درخت حوزه‌های تخصصی

Multimodal Discourse is a theory of communication in multimedia. The notion of modes refers to semiotic resources which allow the simultaneous realization of discourses and types of (inter)action. Media are the material resources being used for the production such as music, language, and images. This study examined Iranian EFL learners’ perception of multimodal texts. The objective of the study was to examine how Iranian EFL learners utilized their general literacy practices and multimodal repertoires to develop their meaning-making process. The participants were 18 intermediate EFL learners attending Iran Language Institute (ILI), and were exposed to advertisement materials. They were asked to reconstruct their perceptions both visually and verbally. The participants’ responses were analyzed according to the social semiotics model suggested by Kress and van Leeuwen (2001). Results revealed that the participants made contextualized perceptions of the advertisement materials indicating their sociocultural framework. Moreover, applying multimodal knowledge, the students promoted their learning status via transformative self-affected strategies. Multimodal/multiliteracies pedagogy could promote EFL students' critical literacy practices to develop new worldviews and question the imposing discursive moments.

The aim of the present study was to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination. The method was descriptive-correlational, and the statistical population included all young students of the University of Applied Sciences and Technology of East Tehran; who were studying in one of the faculties of this university in the academic year of 2017-2018. The Cochran's sample size estimation formula was used to determine the sample size, which were 340 people. The sampling was done on a basis of a random multi-step way. Edward E. Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data. The SPSS 24 and Pearson correlation and canonical correlation methods were used to analyze the data. The findings showed that predicting the variable of procrastination based on test anxiety variables and achievement motivation is significant (p .

Recently, numerous studies have investigated the influence of technology use within the educational settings pointing that the perception of the students as well as the instructor towards technology use is indicative of how well technology might be integrated in instruction. Therefore, this study was designed to explore university lecturers’ perceptions toward instructional technology, their actual versus perceived ICT literacy, the extent to which they integrate technology in their instruction and the challenges they face in successfully integrating instructional technology in academic context. The study adopted a mixed method design and was of exploratory nature. The population consisted of 711 male and female university students studying in different majors including Science, Engineering, Humanities, and Art. Also, 111 instructors teaching different fields took part in the data collection process. Two different questionnaires were devised for the instructors and the students. Besides, for gathering more reliable data, a semi-structured interview was conducted with 51 instructors and 135 students together with an observation to give more depth to the data. The data were analyzed both qualitatively and quantitatively. The study concluded that university lecturers had positive attitude toward ICT and were moderately proficient in the use of ICT while university students had different levels of ICT knowledge and were mostly willing to experience digital learning. However, some limitations were mentioned in the study which shows an urgent need for some measures to be taken for continuous training of university lecturers in ICT which in turn leads to training more knowledgeable digital generation.

شیوع ویروس کویید-۱۹ جهان را در برهه هولناکی قرار داده است که بطور مستقیم و غیر مستقیم میزان اضطراب مرگ و تاب آوری افراد را تحت تاثیر قرار داده است. پژوهش حاضر، با هدف بررسی رابطه معنای زندگی با اضطراب مرگ و تاب آوری در دوران پاندمی ویروس کویید- ۱۹ با روش کمی و از نوع همبستگی انجام شد. به همین منظور، نمونه ای به حجم ۱۴۸ نفر (۱۰۷ خانم و ۴۱ آقا)، با روش نمونه گیری تصادفی ساده انتخاب شد و متغیر های پژوهش به وسیله پرسشنامه های مقیاس معنا در زندگی استگر و همکاران (۲۰۰۶)، اضطراب مرگ تمپلر (۱۹۷۰) و مقیاس تاب آوری کونور و دیویدسون (۲۰۰۳) سنجیده شد. از روش آماری تحلیل واریانس برای فرضیه اصلی و همبستگی پیرسون برای فرضیه های فرعی استفاده شد و برای تحلیل داده های آماری از نرم افزار آماری spss ورژن ۲۳ استفاده گردید. یافته های پژوهش نشان دادند، که فرضیه اصلی با نمره سطح معناداری کمتر از ۰/۰۱ و فرضیه های فرعی، با نمره سطح معناداری کمتر از ۰/۰۱، با ضریب همبستگی به ترتیب ۰/۳۷- ، ۰/۳۱ و ۰/۴۱- بدست آمده است. در نتیجه، فرضیه اصلی تایید و فرضیه های فرعی تایید و معنادار شده اند. با توجه به یافته ها می توان با تقویت معنا و معنابخشی به زندگی میزان تاب آوری را افزایش و میزان اضطراب مرگ را کاهش داد تا سلامت روانی در برهه زمانی شیوع ویروس کویید-۱۹ حفظ شود.