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

Poète avant-gardiste et co-fondateur de la revue Souffles en mars 1966, Abdellatif Laâbi n’en finit pas de ressembler à son œuvre. Certes, l’auteur ne peut échapper à sa création ni la création à sa vie, cependant les épreuves traversées ont aiguisé sa plume et forgé son verbe. Derrière le « je peux ce que j'écris » qui structure l’œuvre, on sent la présence d’un « je peux ce que je lis » de la part du lecteur. C’est dire que cette voix singulière et féconde qui se joue des modes esthétiques et transgresse les genres invite le lecteur à explorer ses territoires nourris de doutes profonds et d’interrogations brûlantes. Cet article se propose d’analyser la manière dont l’engagement poétique de Laâbi évolue vers une forme d’engagement esthétique plus large, qui engage le lecteur dans un processus de coopération textuelle. En ce sens, l’analyse du concept de "mondes possibles", tel qu’il a été théorisé par Umberto Eco, permet de cerner cette ouverture et ce mouvement perpétuel caractéristique de l’œuvre laâbienne où le texte se conçoit comme un espace en perpétuelle recomposition, reflétant ainsi les potentialités multiples d’une résistance poétique à toute forme d’atteinte à la dignité humaine.

Effective vocabulary acquisition is crucial for English for Specific Purposes (ESP) students to grasp technical terminology and excel in their fields. This study investigates the potential of Mobile Learning Applications (MLAs) to address this need by examining their impact on vocabulary learning, motivation, and engagement. To this end, Sixty Iranian physical training students were randomly assigned to either an experimental group utilizing the Quizlet mobile application or a control group employing traditional methods for vocabulary learning. The participants completed a vocabulary test, a motivation questionnaire, and an engagement questionnaire before and after an eight-week intervention. The experimental group used Quizlet for 30 minutes daily to review the physical training vocabulary. The participants in the control group did not use Quizlet, but instead continued with their regular study routine. The experimental group exhibited significantly higher scores on the vocabulary posttest compared to the control group, demonstrating the efficacy of MLAs in enhancing vocabulary acquisition. Additionally, the experimental group displayed a notable increase in both motivation and engagement compared to the control group, suggesting that MLAs can foster positive learning dispositions and active participation in vocabulary learning activities. This study contributes to the body of knowledge concerning the potential of MLAs to improve vocabulary learning, motivation, and engagement among Iranian physical training students. The findings imply that MLAs can be used as valuable pedagogical tools for educators in specific contexts.

The present study investigated the the impact of Iranian English as Foreign language (EFL) learners’ collaborative writing through Google Docs on their classroom engagement. To attain the purpose of the study, 50 Iranian EFL learners were selected. Two instruments were used to gather the required data; classroom engagement questionnaire, and a semi-structured interview. At the first session of the class, the first researcher/teacher asked the participants of both groups to fill in the engagement scale as the pre-test. The experimental group received a 60-minute training session to acquaint them with collaborative writing and engage in pre-task modelling of collaboration. During the study intervention, the experimental group received online collaborative writing using Google Docs while the control group underwent conventional methods of teaching. At the end of the treatment, both groups took a post-test. To analyse the obtained data a set of descriptive statistics and independent samples t-test were used. The results revealed that collaborative writing through Google Docs has a significant effect on the participants’ classroom engagement since the participants of the experimental group outperformed the participants of the control group in the post-test. The obtained data from the interview were reported qualitatively. The results revealed participants’ positive view regarding using Google Docs and it provided their ideas regarding its use in future courses. The findings have implications for EFL teachers and learners.

Community of Inquiry is a term that identifies the elements that are essential for the delivery of effective instruction (i.e., teaching presence, cognitive presence, and social presence). While it has been the subject of many studies in face-to-face settings, less attention has been accorded to it in online classes. This study was an attempt to investigate the relationship between Iraqi English as a foreign language (EFL) learners' community of inquiry and their attention to and engagement in online classes. To this end, 311 undergraduate students were selected from Basrah province in southern Iraq. The Google Form link for the community of inquiry scale as well as the online student engagement scale and sustained attention scale were shared among the participants via telegram and WhatsApp groups. The results of the Pearson correlation revealed that there was a significant relationship among the variables. A linear multiple regression analysis was conducted to identify the best predictor of the components of the community of inquiry for students' online engagement in and their attention to online classes. The results showed that social presence contributed more to the changes in learners' engagement in and attention to online classes. The findings of the study can encourage Iraqi EFL teachers to focus on specific aspects of community of inquiry to promote students' engagement and attendance in online classes.

