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

The flipped classroom is a teaching approach that can afford additional face-to-face communication with students in the classroom. Although there are some studies that have already investigated the flipped classroom in general, few studies have investigated critical thinking and performance in learning grammar, in particular. The design of the study was a quasi-experimental research. This research was performed within an English class for six weeks in 2020. Three hundred and sixty English learners were chosen through multistage cluster sampling from two different institutions within the range of 13-19 who were studying at intermediate and upper-intermediate levels. Among fifty grammar videos, eight grammar contents based on content validity index (CVI) and content validity ratio(CVR) were selected. Questionnaires were EPT (English performance tests) and CT (critical thinking). The experimental group was educated with the flipped classroom model whereas the courses were performed based on the present syllabus in the control group. It was realized that there was no substantial discrepancy between the pre-test and post-test the scores of the control group while there was a significant difference between the pre-test and post-test scores of the experimental group. Teachers can be proposed to manipulate the flipped classroom model to boost learners’ critical thinking and performance.

Classroom management and immediacy have always been the interesting topics for the researchers throughout the time. However, barely has any study been done on both of teacher/learner points of view. This study is a survey type research, investigating the relationship between teachers' classroom management, verbal and nonverbal immediacy as perceived by their students. The sample contained 20 teachers and 244 students taught by the same teachers from three English language institutes in Tabriz. The instruments for the measurement of classroom management was Teacher Classroom Management Self-Reflection Inventory called "The Incredible Years" designed by Webster-Stratton (2012), and the questionnaire for measuring verbal and nonverbal immediacy was designed by Gorham (1988). The Wilcoxon test and spearman correlation revealed that although there was a relationship between verbal teacher immediacy (VTI) and classroom management (CM), but, there was no relationship between CM and nonverbal teacher immediacy (NVTI). Further data analysis showed that teachers VTI was higher than NVTI. The basic tool for interacting with students is the behavioral cues, so for the improvement of NVTI of teachers some pedagogical implications were provided, like including it in teacher training courses (TTC). Finally, some suggestions for further studies are stated for other researchers to conduct more comprehensible studies. Extended Abstract Classroom management and immediacy have always been the interesting topics for the researchers throughout the time. However, barely has any study been done on both of teacher/learner points of view.  This study is a survey type research, investigating the relationship between teachers' classroom management and verbal and nonverbal immediacy as perceived by their students. The sample contained 20 teachers and 244 students taught by these 20 teachers from three English language institutes in Tabriz. The instruments for the measurement of classroom management was Teacher Classroom Management Self-Reflection Inventory called "The Incredible Years" designed by Webster-Stratton (2012), and the questionnaire for measuring verbal and nonverbal immediacy was designed by Gorham (1988). The Wilcoxon test and spearman correlation revealed that although there was a relationship between verbal teacher immediacy (VTI) and classroom management (CM), but there was no relationship between CM and nonverbal teacher immediacy (NVTI). Further data analysis showed that teachers VTI was higher than NVTI. The basic tool for interacting with students is the behavioral cues, so some pedagogical implications were provided for the improvement of NVTI of teachers like including it in teacher training courses (TTC). Finally, some suggestions for further studies are stated for other researchers to conduct more comprehensible studies. 1. Introduction To make a class as effective and productive as possible, we have to manage it with orchestration and coordination of entire classroom processes (Dobrescu & Grosu, 2014). According to Van Petegem, Creemers, Rosseel and Aelterman, (2006), in order to create a classroom in which the students have good feelings, a teacher must manage the conditions of the class and be cautious and make a strong learning environment. Marzano and Marzanos' research (2003) revealed that the action taken by teachers in classrooms is important compared to what educational systems are doing. They believe that learning and teaching can't occur in a classroom which is not managed properly. Talebi, Davodi and Khoshroo, (2015, p.592) believe that teachers' aim is to create positive or negative interactions with herself/himself and the learners. If the interaction is positive, then the learners are more eager to do their duties, do exercises, carry out assignments, and learn enthusiastically. As stated by Mehrabian (1996) for the first time, immediacy is the communication behaviors that “enhance closeness to and nonverbal interaction with another” (p. 203). He believes that by increasing “physical proximity” and “perceptual availability” of the speaker to the listener, the instructor is able to have greater immediacy. There are various studies about the relationship between immediacy and the successful learning in teaching processes. “The relationship of teacher immediacy to student learning has been explored in a series of studies which indicate that a teacher's use of communicative behavior that enhances physical and psychological closeness is positively related to learning outcomes” (Gorham & Christophel, 1990, p.46). The study is going to answer the following research questions: 1- Is there any significant relationship between the learners’ perceptions of their teachers' verbal and nonverbal immediacy? 2- Is there any significant relationship between the teachers’ classroom management skills and the learners' perceptions of their verbal immediacy? 3- Is there any significant relationship between the teachers’ classroom management skills and the learners’ perceptions of their non-verbal immediacy? 2. Literature Review 2.1. Classroom Management Studies have shown that despite the courses for teacher training in most countries, teachers have always had problem with class management in real context of teaching process (Martin, Yin & Baldwin, 1998).  Teachers' point of views and opinions on student behaviors and the interaction between student and teacher shapes the way they behave about classroom management tasks. Moreover, their basic understanding of classroom management and dynamics can affect this important task (Kagan, 1992).  Classroom management is not just merely the physical arrangement. A teacher should manage to teach a subject in a given period of time. Thus without the control in a teaching process, a teacher might not be successful because no one can force a student to learn a subject (Demirel, 2009). 4. Results and Discussion 4.1. Results and Discussion This research had three parts of classroom management, verbal immediacy and nonverbal immediacy. For the accurate results among these three variables, the questionnaires were given to both sides (teachers and the learners). The classroom management questionnaire was filled by the teachers and the immediacy questionnaires were filled by the learners, to see if actually what do they think of the accomplishments of these variables. The previous researches were all one sided as they investigated these variables from teacher or learner point of view. However, the main aim of this research was to mix their ideas and see if there is any relationship between their ideas. Unlike Derkhshani's (2016) study, in which the data analysis revealed that there was a significant relationship between nonverbal behavior of teachers and their classroom management, surprisingly, the present research revealed the fact that there is no relationship between these two variables. The reason behind this difference of results may be the process of data gathering in which the present study gathered the classroom management questionnaire from the teacher and nonverbal immediacy questionnaire from learners of the same teacher.  This comparison of the ideas of both sides may result in more accurate conclusions.

