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Showing 2 results for Khodi

Ali Khodi,
Volume 3, Number 2 (Iranian Journal of Research in English Language Teaching 2016)
Abstract

The applicability of second language instruction to various situations including academic settings provides great opportunities for students and researchers to access fresh sources of knowledge. This is extended to the majority of Iranian students receiving courses such as English for Specific Purposes (ESP) and English for Academic Purposes (EAP) who may not find instruction compatible with their needs and aspirations. The present study intends to provide an insight into the current status of ESP and EAP courses within the Iranian context. To this end, 120 male and female university postgraduate students majoring in various non-English fields were selected and given a survey questionnaire to report on their needs and on the quality of the language courses presented to them. The results of the statistical analysis showed that 44.2 % of students believe that listening comprehension is the most required skill followed by reading, speaking and writing skills at 41.7%, 39.2% and 17% of frequency respectively. Meanwhile, the most satisfying ESP and EAP skills currently presented at universities were found to be listening, speaking and reading, in order of preference. In fact, it seems that the current instructional trend ought to be discontinued or modified in various ways. Finally, a comprehensive analytical analysis of the needs and components of each skill has been provided, discussing the potential of the current research for improving ESP and EAP instruction inside Iran.


Saeid Farahnia, Ali Khodi,
Volume 5, Number 1 (Volume5, Nomber 1, 2017 2017)
Abstract

 Recently, with the growth of technology computer assisted language learning (CALL) has equipped teachers with new tools to transform education. In order to exploit the advantages of CALL, this study explored whether applying Power Point presentations (PPTs) brings about significant improvements in high-school learners’ English vocabulary knowledge. To this end, 120 Iranian male high-school students were divided into three experimental group and one control group. The administration of a 40- item multiple-choice vocabulary test, developed on the vocabularies to-be-instructed during the study period, demonstrated that the four groups were homogeneous in terms of their entry ability level. While all four groups received instruction in vocabulary during one and a half hour per week for six months, PPTs were employed only in the three experimental groups. Specifically, in the first group, the teacher used PPT to teach vocabulary and he exploited students’ assistance in explanation of presentation. In the second group, the students were required to prepare and present PPTs to teach vocabulary. Simultaneously, the teacher helped the students to clarify ambiguities of their presentations. The students in the third group were also demanded to have PPTs; however, the teacher did not provide them with any assistance, clarification, or explanation. Finally, the fourth group which acted as the control group was the one in which the teacher instructed vocabulary in a traditional way without the exploitation of PPT. At the end of the study, the same vocabulary test was administered as a post-test and the results of the statistical analysis indicated that the first and the fourth group significantly outperformed the other two groups.



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دانش و پژوهش در آموزش زبان انگلیسی Research in English Language Pedagogy
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