The examination of the literature reveals that scant attention has been paid to L2 graduate students’ engagement with feedback on their academic texts. To fill this gap in the literature, the current study investigated the engagement of 53 TEFL master’s degree students with peer comments using a host of data collection and analysis tools, including eye-tracking, stimulated recall interviews, and content analysis. The participants exchanged computer-mediated comments on an academic writing task (i.e., thesis proposal) and were asked to revise their texts based on these comments while their eye movements were being captured using an eye-tracking application. Then, the eye-tracking videos were employed as stimuli to extract the participants’ reasons for not applying the comments. In addition, the participants’ first and revised texts underwent content analysis, and their feedback incorporation strategies were identified. The findings of this study indicated that the participants applied more than two-thirds of the comments; however, justified elaborated feedback was adopted more than elaborated and concise general feedback. The participants also applied justified elaborated feedback more accurately than the other feedback types. Finally, the results showed that four main feedback qualities (being too general, incomprehensible, inapplicable, and faulty) adversely affected L2 MA students’ feedback incorporation.

The flipped classroom model has not been extensively investigated in English language instruction, specifically in EFL education in Iraq. Despite the growing interest in flipped classrooms as an instructional approach to improve learning outcomes and learner engagement, empirical research on their implementation in these contexts is scarce. This study examined how the flexible classroom model impacted Iraqi EFL university students’ language proficiency and learning experiences. By conducting interviews with female Iraqi EFL students, this study investigated the efficacy of the flexible classroom methodology in enhancing language learning achievements and cultivating learner involvement. Over four weeks, a group of female students studying English reading at a university in Iraq participated in a reversed learning approach. After completing this approach, twenty students were interviewed to understand their experiences with flipped learning. The findings showed that flipped learning significantly positively impacted the language communication skills, vocabulary development, and independent study of female Iraqi students learning English as a foreign language. The availability of reliable technology, collaborative activities, and teacher support contributed to these positive outcomes. The research study has found that the flipped classroom model can potentially improve language learning outcomes. However, the study also identified certain obstacles and areas that require further investigation. The study also highlights the need for further investigation into the effectiveness of online flexible learning in TEFL settings and the development of approaches to overcome the obstacles related to its execution.

La Gloire de mon père, un ouvrage qui a été écrit en 1957 par Marcel Pagnol, est un roman autobiographique. Selon les caractéristiques des œuvres autobiographiques, l’auteur est le personnage principal du roman. Notre principal problème dans cette recherche est que cette histoire est racontée par un enfant (le petit Marcel), alors que l’auteur est un adulte. Donc, nous avons étudié l’énonciation et les jeux de l’embrayage et du débrayage pour savoir qui parle dans ce roman.  Notre hypothèse est que la diversité des énonciateurs, provoque la dynamique du texte du roman autobiographique et à travers l’explication des embrayages et les débrayages des énonciateurs par rapport à la situation de l’énonciation, nous pourrons séparer les personnages. Dans ce roman, l’auteur a décrit tous les événements dans un ordre chronologique, ce qui a rendu le texte plus facile à lire et moins compliqué. La méthode employée est la sémiotique de l’école de Paris. Cette approche étudie les structures signifiantes profondes du texte et nous aide à mieux comprendre les sens du discours.

This study compares the use of heteroglossic engagement resources in the discussions of MA theses rated as good versus excellent written by Iranian EFL students majoring in TEFL. Engagement, a subsystem of the Appraisal model within Systemic Functional Linguistics (SFL), deals with writers’ authorial voice and how they position their voice with regard to, and engage with, alternative voices and positions in a communicative context. The final corpus of the study consisted of 24 MA theses in TEFL from four universities in Iran divided into two groups of theses rated as good and excellent based on the scores awarded to them and the raters’ reassessment. In addition to a qualitative analysis, descriptive and inferential statistics were applied to analyze the data. The results showed that heteroglossic resources were not equally employed by the authors. Although there was a correlation between the use of heteroglossic resources in the theses and their assigned rates, authors of excellent theses utilized more expand values compared to good theses. The qualitative analysis revealed that writers of excellent theses were more successful in expressing their authorial stance through dialogically contractive and expansive resources. Moreover, the results provide evidence that heteroglossic engagement resources are helpful in writing academically acceptable texts.

