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Tahriri, Abdorreza
- The Relationship between Internet Use and Academic Procrastination of EFL Learners across Years of Study
Abstract Views :130 |
PDF Views:185
Authors
Affiliations
1 Department of English Language and Literature, University of Guilan, Rasht, IR
1 Department of English Language and Literature, University of Guilan, Rasht, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 4, No 1 (2015), Pagination: 231-241Abstract
The present study aimed at exploring the relationship between Internet use and academic procrastination of a group of EFL learners across years of study (freshmen, sophomores, juniors, and seniors). The study was conducted in two phases. First, a pilot study was conducted among 30 representative university students in order to check the reliability and validity of the main instrument utilized, i.e. a questionnaire. After that, the piloted questionnaire was distributed among 380 undergraduates studying at the University of Guilan, Kharazmi University, and Ferdowsi University. Results of Spearman Rank Order Test at the .01 level of significance revealed a medium positive relationship (rho = +.47) between Internet use and academic procrastination of the participating students. Furthermore, the results of Kruskal Wallis Test at the significance level of .05 indicated that there is a significant difference in both Internet use (sig = .029, p≤.05) and academic procrastination (sig = .007, p≤.05) of learners across different years of study, with freshmen being the pioneer in this respect. However, the results of another Kruskal Wallis Test run on data concerning areas of academic procrastination did not reveal any statistically significant difference among learners across years of study. The implications of the findings for EFL instructors and learners are discussed.Keywords
Academic Procrastination, Internet Use, Years of Study, EFL.Full Text
References
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- Odaci, H. (2011). Academic self-efficacy and academic procrastination as predictors of problematic internet use in university students. Computers & Education, 57(1), 1109-1113.
- Sepehrian, F., & Jabari Lotf, J. (2011). The effect of copying styles and gender on academic procrastination among university students. Journal of Basic & Applied Scientific Research 1(12), , 2987-2993.
- Sirin, E. F. (2011). Academic procrastination among undergraduates attending school of physical education and sports: Role of general procrastination, academic motivation and academic self-efficacy. Educational Research & Review, 5, 447-465.
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- The Effect of Portfolio Assessment on Learning Idioms in Writing
Abstract Views :136 |
PDF Views:107
Authors
Affiliations
1 Department of English Language, University of Guilan, Rasht, IR
1 Department of English Language, University of Guilan, Rasht, IR
Source
International Journal of Education and Literacy Studies, Vol 2, No 2 (2014), Pagination: 53-57Abstract
The present study sought to investigate the effect of portfolio assessment on idiom competence of Iranian EFL learners. For the purpose of this study, 30 students from upper-intermediate level of English proficiency took part in this study. They were chosen through convenience sampling from a language institute in Rasht, Iran. They were randomly divided into experimental and control groups. A TOEFL test and a test of idioms were given to the students to ensure their homogeneity in terms of language proficiency and knowledge of idioms, respectively. The experimental group was intended to create a portfolio and put their writing samples, in which idioms were used, in the portfolio. They were involved in the process of self-and-peer assessment. The teacher also provided them with feedback and comments. However, the control group received a kind of traditional instruction. In other words, the control group used the idioms in their writing without receiving any comments and delivered it to their teacher to be scored. The treatment lasted for 10 sessions and a post-test was administered in the end. Independent samples t-tests were used to analyze the data gathered from the pretests and the posttest. The findings indicated that there was a statistically significant difference between the two groups in terms of idioms and portfolio was found to be able to improve students' knowledge of idioms. The results of this study have some implications for teaching and learning idioms.Keywords
Portfolio Assessment, Idiom, EFL, Self-and-Peer Assessment.Full Text
References
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- The Impact of Digital Storytelling on EFL Learners' Oracy Skills and Motivation
Abstract Views :178 |
PDF Views:480
Authors
Affiliations
1 Department of English Language and Literature, University of Guilan, Rasht, IR
2 English Department, University of Guilan, University Campus 2, Rasht, IR
1 Department of English Language and Literature, University of Guilan, Rasht, IR
2 English Department, University of Guilan, University Campus 2, Rasht, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 4, No 3 (2015), Pagination: 144-153Abstract
The present study was conducted to investigate the impact of digital storytelling (DST) on EFL learners' oracy skills and their motivation towards the use of DST instruction. Thirty intermediate EFL learners were selected based on their performance on an Oxford Placement Test (OPT) and were randomly assigned into two groups (one control and one experimental group) each containing 15 participants. Three instruments, listening and speaking tests as pre-post tests, and a motivation questionnaire, were utilized to assess the participants’ oracy skills prior to and after the experiment. To analyze the data, Analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) were run. According to the findings of the study, DST participants outperformed the control group in terms of oracy skills and motivation after the treatment. The findings highlighted the need for instruction through the implementation of digital software as a vital component of language instruction that is recommended to be taken into consideration in EFL curriculum.Keywords
Computer-Assisted Language Learning, Digital Storytelling, Oracy Skills, Motivation.Full Text
References
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- The Relationship Between Epistemological Beliefs and Motivational Components of Self-Regulated Learning Strategies of Male and Female EFL Learners Across Years of Study
Abstract Views :110 |
PDF Views:155
Authors
Affiliations
1 Department of Foreign Languages, Science and Research Branch, Islamic Azad University, Fars, IR
2 Department of English Language and Literature University of Guilan, IR
1 Department of Foreign Languages, Science and Research Branch, Islamic Azad University, Fars, IR
2 Department of English Language and Literature University of Guilan, IR
Source
International Journal of Applied Linguistics and English Literature, Vol 3, No 6 (2014), Pagination: 7-21Abstract
The purpose of the present study was to determine the relationship between five dimensions of the epistemological beliefs regarding structure of knowledge, stability of knowledge, source of knowledge, ability to learn and, speed of learning and six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy, control of learning, and test anxiety) among male and female EFL learners across years of study (freshman and sophomore students). The participants of this study were 101 EFL students studying English literature and English translation in the Islamic Azad University, Rasht Branch, Iran, during the spring semester of 2013. The participants completed Persian version of Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia&McKeachie, 1991) and Persian version of Epistemological Questionnaire (Schommer, 1990). Results showed that, in general, the more naïve the epistemological beliefs of students, the less likely they are to use motivational learning strategies. Moreover, there was no significant relationship between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies among male and female students. On the other hand, a statistically significant relationship was found between dimensions of epistemological beliefs and motivational components of self-regulated learning strategies for both freshman and sophomore students.Keywords
Epistemological Beliefs, Motivation, Self-Regulated Learning, EFL.Full Text
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