from totally agree to totally disagree.A researcher-made writing skills test designed based on the Ministry of Science, Research, and Technology of Iran curriculum implemented through pre-posttest.

The results of the analysis of covariance and repeated measures showed that flipped classroom teaching has a significant effect on the writing skills of the students and the experimental group outperformed the control group in their achievements of writing skills. The results of the second analysis of the covariance also showed that there is a significant difference between the level of participation and academic participation of students in the flipped classroom method compared to that of those students taught through the traditional method of teaching writing.

The purpose of this study was to investigate the effect of flipped classroom teaching on improving writing skills and academic engagement (participation) of English language students. The results showed that flipped class teaching has a significant effect on improving the writing skills of the students. The results also showed that there is a significant difference between the level of academic participation of students participating in the flipped class method compared to that of the traditional method. Therefore, using flipped classroom learning in writing classes can be considered as an effective method in teaching to improve writing skills and increase the class participation of students of English as a foreign language. Consequently, teachers are encouraged to use the flipped classroom model to strengthen language skills and learners' participation in the classroom especially in writing skills in which most of the learners of English as a foreign language have problems and they are seeking new and effective ways of learning writing more successfully.