Heidar Ahmadi - Academia.edu (original) (raw)
An English teacher and a Ph.D candidate in TEFL
Phone: 09143914216
Address: Marand, East Azarbiajan, Iran
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Papers by Heidar Ahmadi
Implementing the mere product-oriented assessment techniques in public schools has exposed the Ir... more Implementing the mere product-oriented assessment techniques in public schools has exposed the Iranian EFL learners to interminable problems in reading comprehension and the use of the learnt vocabulary in written and spoken communication and language use. This study assessed reading comprehension and vocabulary knowledge by practicing the reciprocal questioning (RQ) as an interactive and ongoing assessment strategy. Forty-eight male intermediate participants were recruited from a population of 60 high school students based on their scores on a Cambridge Preliminary English Test (PET). The study employed two intact classes from which the experimental group with 24 participants was assessed using the RQ, while the control group got summative assessment (SA). These two randomly assigned groups were studied for eight weeks. Then, the obtained pretest and posttest scores were analyzed and compared utilizing the Independent Samples T-test and the one-way ANCOVA. The results underscored t...
English Language Teaching, 2017
EFL learners’ difficulty in effectively learning and using phrasal verbs and lexical collocations... more EFL learners’ difficulty in effectively learning and using phrasal verbs and lexical collocations might be attributed to the purely product-oriented teaching and assessment techniques used in public schools. This study aimed to investigate the impact of oral questions and written quizzes as two formative assessment (FA) techniques on Iranian learners’ learning and retention of phrasal verbs and lexical collocations. The research sample comprised 75 male intermediate EFL high school students, in Marand, East Azarbaijan, Iran, who were selected out of 90 grade four students based on their performance on a Nelson Proficiency test. The three intact classes, each with 25 participants, were randomly assigned as experimental group 1 (EG1) for whom we employed oral questions, experimental group 2 (EG2) who received written quizzes, and the control group (CG) with no process-oriented assessment. After the eight-week treatment, the one-way ANOVA analysis of the three sets of scores obtained f...
International Journal of Science Culture and Sport, 2013
Abstract Autism Spectrum Disorder (ASD) is a developmental disorder that normally becomes eviden... more Abstract
Autism Spectrum Disorder (ASD) is a developmental disorder that normally becomes evident in the first three years of a child’s life. They have different kinds of problems in their language, speech, communication and behavior. This paper focuses on language related problems in the autism spectrum disorders (ASD) and common signs and symptoms of autistic children in different stages of their development. Being unaware of what kind of children can be placed as autistic in proper period of life, causes difficulties for autistic children in specific and for parents, teachers and educational system in general, so this paper tries to shed light on characteristics and features of autistic children and their common language, speech and communication related problems so that it may help to the diagnosis as soon as possible to take effective measures. Reviewing literature and different publications show that most autistic children do not make eye contact and have poor attention duration. They are often unable to use gestures either as a primary means of communication, as in sign language, or to assist verbal communication, such as pointing to an object they want. Some autistic individuals speak in a high-pitched voice or use robot-like speech. They are often unresponsive to the speech of others and may not respond to their own names.
Implementing the mere product-oriented assessment techniques in public schools has exposed the Ir... more Implementing the mere product-oriented assessment techniques in public schools has exposed the Iranian EFL learners to interminable problems in reading comprehension and the use of the learnt vocabulary in written and spoken communication and language use. This study assessed reading comprehension and vocabulary knowledge by practicing the reciprocal questioning (RQ) as an interactive and ongoing assessment strategy. Forty-eight male intermediate participants were recruited from a population of 60 high school students based on their scores on a Cambridge Preliminary English Test (PET). The study employed two intact classes from which the experimental group with 24 participants was assessed using the RQ, while the control group got summative assessment (SA). These two randomly assigned groups were studied for eight weeks. Then, the obtained pretest and posttest scores were analyzed and compared utilizing the Independent Samples T-test and the one-way ANCOVA. The results underscored t...
English Language Teaching, 2017
EFL learners’ difficulty in effectively learning and using phrasal verbs and lexical collocations... more EFL learners’ difficulty in effectively learning and using phrasal verbs and lexical collocations might be attributed to the purely product-oriented teaching and assessment techniques used in public schools. This study aimed to investigate the impact of oral questions and written quizzes as two formative assessment (FA) techniques on Iranian learners’ learning and retention of phrasal verbs and lexical collocations. The research sample comprised 75 male intermediate EFL high school students, in Marand, East Azarbaijan, Iran, who were selected out of 90 grade four students based on their performance on a Nelson Proficiency test. The three intact classes, each with 25 participants, were randomly assigned as experimental group 1 (EG1) for whom we employed oral questions, experimental group 2 (EG2) who received written quizzes, and the control group (CG) with no process-oriented assessment. After the eight-week treatment, the one-way ANOVA analysis of the three sets of scores obtained f...
International Journal of Science Culture and Sport, 2013
Abstract Autism Spectrum Disorder (ASD) is a developmental disorder that normally becomes eviden... more Abstract
Autism Spectrum Disorder (ASD) is a developmental disorder that normally becomes evident in the first three years of a child’s life. They have different kinds of problems in their language, speech, communication and behavior. This paper focuses on language related problems in the autism spectrum disorders (ASD) and common signs and symptoms of autistic children in different stages of their development. Being unaware of what kind of children can be placed as autistic in proper period of life, causes difficulties for autistic children in specific and for parents, teachers and educational system in general, so this paper tries to shed light on characteristics and features of autistic children and their common language, speech and communication related problems so that it may help to the diagnosis as soon as possible to take effective measures. Reviewing literature and different publications show that most autistic children do not make eye contact and have poor attention duration. They are often unable to use gestures either as a primary means of communication, as in sign language, or to assist verbal communication, such as pointing to an object they want. Some autistic individuals speak in a high-pitched voice or use robot-like speech. They are often unresponsive to the speech of others and may not respond to their own names.