جستجوی مقالات مرتبط با کلیدواژه "انگلیسی" در نشریات گروه "پزشکی"

The quality of the scientific journals is an index for scientific production of a country. The aim of the present study was to evaluate the quality of all approved the commission of medical journals published in Islamic Republic of Iran during 2011. This study was cross-sectional and all the approved Persian and English language medical journals published during 2011, in Islamic Republic of Iran were studied. A checklist was completed for each of the journals. Data were analyzed using X2, independent t test, one-way ANOVA and Fisher's exact test. Out of 212 evaluated journals 89 (41.98%) were in English and 123 (58.02%) were in Persian. Twenty seven English journals (38.6%) and 43 (61.4%) Persian journals had delayed publications. Overall, 89 journals (41.9%) were considered as type 1 journals. Seventy three point seven of grade 3 journals were published in Persian (28 journals). Most journals (176, 83%) were indexed in SID and least (23, 10.8%) in Pubmed. Only 48 journals (22.6%) had indicated a conflict of interest at the end of their articles. Compared to Persian journals, English language journals and monthly journals in comparison with semiannual journals had higher standards.

English is undoubtedly the most important language in the world. As one of the most important communicative tools, it is also one of the most fundamental skills for using references and research findings in the world today. However, the teaching and learning of this language in Iran needs greater attention since users are unable, in most cases, to practically use it in various fields. The present study was conducted to investigate the efficacy of English language teaching in Iranian medical universities from the perspective of nursing and midwifery graduates and students. Methods and Materials: In this descriptive analytical study, 297 students and graduates of nursing and midwifery were selected through randomized cluster sampling, and completed a questionnaire. The results were analyzed with SPSS 11.5. Out of 297 participants, 56% were nurses and midwifes, and 44% were students. Mean score of English use in research was 2.054 (0-5), where 75% of the participants scored below 2.5. Mean score of general English use was 2.57, where 75% of the participants scored below 3.1. Also, mean score of medical English use was 2.34, where 75% of the participants scored below 2.7. Based on Mann Whitney test, there was a significant difference between the attitude of graduates (161.64) and students (129.96) regarding general English use (p=0.002). Mean scores in various fields indicate that English language teaching has not been effective in medical universities.

Howard Gardner’s proposal of multiple intelligences in 1980s encouraged many scholars in the field of second language learning and teaching to investigate the relationship between learner’s achievement in second or foreign language learning and their various intelligences. The purpose of this study is to find the relationship between multiple intelligences and Iranian EFL learners’ scores in reading section of IELTS. Out of 290 authentic IELTS candidates (2007) in Mashhad, north-eastern part of Iran. 130 candidates received multiple intelligences scale questionnaire, 98 participants, including 53 males and 45 females, filled out the multiple intelligences scale questionnaire. Sixty two and thirty six candidates participated in academic and general ILETS test respectively. Participants’ performance in the reading and comprehension section of IELTS and their distinctive profiles of multiple intelligences abilities and skills were compared. In this research data analyzed by descriptive analysis methods and Pearson’s correlation. The results revealed no significant relationship between multiple intelligences profiles and reading and comprehension section of IELTS, except for logical-mathematical intelligence which showed a positive relation with reading scores (P<0.05). Reading comprehension section in IELTS is related to Iranian learners’ logical-mathematical intelligence; it seems reading section contains logical tasks which could be due to the similar nature of this type of intelligence and the operations needed while reading.

Background and The role of learner’s strategies and skills in learning a foreign language has been investigated in the three last decades. However, the part it plays in ESP achievement tests is not seriously treated. Therefore, it seemed a good reason to conduct a study on the role of study strategies in successfully taking the final exam. Methods and Materials: In this quasi-experimental interventionist study, the SILL questionnaire was given to 253 students taking an ESP course (1384-85 / 2005-2006) to identify their use of language learning strategies. A few moments prior to taking their finals, they took Spielberger's anxiety test to estimate their test anxiety. According to the findings, mean anxiety scores in boys and girls before the final exam were 146.72 and 120.46 respectively, which did not show any significant difference. However, a negative linear relationship was found to exist between SILL score (meta-cognitive strategies in particular) and test anxiety. Among many other outcomes, test anxiety is attributable to inappropriate study habits in adult ESP learners, which requires consideration by both instructors and textbook compilers.