Dans les classes virtuelles universitaires en Iran qui ont lieu sur les plateformes telles qu’Adobe Connect, l’enseignant de FLE a accès à très peu d’indices pour mesurer l’engagement de ses étudiants. L’un de ces indices est le nombre des interventions des apprenants dans l’espace interactif du logiciel et la manière dont ceux-ci interagissent avec l’enseignant, leur pairs et le contenu présenté. Dans cette recherche nous avons voulu savoir si le niveau langagier des étudiants au départ, ainsi que leur profil général scolaire (bons élèves, moyen, en difficulté) avaient une influence directe sur ces interactions. Il s’est avéré qu’il y a une différence significative entre les étudiants en difficultés et les autres apprenants dans leur taux de participation et qu’ils interagissent moins que leurs camarades dans l’espace destiné à la discussion. Les tests de corrélation ont également montré qu’il y a une corrélation significative entre le niveau langagier des étudiants au départ et le nombre d’interventions, ce qui pourrait expliquer le manque d’engagement des étudiants en difficulté.

This cross-cultural study aims to examine how Iranian and American motivational speakers employ metadiscourse devices as a convincing tool to interact with their audience. To this end, eight motivational speeches in English and Persian were randomly selected from 2015 to 2021, and analyzed for the use of stance (i.e., hedges, boosters, attitude markers, and self-mentions) and engagement (i.e., reader-pronouns, directives, questions, shared knowledge, and personal asides) expressions. The findings showed that self-mention and attitude markers were the most frequently used stance markers in English and Persian corpus, respectively. Moreover, hedges found to be the least frequently used stance markers in the two corpora. With regard to the use of engagement markers, results showed that reader pronoun is the most frequently used engagement markers, and shared knowledge and personal asides were the least frequently used engagement markers in both languages. Finally, the results of chi-square test showed statistically significant differences in the use of stance and engagement expressions in the two languages, confirming cultural septicity nature of metadiscourse markers, and that speakers of different languages employ interactional devices according to their context.

Much has been done on assessment literacy (AL) components and job demand-resources (JD-R). However, an interdisciplinary look at AL components as the predictors of JD-R and its possible consequences in the engagement and burnout of teachers’ assessment performance has been neglected. To fill this gap, the present study explored this issue in the context of Iran. To this end, through convenience sampling, 146 Iranian EFL teachers were selected to answer questionnaires on AL, JD-R, burnout and engagement. A series of multiple regression analyses were run to analyze the collected data. The results showed that some components of AL such as test construction, administering, rating, and interpreting test, psychometric properties of a test, using and interpreting statistics and authenticity were significant predictors of job demand. Moreover, the results revealed that alternative and digital-based assessment, recognizing test type, distinction and function, and authenticity were significant predictors of job resource. Furthermore, test construction, administering, rating, and interpreting test, psychometric properties of a test, and using and interpreting statistics could significantly predict teachers’ burnout. In addition, alternative and digital-based assessment, giving feedback in assessment, and ethical and cultural considerations in assessment turned out to significantly predict teachers’ engagement. These findings can have theoretical and practical implications for stakeholders.

Since writing is characterized with a cognitive nature, one practical approach to improve EFL learners' writing skill is to resort to inquiry-based learning approaches such as problem-based learning (PBL) which is characterized with a high cognitive demand and often contribute to high retention of knowledge. This study aimed at exploring Iranian EFL learners’ perceptions of problem-based learning. In so doing, a content analysis design was used within the qualitative paradigm. The participants consisted of 15 (8 females and 7 males) advanced EFL learners who participated in the study through purposive sampling from different language institutes in Tehran. The data were gathered through a semi-structured interview. Data analysis was conducted through thematic analysis. Based on the interview data, the following themes were extracted: Engagement, collaboration, personal preferences, sharing knowledge, novelty, less supportive teachers, joyful learning process, and use of adequate technologies, time requirements, affecting vocabulary learning, changing students' perception about the learning process and the teachers' role. The results have some implications for EFL teachers and learners, and curriculum planners. Key Words: Collaboration, Engagement, Writing, Problem-based Learning.

Flipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their scores on the Oxford Placement Test (OPT). The participants were randomly divided into one experimental and one control group. Before the treatment, both groups were pretested by the administration of the learners' attitudes and learner autonomy questionnaires. The participants in the experimental group received the instructional materials through WhatsApp messenger and were asked to study the materials before attending the class. The control group received the materials in the classroom. At the end of the experiment, the two questionnaires were given to both groups once more as the posttests. The findings revealed the effectiveness of the flipped classroom in improving learner autonomy and enabling them to be more autonomous. The results also showed the experimental group's positive attitudes toward English language learning.

