جستجوی مقالات مرتبط با کلیدواژه "مدارس ابتدایی" در نشریات گروه "ادبیات و زبان ها"

The present study strived to expound on the perspectives of Applied Linguistics professors, English teachers, and parents on the instruction of English in primary schools. Convenience sampling was used to select 12 Applied Linguistics professors, 17 EFL teachers, and 19 parents in Urmia (Iran) as participants. A six-item semi-structured interview protocol was developed to gather their views on English instruction in these academic settings. The 30-minute interviews were conducted in Farsi. Thematic analysis identified underlying codes and themes in the participants’ responses. The findings revealed that Applied Linguistics professors valued English instruction for enhancing primary school learners’ academic performance and emphasized the importance of customized teacher education, technology-informed materials, and course activities. EFL teachers also supported English instruction and stressed the integration of technological advancements. Parents favored English instruction for its educational benefits and emphasized the need for supportive language learning environments in primary school English classes. These findings offer valuable insights for teacher educators, syllabus designers, and teachers regarding the requirements for effective English instruction in primary schools.

This experimental research centered on considering the effect of cognitive intervention instruction on the phonological awareness of Iranian dyslexic students at primary schools. For this purpose, 32 male and female students between 8 to 11 years of age with 90 to 110 IQs average, were purposefully selected from primary schools and randomly assigned to a control group and an experimental group. Wechsler Intelligence test (WIT), Karami and Noori (KNT) test, and a cognitive intervention package were used as tools in this research. Then, to check the participants’ phonological awareness, (KNT) measurement was applied to the students. The covariance analysis of the resultant data showed that this package was effective on the phonological awareness of the experimental group after receiving the cognitive intervention package in contrast to the control group. The independent sample t-test also showed that there was no statistically meaningful difference between dyslexic male and female students in the experimental group regarding phonological awareness. The findings recommend that instructors at primary schools should teach the students to use cognitive intervention programs in phonological awareness to accelerate and do their more effective homework and develop productive insights into their phonological awareness.