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

Analyzing the Persian written errors of students can help to identify the problems and shortcomings of the Persian script, and by using this tool, we can understand the problems of Arab learners in learning words, phonemes, pronunciation and their impact on spelling, and ultimately the role of learner in the process of teaching the Persian language to the non-Persian speakers in all four language skills. By classifying their errors and analyzing them and providing useful solutions, we can improve the quality of learning learners.Therefore, our purpose in this study is to analyze the causes and how this kind of errors make in the mind of the learner, pronunciation, and writing. On the other hand, the causes of a significant number of written and spelling differences caused by the Persian script while arabs are learning, can be considered as intralinguistic (native language) or extralinguistic errors. One of the results of this study is the identification and categorization of Persian script and writing errors as well as the provision of educational solutions that can be one of the most important and essential teaching the writing to Arab learners of Persian; In particular, in addition to spelling, the role of the script in reading and writing skills is also very prominent. It is effective in accelerating learning of learners.

Writing is one of most important skills for the language learning. To teach this skill, various methods are used, such as formulaic speeches which are pre-prepared parts of the language and play an important role in language development and also have an important role in social communication.Learning these speeches is one of the educational strategies for foreign language learners that simplifies and accelerates the learning process. In this regard, the present study investigates the effect of formulaic speeches on the process of learning and teaching Persian writing skills to Arabic speakers who want to learn Persian writing. In this study, a quasi-experimental method with a comparison of static groups was used. Therefore, the purpose of this article is to study the teaching of writing in Persian using formulaic speeches. In this study, Persian is considered as a second language that is taught to Arabic speakers. The statistical population consisted of twenty Arabic speakers who participated in online Persian writing skills training classes. These subjects were divided into two groups (we named these two groups control and experimental group) each of them consist of ten persons. The experimental group, while learning essay writing techniques, also became acquainted

Students face difficulties in writing often due to lack of knowledge in the principles of writing. Such deficiencies are rooted in numerous factors. One of the most important factors is undoubtedly lack of appropriate and sufficient education in pre-university courses. On the other hand, the evaluation of this skill is somewhat subjective and finding a way to accurately measure it seems necessary. The purpose of this research was to find the strengths and weaknesses of Persian writing skills of students of different academic fields and to design a tool to measure Persian writing. This applied research was carried out in a descriptive-survey way. The participants of the study were students of English language teaching, Persian literature, electrical engineering, psychology, mathematics, urban planning and engineering sciences of Salman Farsi University. The participants in this study were 103 undergraduate students who were randomly selected based on available sampling. In order to carry out this research, students were given a topic "Describe your university" and they were asked to write a text about it in at least four paragraphs. Then the researchers evaluated the texts based on the style sheet and the scores of the students of different fields were compared. In the end, data analysis was carried out using SPSS version 21. The results of the research showed that there is a significant difference between the average scores of students' writing ability, the average scores of students in terms of writing norms and their writing skill scores. The subject in high school does not affect the level of students' writing skills. There is no significant difference between the average scores of writing skills in terms of linguistic and literary elements and the content of students' writing. There is also no significance difference between the writing skills of male and female students, the age of students with their level of writing skills and the level of writing skills of sophomores compared to freshmen in the university.

Teaching Persian to non-Persian speakers is one of the most important tasks that can be studied from various aspects. There has been a lot of research in the field of AZFA, but the four skills have not been independently researched. The present study is entitled "Assessment of the four skills of language in spoken Persian books". In this research, as one of the appropriate book selection indicators, the "Persian Persian" book, which is one of the known books in Azafar, in terms of application of auditory, speech, readability and writing based on the evaluation indicators in the book "Our textbook »Are described. The aim of the present study is to investigate which one of the skills in the book "Spoken Persian" has received more attention than the others. This research can be expanded to include all of Azfa's books. He made a comparison. The results of the study indicate that listening and speaking skills have the most use and writing and reading skills have the least use in the book "Spoken Persian"; Because the most emphasis of the book is on the communication approach and the establishment of verbal communication, which increases the amount of speech and listening skills.

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.

The purpose of this study is examining the writing skills in AMZA test in comparison with the two tests of the British National Curriculum Assessment (NCA) and National Curriculum assessment (NAEP) and analyzing the writing skills assessment and providing a model for evaluating writing skill and sub-skills. Comparison of these three tests showed that more sub-skills were considered in NAEP than the other two tests in the UK and Iran. The statistical sample is 270 high school graduates of Tehran. Their Manuscripts were corrected and analyzed based on a researcher-made evaluation table including 6 sub-skills and 17 micro-skills based on highlighting written sub-skills. Findings show that girlschr('39') writing skills were better than boys and experimental science graduates were better than the other two fieldchr('39')s graduates. The manuscripts of humanities graduates are better in terms of "content". The manuscripts of experimental graduates are better in terms of "coherence" and mathematics graduates in terms of "grammar". The Inaccuracies of "grammar" in the manuscripts of humanities students, and "content" and "form" in mathematical and experimental sciences are also significant. These results show that proper writing training is essential.  Standard assessments should be performed every year at all ages and levels of education. The results should be used to modify and complete the "writing" curriculum.