The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

Namaziandost, Ehsan; Shatalebi, Vida; Nasri, Mehdi

doi:10.17323/jle.2019.9809

Cited by 72 publications

(58 citation statements)

References 28 publications

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“…Throughout recent decades, extensive research has concentrated on whether males and females vary throughout cognitive abilities. While there is general consensus that men and women do not differ in general intelligence (Halpern, 2000), discrepancies in gender are commonly observed for more basic cognitive abilities, such as visualspatial ability (Voyer, Voyer, & Bryden, 1995) and language ability (Miller & Halpern, 2014;Namaziandost, Shatalebi, & Nasri, 2019). Nevertheless, Hyde (2005) had suggested the theory of gender similarities hypothesis (GSH), which stated that on most, but not all, psychological variables males and females are identical.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Impact of Genre-Based Teaching (Gbt) on Efl Learners� Listening Improvement

Namaziandost

Fadhly

Solihat

2019

ERJEE

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This study tries to investigate the impact(s) of genre-based teaching (GBT) on Iranian EFL learners� listening proficiency as well as to discover if GBT equally affects the listening proficiency of EFL learners at different proficiency levels. To fulfill this objective, 84 EFL learners were chosen. They were divided into Group A and Group B. Groups A and B consisted of 40 and 44 participants, respectively. Group A was divided into experimental and control groups and performed two listening proficiency tests for pre and posttest. Findings of one-way ANCOVA revealed that experimental group performed better than the control group due to using GBI. As indicated by the proficiency test, Group B was also divided into proficient and less-proficient groups; each one performed two listening tests for pre and posttest. Consequences of one-way ANCOVA showed both groups enhanced from pretest to posttest, however; the proficient group performed outstandingly better than the less-proficient group. The results of this study generally demonstrated that GBT is a pivotal and fundamental factor for improving listening comprehension.

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Section: Introductionmentioning

confidence: 99%

Investigating the Impact of Genre-Based Teaching (Gbt) on Efl Learners� Listening Improvement

Namaziandost

Fadhly

Solihat

2019

ERJEE

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“…As it can be seen, there were significant differences between these two groups of learners concerning strategies 2, 5, 6, 7, 8, 9, 10, 13, 14, 15, 16, 17, 19, 22, 23, and 25 (p<0.05). Moreover, experienced learners used vocabulary learning strategies 5,6,7,8,9,13,15,17,22, and 23 more than novice learners. In contrast, novice learners applied vocabulary learning strategies 2, 10, 14, 19, and 25 more in comparison with experienced learners.…”

Section: Resultsmentioning

confidence: 98%

INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

Zariholhosseini

Namaziandost

Nasri

2020

HSSR

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Purpose of the study: This article report’s findings from a study on the differences and similarities between experienced and novice English language learners with regards to their personal use of VLS. Methodology: Closed questionnaire and semi-structure interviews were applied to collect the data. The questionnaire was distributed among 60 (30 experienced learners and 30 novice learners). In addition, 20 learners (10 experienced learners and 10 novice learners) were asked to answer the questions in the interview. Therefore, descriptive statistics, U Mann Whitney test, and independent-sample t-test were run to compare and analyzed the data. Main Findings: The finding showed that there were significant differences between experienced and novice learners’ thoughts towards vocabulary learning strategies and experienced learners used vocabulary learning strategies while learning new words in English language learning. Applications of this study: If the learners are taught how to use each strategy correctly, their understanding of the language can naturally be improved. Moreover, VLS is beneficial throughout the process of vocabulary learning which makes learners more independent and allows teachers to focus on other things as well. Novelty/Originality of this study: To the best of researchers’ knowledge, no study has been done on investigating Iranian experienced and novice English language learners` perceptions towards most useful vocabulary learning strategies (VLS).