Intensive project work framed within a directed motivational current theory can transform an assessment into an engaging learning opportunity. Accordingly, a project built around the “The BIG Issue” framework variant was implemented in an English as a foreign language classroom to explore the purposeful generation of group-directed motivational current experiences. The study additionally examined the parameters that facilitated total absorption in the project. To reach these aims, learner diaries were used to collect qualitative data from five students working in small groups. A thematic analysis of the data revealed that the participants experienced purposefully generated group-directed motivational currents. They also indicated that certain features related to well-designed projects, such as authenticity and congruence, engendered an exceptional productivity that helped informants sustain their heightened, motivational drive until they achieved their project work goals. As a result, learners’ test taking anxiety was maintained at an optimal level, which in turn fostered complete engagement in project work. The findings of the study not only provide empirical validity for the purposeful facilitation of group-directed motivational current experiences, but also suggest that language teachers can use these experiences as an alternative in second language assessment to increase learners’ engagement and productivity.

Online education, as a type of distance education, has attracted the attentions of administrators, instructors, and students in recent decades. In the midst of the Covid-19 epidemic, online education has become an unavoidable need. Students' participation in such programs may have an impact on their learning and achievement. The current study looked at the link between engagement and achievement in online classrooms. As a result, the study used a correlational design to address the research questions using Dixon's Online Student Engagement Scale and a researcher-created achievement exam. The questionnaire was developed in 2015 and comprises four categories and 19 items on a seven-point Likert scale. In 2020, the questionnaire was modified with Google Form and distributed to 297 students enrolled in general English courses via a university LMS. The second instrument was a 40-item test of reading comprehension developed by the researcher. The examination was created on the basis of reading theories and was given as a final exam. The one-sample t-test findings indicated that students’ achievement and engagement levels are adequate. Quantile regression revealed a strong link between top achievers’ engagement and achievement. However, bivariate correlation revealed no statistically significant link between typical students’ engagement and achievement. However, students’ level of engagement perception was satisfactory. The concept of engagement applies to high achievers but not to ordinary or low performers, making measurement error possible.

In educational psychology, mindsets refer to a set of core beliefs about intelligence and its role in successful learning in a specific domain. This study investigated the extent to which, the EFL learners’ mindsets might predict their English achievement considering the mediating roles of engagement and self-regulation. The data were collected by means of three questionnaires: The Language Mindset Inventory (LMI), the University Student Engagement Inventory (USEI), and the Academic Self-Regulated Learning Scale (A-SRL-S), as well as the institutes’ reports on their English achievement. We analyzed the data quantitatively using the SPSS 20 and Amos 8 Software. The results revealed that there was a significant direct relationship between language mindsets and English achievement of the EFL learners. Besides, this relationship was significantly mediated by the learners’ engagement and self-regulation.  Drawing on the findings of this research, the challenge for teachers is to cultivate in students the mindsets that emphasize growth and potentials rather than constraints and stagnation.

In the last few decades, the interpersonal aspect of academic writing has been stressed in English for academic purposes (EAP). This corpus-based study has focused on cross-cultural and cross-contextual analysis of engagement markers in English Physics research articles (RA) written by American English writers publishing in English-medium international journals; Persian writers publishing in international English-medium journals; and Persian writers publishing in English-medium national journals. Hyland’s (2005) interpersonal model was used as the analytical framework. The analysis is based on a corpus of 240 RAs in two subsections: introductions and conclusions. The computer programme AntConc was used to analyse the data, and the engagement markers were textually examined for the various functions and uses they served in the introductions and conclusions. Results of data analyses showed differences in the overall frequency of engagement markers among the three sub-corpora. However, although American academics and internationally published Persian academics’ metadiscoursal preferences are relatively similar, Persian writers seem to be affected by cultural preferences when making their engagement choices. This implies that the linguistic background of writers in addition to the cultural contexts of publication seems to direct scholars’ rhetorical patterns when writing their RAs. Results of the current study help novice and international Physics scholars, particularly Iranian academics, to at least partially meet the disciplinary conventions of the journal they submit their manuscripts. Moreover, EAP teachers can benefit from the results to gain a more comprehensive understanding of the needs of EAP learners.