Saeed Mehrpour; Zahra Montasseri
Abstract
The present study investigated the effects of using the MoodleReader Module on Iranian EFL learners’ vocabulary depth and breadth. The participants of this study, chosen based on their availability, were 30 male and female Iranian EFL learners attending two intact reading comprehension classes. ...
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The present study investigated the effects of using the MoodleReader Module on Iranian EFL learners’ vocabulary depth and breadth. The participants of this study, chosen based on their availability, were 30 male and female Iranian EFL learners attending two intact reading comprehension classes. One class was assigned to the treatment group and the other one to the control group. Three tests measuring vocabulary breadth, depth, and partial knowledge of vocabulary were used to collect the data. The tests were administered in both classes at the beginning of the study as pre-tests; then, the treatment group received the MoodleReader as the extensive reading tool, while the control group used the traditional intensive reading program during three and a half months. At the end of the study, the three tests were once again administered to both classes as post-tests. To analyze the collected data, a set of paired and independent samples t-tests was run to compare the performance of the participants in both groups. The findings of the study indicated that the treatment group improved regarding all the three aspects of vocabulary knowledge, i.e., breadth, depth and partial knowledge and the control group improved in terms of vocabulary breadth, but not in terms of vocabulary depth and partial knowledge. The findings indicated that the application of the MoodleReader module affected the development of EFL learners’ vocabulary breadth, depth, and partial knowledge.
Afsaneh Baharloo; Saeed Mehrpour
Volume 3, Issue 1 , February 2016, , Pages 130-111
Abstract
This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy. In addition, it intended to delve into the interplay among self-efficacy, perception of supervision, and teaching performance of Iranian EFL teachers. Employing ...
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This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy. In addition, it intended to delve into the interplay among self-efficacy, perception of supervision, and teaching performance of Iranian EFL teachers. Employing a mixed-method design, the researchers collected the data, using questionnaires and observation. A total number of 116 EFL instructors teaching at language institutes in Shiraz participated in the quantitative phase of the study. Making use of purposive sampling, the researchers asked 46 of the participants to cooperate in the second phase of the study in which data was collected through classroom observations. In order to analyze the collected data, the researchers utilized descriptive statistics, Cronbach's alpha, Pearson correlation, multiple regression analysis, and code-recode agreement techniques. The findings of the study revealed a significant positive relationship between teachers' self-efficacy and their perception of instructional supervision (r = 0.22, p<0.05). Moreover, the participants' teaching performance was significantly correlated with their self-efficacy (r = 0.64, p<0.05) and their perception of supervision (r=0.10, p<0.05). In addition, further investigation of the data revealed that teachers' self-efficacy was the only variable that made a significant unique contribution to their teaching performance (Beta = 0.43, p<0.05).