First, this investigation – inspired by Robinson's (2001a, 2001b, 2003, 2011) Cognition Hypothesis and Skehan's (1998, 2003) Trade-Off Hypothesis – intends to explore how second language writing can ...improve language learning through manipulating cognitive task complexity dimensions. Second, it attempts to examine if task complexity factors and cognitive learner-related variables have interaction effects on linguistic production. It focuses on planning time and intentional reasoning demands, language learning aptitude, and measures of lexical complexity, syntactic complexity, and accuracy. The participants were 226 intermediate Iranian EFL learners. In a between-subjects design, the participants were first assigned to three experimental groups randomly, each group receiving a task with different level of reasoning demands. Then, within each group, we did a stratified random sampling and assigned an equal number of learners with higher and lower aptitude levels to planned and unplanned groups. The results revealed that (a) planning time availability led to significantly more syntactic complexity, (b) increasing task complexity with regard to reasoning demands resulted in higher gains of lexical and syntactic complexity, whereas no significant effect was detected on accuracy, (c) a significant interaction effect between planning and reasoning demands was found only on accuracy, and (d) a three-way interaction among planning, reasoning demands, and language learning aptitude was observed on accuracy. Generally, the findings are discussed with regard to the predictions of the Cognition Hypothesis and the Trade-Off Hypothesis.
Introduction: Explicit teaching of generic conventions of a text genre, usually extracted from native-speaker (NS) manuscripts, has long been emphasized in the teaching of Academic Writing inEnglish ...for Specific Purposes (henceforthESP) classes, both in theory and practice. While consciousness-raising about rhetorical structure can be instrumental to non-native speakers(NNS), it has to be admitted that most works done in the field of ESP have tended to focus almost exclusively on native-speaker (NS) productions, giving scant attention to non-native speaker (NNS) manuscripts. That is, having outlined established norms for good writing on the basis of NS productions, few have been inclined to provide a descriptive account of NNS attempts at trying to produce a research article (RA) in English. That is what we have tried to do in the present research. Methods: We randomly selected 20 RAs in dentistry and used two well-established models for results and discussion sections to try to describe the move structure of these articles and show the points of divergence from the established norms. Results: The results pointed to significant divergences that could seriously compromise the quality of an RA. Conclusion: It is believed that the insights gained on the deviations in NNS manuscripts could prove very useful in designing syllabi for ESP classes.
This study examines development of social competence, and behavior problems in kindergarten children during a specific period of childhood.
A sample of 499 kindergarten children (244 girls and 255 ...boys) with the age range of 2 years up to 5 years and 6 months was selected using the random stratified sampling method. To collect data, California Preschool Social Competence Scale and Social Skills Rating System were completed by kindergarten teachers.
The trend analysis shows that both the linear and quadratic trends for verbal facility were statistically significant. Similarly, both the linear and cubic trends were significant for considerateness, and the linear trend tendency was significant for subscales of extraversion, response to unfamiliar and task orientation. Pearson's correlation coefficient yielded a low-to-moderate and negative correlation patterns between social component and problem behaviors.
The study findings indicate a significant linear trend between the progression in social competence and increasing age, consequently leading to a decrease in social problems for children whose age was from 2 years up to 5 years and 6 months.
Introduction: Explicit teaching of generic conventions of a text genre, usually extracted from native-speaker (NS) manuscripts, has long been emphasized in the teaching of Academic Writing inEnglish ...for Specific Purposes (henceforthESP) classes, both in theory and practice. While consciousness-raising about rhetorical structure can be instrumental to non-native speakers(NNS), it has to be admitted that most works done in the field of ESP have tended to focus almost exclusively on native-speaker (NS) productions, giving scant attention to non-native speaker (NNS) manuscripts. That is, having outlined established norms for good writing on the basis of NS productions, few have been inclined to provide a descriptive account of NNS attempts at trying to produce a research article (RA) in English. That is what we have tried to do in the present research. Methods: We randomly selected 20 RAs in dentistry and used two well-established models for results and discussion sections to try to describe the move structure of these articles and show the points of divergence from the established norms. Results: The results pointed to significant divergences that could seriously compromise the quality of an RA. Conclusion: It is believed that the insights gained on the deviations in NNS manuscripts could prove very useful in designing syllabi for ESP classes.
