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

In a world that is becoming increasingly digitized, the ubiquitous technology has revolutionized every aspect of our lives, and education is no exception. Smartphones, in particular, have opened up a new horizon for language learning, transforming conventional instruction into a dynamic, interactive, and genuinely innovative digital experience. This widespread usage of mobile devices has contributed to the development of several mobile apps for English language learning. In this light, uTalk distinguishes itself from other language learning applications as it offers remarkable benefits for expanding learners' vocabulary, and this study will offer a critical review of this app by spotlighting its pluses and minuses for various language learners. The uTalk application incorporates the element of gamification, which makes the learning of vocabulary more interesting and engaging for learners. The review rightly unravels that uTalk's diversity of vocabulary categories, constructed pronunciation technology features, gamification activities, and straightforward teaching methodology render it an outstanding learning resource for both learners and teachers as a valuable supplementary learning and teaching tool. Notwithstanding its flaws (that is, having the same template-based protocol for all languages), with its innovative approach to language learning, uTalk has the potential to revolutionize how we learn and communicate with each other. This review article serves as a guide that can assist educators in leveraging the power of technology to create engaging and interactive learning environments for their students, and it can unravel new horizons for teachers and curriculum developers to introduce the app as an additional resource for their students.

The purpose of this study was to explore the predictors of negative attitudes towards learning English from L2 learners’ points of view. A mixed methods research approach was adopted with a sequential exploratory design, followed by an endorsement phase. Eighteen high school students in Fars province (Iran) were interviewed on the sources of negative attitudes towards learning English. Based on the interviews, a questionnaire was developed and pilot-tested. Results of exploratory factor analysis (EFA) showed 6 latent variables: materials, difficulty of learning English, affective factors, teaching methodology, school policy, and learning environment. Questionnaire was administered to 980 high school students. Through a confirmatory factor analysis (CFA) and simple linear regression, we found that the variable materials was the best predictor of negative attitudes. Then, came the variable affective factors that predicted negative attitudes better than the variables teaching methodology and learning environment, and the least predicting variable was difficulty of learning English.

Attitudes towards learning teaching a subject play a major role in determining individuals' success or failure in any educational programme. This paper delves into the attitudes of university and non-university students towards teaching/ learning English in Iran. To this end, thirteen MA and forty-three BA students majoring in English, twenty-nine non-university students attending language institutes, and twenty-nine university students majoring in a field other than English were recruited to participate in the study. they were both male and female and were requested to complete a-five point Likert-scale attitudes towards teaching/ learning English questionnaire. The analysis of elicited data indicated that overall students had positive attitudes towards teaching/ learning English. t-test analyses revealed no significant difference neither between males and females nor among different age groups and nor between non-English majors and other groups in terms of their attitudes towards teaching/ learning English. The paper concludes that paying attention to students’ attitudes towards the subject being taught/learnt is of utmost importance. It also highlights the usefulness of such research for every teaching/learning context. The results can be used in a wide range of contexts from the very stage of designing to the final evaluation stage of programme design and implementation. Further findings and implications are discussed in the paper.

Stress is considered as an inseparable part of life. Although it is sometimes useful and positive, if there is overstress, there would be some disturbances created in human life as the negative aspect of stress. In this research the different dimensions of stress regarding family, environmental, and personal stress and their effects on the amount of learning English among students at Islamic Azad University, Ahar Branch have been investigated. The statistical population of the present research includes students majoring in different courses at Islamic Azad University, Ahar Branch who have selected to pass the courses entitled: ‘General English’ or ‘Prerequisite to General English’. In the present study we have used a random sampling method. To determine the participants of the study, a questionnaire was distributed among them. Then, based on Cochran's formula our sample was calculated. Results showed that all stress factors (personal, environmental, family) affected the performance of the students in English learning, and they should be regarded as important factors in devising new materials to be presented to General English classes.