Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Hooshang Yazdani"'
Autor:
Saeede Esmaeeli, Hooshang Yazdani
Publikováno v:
Journal of Modern Research in English Language Studies, Vol 11, Iss 1, Pp 29-52 (2024)
This study deciphered whether increasing learners’ L2 self-awareness using ‘Johari Window Model’ (JWM) as a self-regulatory model ended in higher levels of motivation and WTC. It also argued that learners’ L2 Possible Selves, through guided i
Externí odkaz:
https://doaj.org/article/31e353088d3a4e1bb0d1eaeff5a88fae
Publikováno v:
Iranian Journal of Applied Language Studies, Vol 15, Iss 2, Pp 133-156 (2023)
One strategy that eases the process of teaching argumentative writing might be teaching them how to express their thoughts, beliefs, and in general, ideologies in academic essays. This study aimed to investigate the effect of teaching writing skills
Externí odkaz:
https://doaj.org/article/2ce51ffbbddc4b17b7864c163229feda
Autor:
Hooshang Yazdani, Mohammadreza Sadeghi
Publikováno v:
Applied Research on English Language, Vol 11, Iss 4, Pp 25-46 (2022)
The present research was an endeavor to examine and compare the effects of digitally self-regulated and guided discovery learning instructions on Iranian EFL learners’ vocabulary acquisition. To this end, by conducting the Oxford Placement Test, 60
Externí odkaz:
https://doaj.org/article/d79411872c26412e80b93a503a070764
Autor:
Mohsen Salimian Rizi, Hooshang Yazdani
Publikováno v:
Journal of Languages and Language Teaching, Vol 10, Iss 4, Pp 519-529 (2022)
Although there is adequate research about learning style and motivation in face-to-face classes, there is still a scarceness of available studies exploring such individual differences in EFL online settings and to the best knowledge of the researcher
Externí odkaz:
https://doaj.org/article/007d9c6a66504b508e76595346bb6a54
Publikováno v:
Applied Research on English Language, Vol 9, Iss 4, Pp 477-502 (2020)
Grades represent one of the most common sources of evidence of student achievement in classrooms, though their relationship with test scores has remained understudied, particularly in settings such as in Iran, where English is taught as a foreign lan
Externí odkaz:
https://doaj.org/article/23774f6696be4bcda31fc5ff28e5cfcf
Publikováno v:
International Journal of English Language and Translation Studies, Vol 07, Iss 02, Pp 52-62 (2019)
Textbooks play a central role in teaching and learning processes, and textbook evaluation helps teachers to be familiar with merits and demerits of a particular textbook, to adapt and supplement textbooks, and to develop new materials. This study a
Externí odkaz:
https://doaj.org/article/2b5b5be70e8446d59a523f4f73111886
Publikováno v:
International Journal of English Language and Translation Studies, Vol 06, Iss 02, Pp 69-80 (2018)
Writers can start a dialogue with the reader to produce more engaging and persuasive texts and to comply with their own disciplinary practices by employing interaction features effectively. In this paper, first, interaction as a significant part of t
Externí odkaz:
https://doaj.org/article/c58f42e089524bf9ac6256b1c3e99d89
Autor:
Hooshang Yazdani, Parviz Ghasedi
Publikováno v:
Journal of Language Teaching and Research. 12:395-403
This study was set out to investigate the effects of EFL teachers’ assessment literacy and professional identity on learners’ autonomy. Meanwhile, the relationship between teachers’ assessment literacy and professional identity was investigated
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::703baa71707a824b986674533a95f5c5
https://doi.org/10.17507/jltr.1203.09
https://doi.org/10.17507/jltr.1203.09
Publikováno v:
Language Teaching Research. 27:689-717
Inspired by Vygotsky’s sociocultural theory and Storch’s framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners’ peer review and revision activities. Dur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3b542f09d56c75faed66866cee0b5cf9
https://doi.org/10.1177/1362168820951207
https://doi.org/10.1177/1362168820951207
Publikováno v:
The Journal of AsiaTEFL. 17:395-413
The recent trend in foreign language education research is turning toward self-regulated learning and its linkage with goal orientations. Self-regulated learning is the learning propelled by self-induced thoughts, feelings, strategies, and behaviors
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::09760ac5cb4f00ecb180c3989f5f38fa
https://doi.org/10.18823/asiatefl.2020.17.2.6.395
https://doi.org/10.18823/asiatefl.2020.17.2.6.395