Samir Alekasir; Azizollah Arvin; Malihe Charkhab
Abstract
Purpose: The current study was conducted to investigate the effect of using electronic portfolios on learning English vocabulary with emphasis on the motivation and attitude of language learners in Ahvaz.Method: The research method used in the present study was quasi-experimental. The statistical population ...
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Purpose: The current study was conducted to investigate the effect of using electronic portfolios on learning English vocabulary with emphasis on the motivation and attitude of language learners in Ahvaz.Method: The research method used in the present study was quasi-experimental. The statistical population in this study included all 180 language learners studying English at the Iranian Language Institute (ILI), Khuzestan branch, who were learning their foreign language during the year 2020. Using the Morgan table, the sample size of 100 individuals was selected to take part in the study as participants. Then the learners were divided into two groups of 50 members (experimental and control groups) by simple random sampling. In order to tap the motivation variable in this study, the Scientific Motivation Questionnaire (SMQ), the Learner-Student Questionnaire (LLSQ), and the Experience Attitude and Feedback Questionnaire (AEFQ) were utilized. Additionally, to assess the rate of English vocabulary learning by learners, the researcher administered a pre-test and post-test. The reliability of the test was calculated using the KR-21 formula, and its validity was determined by three English experts. First, the Kolmogorov-Smirnov test was used to check the normality of the data of research variables, then using SPSS software and descriptive statistics (including tables, graphs, and means) and inferential statistics (including paired and independent t-tests) were calculated to analyze the gathered data. A qualitative analysis was administered to tap the data retrieved from the questionnaire.Findings: The findings of the present study showed that students who received their educational content through e-portfolios and were evaluated using e-portfolios had performed better in the post-test compared to their pre-test. Accordingly, it can be concluded that the implementation of e-portfolios in the learning environment could have a positive impact on developing the students’ vocabulary knowledge and motivation of average Iranian EFL learners compared to traditional teaching and assessment methods.Conclusion: Finally, based on the research data, it can be concluded that when learning and formative assessment are combined in the educational environment, the evaluation tool becomes a kind of learning tool that helps students to improve their vocabulary knowledge.
Morteza Omidian; Ayoub Jaberi; Manijeh Shehni Yailagh
Abstract
Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, ...
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Job engagement has been considered as a source of commitment and professional passion in recent years. Because of the positive effects of this variable on the teachers' proficiency, its predictors have particular importance. Focusing on individual predictors such as types of intelligence, motivation, and needs alone does not provide a complete explanation. On the other hand, attention to social variables such as culture, social atmosphere, employee behavior and environmental factors such as facilities and equipment have an undeniable effect on employees' behavior. Concurrent attention to these factors has been considered in less research. The present study was conducted to investigate the role of emotional intelligence and motivation as mediated variables in causal relationship between school climate and educational facilities with job engagement. In this research, educational facilities as the environmental factor and the school climate as a social factor, and emotional intelligence and achieved motivation as individual factors, have been tested in a causal model. The sample consisted of 300 teachers (130 men and 170 women) who were randomly and census selected from Ramshir city. Participants in this study completed the Halpin and Croft Organizational Climate Questionnaire, Schutt Emotional Intelligence Questionnaire, Hermans, achievement motivation Questionnaire, Utrecht Job Engagement Questionnaire and Job Training Facilities. The proposed model evaluation through path analysis was performed using SPSS software and AMOS. Also in order to examine indirect paths the bootstrap method was used. Results showed that the model was not fit to the data. Better fit was achieved through the elimination of non-significant paths (educational facilities to emotional intelligence, school climate to achievement motivation, educational facilities to achievement motivation and school climate to job engagement). In addition, to the direct paths of educational facilities to job engagement, emotional intelligence to job engagement, achievement motivation to job engagement, school climate to emotional intelligence, emotional intelligence to achievement motivation were significant. Also the indirect paths from school climate to job engagement through emotional intelligence and achievement motivation were significant. These results showed that attention to the role of the school climate as an intermediate variable in increasing the job engagement of teachers and thus improving the educational process is essential. Therefore, teachers 'job motivation and engagement can be enhanced by improving teachers' emotional intelligence, achieved motivation and improving the school climate. In addition, the improvement of educational facilities will help to improve the professional engagement of teachers without any intermediary. This research emphasizes the need for simultaneous attention to individual, environmental and social elements in order to improve teachers' job engagement.
Mohammad javad Liaghatdar; H.R Orayzi; S Sadrarhami; N Amini
Volume 18, Issue 1 , September 2011, , Pages 83-104
Abstract
The aim of this study was to examine the effect of the Van Hiele theory-based instruction Process on the students’ motivation toward geometry compared to the traditional teaching. Through using random sampling method, among girls high schools in Tiran and Karvan, Two high school classes, one consisting ...
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The aim of this study was to examine the effect of the Van Hiele theory-based instruction Process on the students’ motivation toward geometry compared to the traditional teaching. Through using random sampling method, among girls high schools in Tiran and Karvan, Two high school classes, one consisting of math. Major students and the other science majors, were selected as experimental groups, while two similar groups were selected to act as control groups. Instruments included Raven test for intelligence evaluation, Math 1 grades, lesson plans data collected based on Van Hiele post-descriptive test of Geometry. The independent-samples t-test, Levene's Test, and ANOVA were used as the statistical tools. Results of this study indicated that teaching based on Van Hiele theory has more positive effect on student motivation compared to the traditional teaching. Before applying the independent variable, the groups were tested to make sure that there were no significant differences among them in terms of intelligence and ability of mathematic. But after the test period, there was a significant difference between their Geometry performance.