The aim of this study is to explore the confirmatory factor analysis results of the Persian adaptation of Abbreviated Math Anxiety Scale (AMAS), proposed by Hopko, Mahadevan, Bare & Hunt.
The ...validity and reliability assessments of the scale were performed on 298 college students chosen randomly from Tabriz University in Iran. The confirmatory factor analysis (CFA) was carried out to determine the factor structures of the Persian version of AMAS.
As expected, the two-factor solution provided a better fit to the data than a single factor. Moreover, multi-group analyses showed that this two-factor structure was invariant across sex. Hence, AMAS provides an equally valid measure for use among college students.
Brief AMAS demonstrates adequate reliability and validity. The AMAS scores can be used to compare symptoms of math anxiety between male and female students. The study both expands and adds support to the existing body of math anxiety literature.
The present study investigated formal versus informal implementation of pedagogical digital games to improve phrasal verb knowledge. One hundred and one intermediate students took part in this ...mixed-method, quasi-experimental research. The sample was divided into two treatment groups. ANCOVA was used for quantitative data analysis. Qualitative data analysis was based on students’ questionnaire data. The results revealed that digital game play for 6 weeks within formal classroom setting outperformed informal learning where students had to apply their extended degree of autonomous play and the relevant skills. The mean score difference is 3.45. The majority of students from formal and informal groups prefer formal context of learning. Interaction with peers is more productive between peers, higher levels of satisfaction when they encountered difficulties and significantly constructive in the formal context. Moreover, contrary to previous findings, no significant difference was found between Post Literal and Post Figurative mean scores. Thus both literal and figurative phrasal verb categories improve evenly in a digital game play context and it fosters the interpretation of the previously difficult to comprehend figurative verbs in traditional learning context and mean score for play was considerably higher in formal group and performed better compared to the informal game group.
The aim of this study is to explore the confirmatory factor analysis results of the Persian adaptation of Statistics Anxiety Measure (SAM), proposed by Earp.
The validity and reliability assessments ...of the scale were performed on 298 college students chosen randomly from Tabriz University in Iran. Confirmatory factor analysis (CFA) was carried out to determine the factor structures of the Persian adaptation of SAM.
As expected, the second order model provided a better fit to the data than the three alternative models.
Hence, SAM provides an equally valid measure for use among college students. The study both expands and adds support to the existing body of math anxiety literature.
The present study aimed at validating the structure of Career Decision-making Difficulties Questionnaire (CDDQ).
Five hundred and eleven undergraduate students took part in this research; from these ...participants, 63 males and 200 females took part in the first study, and 63 males and 185 females completed the survey for the second study.
The results of exploratory factor analysis (EFA) indicated strong support for the three-factor structure, consisting of lack of information about the self, inconsistent information, lack of information and lack of readiness factors. A confirmatory factor analysis was run with the second sample using structural equation modeling. As expected, the three-factor solution provided a better fit to the data than the alternative models.
CDDQ was recommended to be used for college students in this study due to the fact that this instrument measures all three aspects of the model. Future research is needed to learn whether this model would fit other different samples.
Developing, exploring and standardizing digital game based learning for EFL and English for Specific Purposes (ESP), requires a thorough understanding of learning context, gaming elements, ludical ...manners, as well as features of virtual reality in a real-life and career like setting. Unlike some traditional scientific approaches that focuses only on individual systems separately as a dipped in fashion approach, digital game requires a platform for understanding game genres, games’ use and various kind of games in order to define game design characteristics, theories of learning in digital era and to expand the characteristics and patterns of CALL application combined with linguametric perspective for digital games. It is a means and umbrella term for combined framework for multidimetional advancements, research and practices from major areas of inquiry, namely applied linguistics, psychometrics, and edumetrics of inter, supra disciplinary perspectives and emotional intelligence which gives importance to this discussion and a need to implement, develop, blend and use positive features of various digital game types in a user friendly and massively online course platform worldwide.
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