The current study aimed to investigate the use of multimedia in language classrooms and its impact on EFL students’ achievement. To this end the researcher observed the performance of two groups, the first of which was taught new idioms according to the traditional method of teaching vocabulary and the latter was taught using multimedia in a language lab. The results of the final exam demonstrated the positive impact of integrating multimedia on idioms learning. This, in turn, substantiates the importance of integrating new technologies in education in general and language teaching in particular.

Action research is a small-scale intervention in the functioning of the real world to address practitioners’ own issues and carry out a close examination of the effects of such an intervention. Classroom-based research, or action research, can be the viable solution to some pandemic academic sluggishness and scientific apathy. However, the erroneous impression that research is an elite discipline belonging to certain talented or conversely boring individuals who always constrain themselves to their desks dissuades some teachers from engaging with action research in the local contexts. This small scale qualitative study was an attempt to investigate the reasons that hamper the Iranian EFL teachers teaching in language institutes to do action research. To this end, a total of 12 Iranian EFL teachers (8 females and 4 males) were chosen through the convenience sampling procedure to take part in the study. The semistructured individual interviews were used to gather the data. Results of the content analysis revealed that such factors as (a) attitude toward action research, (b) lack of fund and support, (c) lack of cooperation among colleagues, and (d) lack of knowledge and confidence in doing action research led to the teachers’ apathy in regard to doing action research.

The article provides a rationale for assessing second language (L2) pragmatics in the classroom and then looks at tasks to assess comprehension of speech acts. Next we look atvarious ways to collect students’ pragmatic production, such as through oral role-play, written discourse as if spoken, multiple-choice, or short-answer responses. Then six strategies for more effective assessment of pragmatics are presented, such as how to make the speech act situations realistic and how to rate for key aspects. The assumption made in the article is that classroom teachers may be avoiding the assessment of pragmatics, especially nonnative teachers who feel that they themselves are incapable of judging what constitutes correct behavior.

This paper describes how English as a Foreign Language (EFL) teachers can bring reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and self-esteem that takes place in a Classroom-Based Assessment (CBA) environment facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on the memorization of language code, form, lexis, and prepared answers, students who have learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit their own work. Not only does this reduce the assessment burden on the teacher, but it also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition to a heightened awareness of the language-learning process. By learning how to set goals, assess their achievements, and reflect on their future learning needs, students become more efficient language learners. While acknowledging the place of standardized, summative tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance long-term learning and consequently enable and empower students to prepare for their future learning needs.