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“…Помимо развития социальных способностей педагога рассматриваются и конкретные формы их воздействия на обучающегося: влияние близости отношений учителя и обучающихся на самооценку последними способностей, на удовлетворенность от учебы [30]; влияние близости и позитивного характера отношений учителя и ученика на самооценку последними своей школьной компетентности [31], на проявления отчуждения от школы и учебной деятельности [32], на мотивацию индивидуальной учебной деятельности [33]; влияние характера взаимоотношений учителей, родителей и школьников на их адаптацию к обучению в средней школе [34]. Предметом современных исследований становится анализ особенностей организации совместного обучения в школе [35], его конкретных технологий [36][37][38]. Интерес представляют и работы, посвященные изучению особенностей социального, социальноэмоционального развития самих обучающихся и его влияния на успешность обучения и развития [39][40][41].…”

Section: обзор литературыunclassified

Development of Students’ Social Abilities at Pedagogical Universities

Mazilov

Slepko

2020

IntegrEdu

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Introduction. An important place in the process of professional pedagogical education is occupied by the development of social abilities of students – future teachers. The relevance of the article is determined by the significant influence of the subject’s social abilities on the effectiveness of pedagogical activity. The purpose of the article is to establish the dynamics and content specifics of the development of social abilities of students under the influence of the process of learning at universities a nd the motivation of educational activity. Materials and Methods. Testing students of the Pedagogical University, enrolled in the academic track “Primary Education”. The total sample size is 104 people, including 1st year students – 24 people, 2nd courses – 21 people, 3rd courses – 31 people, 4th courses – 28 people. The following methods were used as diagnostic methods: methods for studying the properties of attention – “Red-black table”, “Confused lines”; for the study of social abilities, the “Test of Social Intelligence” was used by J. Guildford, M. Sullivan; to study the motivation of educational activity – a methods for studying the motivation of learning at a university by T. I. Ilyina, a methods for diagnosing educational motivation of students by A. A. Rean, V. A. Yakunin. The results of the empirical study were processed using the methods of primary descriptive statistics, the non-parametric comparison criterion Mann-Whitney U test, the rank correlation coefficient r-Spearman’s, and regression analysis; in order to analyze the characteristics of the psychological structure of social abilities, structural analysis methods were used. Results. The results obtained in the study expanded the understanding of the psychological factors in the development of social abilities of students – future teachers in the process of professional teacher education. As a result of the study, the main trends in the development of the individual’s abilities in the process of learning were identified, their role in the development of social abilities of students, the specificity of the relationship between the motivation of educational activity and social intelligence was established, the role of pedagogical practice in the development of social abilities of students was shown. The process of development of social abilities during training at a university can be divided into two stages. During the first stage (1–3 year), there is a restructuring of the psychological system of social abilities formed at the stage of school education, accompanied by an increase in the contradiction between the student’s perceptions and expectations of the content of training at the university and the existing level of development of social abilities. Under the influence of the inclusion of a student in the 4th year of study in active pedagogical practice (the second stage), the motivational sphere of educational activity is harmonized, leading to a qualitative increase in social intelligence and the development of the psychological structure of social abilities. Discussion and Conclusion. The results presented in the article will be useful to teachers of secondary and higher pedagogical educational institutions, employees of psychological services in order to increase the effectiveness of the formation of pedagogical abilities of students, accompanying the processes of adaptation of students to study at the university, overcoming the destructive trends of educational and professional development.

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The Impact of Cooperative Learning on Developing Speaking Ability and Motivation Toward Learning English

Cited by 72 publications

References 28 publications

Investigating the Impact of Genre-Based Teaching (Gbt) on Efl Learners� Listening Improvement

Investigating the Impact of Genre-Based Teaching (Gbt) on Efl Learners� Listening Improvement

INVESTIGATING EXPERIENCED AND NOVICE ENGLISH LANGUAGE LEARNERS` PERCEPTIONS of MOST USEFUL VOCABULARY LEARNING STRATEGIES (VLS)

Development of Students’ Social Abilities at Pedagogical Universities

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