درخت حوزه‌های تخصصی

Dyslexia is a neuro-sensory issue that makes reading challenging. However, Dyslexic Phonemic R3 is a novel approach that improved the phonological development and resolved the reading challenges of dyslexia. The primary goal of the study was 1) to evaluate the current state of the phonemic and auditory symptoms of children with dyslexia and 2) To study the effects of the Dyslexic Phonemic R3 Approach on the reading development of children with dyslexia. The Dyslexic Phonemic R3 Approach was the only experimental group in the case study, which examined the prevalence of dyslexia among the participants. There was no control group. 45 students with dyslexia were the participants chosen from thirty schools in the Indian town of Silchar. These adolescents were chosen from a population of 12–13-year-olds with auditory and phonemic deficiencies after getting the consents of their parents. The Dyslexic Phonemic R3 Approach significantly improved the reading, and spelling habit of student with dyslexia. The dyslexic phonemic R3 approach was developed in Assam University, Silchar, India by Dr. Ananta Kumar Jena. Vowels in this context are phonemic patterns that are primarily divided into two types: long and short vowels, and syllables (closed and open). In many situations, short vowels are most frequently utilised. The Dyslexia-Phonemic R3 technique uses these three procedures to diagnose dyslexia.

Recently, co-teaching has been employed as an instructional technique to accelerate and facilitate second or foreign language learning process. This study was set up to investigate the effectiveness of co-teaching on EFL students' writing ability and also to probe into their attitudes towards co-teaching. Two male Iranian EFL teachers with the same language experience and academic degree represented the writing co-teachers. Furthermore, two available classes of 20 students were utilized. Oxford Placement Test was first used to ensure the homogeneity of the participants in terms of language proficiency. Second, a writing pretest was run to assess the participants’ writing ability prior to the implantation of co-teaching. Third, the experimental group went through an eight-week instructional period with the two writing instructors while the control group was taught with a single teacher. Fourth, a writing posttest was administered to see how different the two groups were regarding their written performances. Finally, a semi-structured interview was also conducted to delve into the students’ overall attitudes towards the effectiveness of co-teaching. Regarding the qualitative phase, the researchers conducted the interviews and then transcribed them. Independent samples t-test results indicated that the experimental group outperformed their counterparts in the control group with regard to their written performances and participants in the experimental group held positive attitudes toward co-teaching. It behooves the stakeholders to delve into the potential pluses and minuses of co-instruction and determine how effective it can be for their intended audience under various pedagogic settings.

The present qualitative research sought to investigate EFL teacher educators’ experiences and attitudes toward critical thinking and its role in teacher professional development. The adopted design was a case study and the theoretical framework was the theory of transformative learning (Mezirow, 1978). For the data collection purpose, 30 EFL teacher educators participated in in-depth interviews. The  whole procedure of  the data collection was audiotaped for further reference in data analysis. The interviews were transcribed to familiarize with the data and the transcribed interviews were member checked with the participants. The collected data were analyzed through reflective thematic analysis. The data analyzed paved the way for generating three themes: cognition, metacognition , and personal growth/self attainment . The findings of the study comprise a number of implicatios for both theory and practice. One aspect of our contribution is that the notion of critical thinking can be conceived as more than cognitive and metacognitive one; it should be conceptualized as possessing both facets as well as other possible subsets. Beyond that, we suggest that critical thinking should be conjectured as being both a process and a product.

The current study was an attempt to investigate the effectiveness of the flipped classroom model on the fluency of foreign language learners' speech. To this end, fifty undergraduate English Language and Literature students, who had enrolled in a "Listening & Speaking" course, participated in this study. Data were collected through a one-group pre-posttest design and semi-structured interviews. Two raters assessed the learners' four oral presentations. The Praat software and one-way repeated measure ANOVA were used for data analysis. The results showed that the flipped classroom model could significantly develop students' oral fluency. Meanwhile, the findings of the semi-structured interviews indicated that the students were delighted with this approach. From their perspectives, the cooperation and collaboration between students and teachers were undeniable. They also believed that their self-confidence increased. Correspondingly, the results suggest that the language instructors and stakeholders at any level can benefit from this approach, i.e., flipped classroom model to shift the instruction to a practical learner-centered approach.

Formative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered important as they can affect the teachers’ overall performance in the classroom. The aim of the current study was to examine EFL teachers’ perceptions regarding alternative assessment strategies and their relationship while correlated with teacher reflections and perceptions. In order to conduct this study, a mixed-methods design was adopted. The participants who attended the quantitative and qualitative phases were 81 students and 30 EFL teachers, respectively. In order to collect the research data, two research instruments were used: the teacher reflection questionnaire (Akbari et al., 2010) and the teachers’ perceptions of alternative assessment questionnaire (Elharrar, 2006). The Pearson correlation coefficient statistical test was run for the quantitative data, and the data of the qualitative nature was processed through content-analysis procedure. The findings from the qualitative data were presented using frequency and percentage. Further discussions were provided using the findings from the quantitative data analysis. The results from this phase of analysis illustrated that there was a significant positive relationship between EFL teachers’ reflection and their experience of implementing alternative assessment strategies. The findings of this study may render implications for EFL teachers, teacher trainers, and the assessment administrates.

The conflict between form and meaning is not a new phenomenon, especially in the translation of sacred texts . The Quran's fusion of style and content, as well as the unparalleled quality of its structure, have made its translation an arduous task for translators. The aim of this descriptive study was to investigate the adjustments to form and meaning in three translations of Az Zariyat surah (by Arberry, Pickthall, and Shakir). The English and Arabic versions of this surah were contrasted based on the semantic and structural adjustments applied by Nida and Taber in the translation of the Bible. The results revealed that more than three-quarters of the adjustments were concerned with semantic adjustments, with lexical expansions being the most common. Furthermore, structural adjustments and reductions were made to a lesser extent compared to other modifications. Translators mostly chose to stick to the source text, describing only ambiguous or abstract words in the source text and avoiding significant reductions. This behavior can be explained by the sensitivity of the Quranic verses and the translators' willingness to remain faithful to the original text . The adjustment framework introduced in the present study may offer promising avenues for tackling the dilemmas in the way of rendering the style and content of the Quranic verses.

This study is an attempt to find the realization of visual literacy in Iranian high school English textbooks. To this purpose, the density and number of the tags in the three volumes of the senior high school English textbooks were qualitatively investigated. The results showed that Book 1 emphasizes the Affective/Perceptual aspect of the visuals, whereas Book 3 puts more emphasis on Critical/Ideological aspect of the visuals. Furthermore, it was found that as grades of the books advance, the density and number of the tags decrease. The results based on Callow’s (2005) dichotomy also indicated that as the grade of the English textbooks advances, the visual literacy moves from the receptive aspect to more productive one. It can be inferred that in developing high school English textbooks, there seems to be no association between the visuals and the corresponding tags despite the variety of the visuals.