davood jafari - Academia.edu (original) (raw)
Papers by davood jafari
International Journal of Research Studies in Language Learning, 2015
The purpose of the present study was to investigate the reasons and influential factors behind te... more The purpose of the present study was to investigate the reasons and influential factors behind teachers' attitudes, use or non-use of information and communication technology (ICT) resources in vocabulary instruction in Iranian High School context. To have a better understanding of the effects of Integrating ICT resources into vocabulary instruction in Iranian High School Context with the use or non-use of (ICT) resources, the teachers' attitudes, perception and motivations were tested through various types of questionnaires and interviews as well as a comparison between the results obtained from immediate and delayed posttests of the students whose teachers integrated ICT resources with those whose teachers took the ordinary rout of teaching. The immediate and delayed posttests of sixty students whose teachers showed willingness to integrating ICT resources into vocabulary instruction were compared with those of sixty other students whose teachers took the traditional procedures of teaching vocabulary. Inferential and statistical description of their finals revealed that the former outperformed the latter. It was also revealed that females were more successful than their male counterparts, even with the same background knowledge. The findings further showed that after taking part in computer in-service training, almost all the teachers became interested in integrating ICT resources in their classes. The findings also illustrated the importance of teachers' vision of technology itself, their readiness to use ICT resources, their experience with it, the importance of in-service training, their level of computer skill and competence, the cultural environment surrounding them, and the introduction of ICT to schools and English institutes which could result in shaping their attitudes, perceptions and motivation toward computer technology.
The purpose of the present study was to investigate the reasons and influential factors behind te... more The purpose of the present study was to investigate the reasons and influential factors behind teachers' attitudes, use or non-use of information and communication technology (ICT) resources in vocabulary instruction in Iranian High School context. To have a better understanding of the effects of Integrating ICT resources into vocabulary instruction in Iranian High School Context with the use or non-use of (ICT) resources, the teachers' attitudes, perception and motivations were tested through various types of questionnaires and interviews as well as a comparison between the results obtained from immediate and delayed posttests of the students whose teachers integrated ICT resources with those whose teachers took the ordinary rout of teaching. The immediate and delayed posttests of sixty students whose teachers showed willingness to integrating ICT resources into vocabulary instruction were compared with those of sixty other students whose teachers took the traditional procedures of teaching vocabulary. Inferential and statistical description of their finals revealed that the former outperformed the latter. It was also revealed that females were more successful than their male counterparts, even with the same background knowledge. The findings further showed that after taking part in computer in-service training, almost all the teachers became interested in integrating ICT resources in their classes. The findings also illustrated the importance of teachers' vision of technology itself, their readiness to use ICT resources, their experience with it, the importance of in-service training, their level of computer skill and competence, the cultural environment surrounding them, and the introduction of ICT to schools and English institutes which could result in shaping their attitudes, perceptions and motivation toward computer technology.
International Journal of Linguistics, 2012
This study examined the relationship between metacognitive strategy instruction and reading compr... more This study examined the relationship between metacognitive strategy instruction and reading comprehension enhancement. Metacognitive strategies are something potentially important in learning a foreign language (Larsen Freeman 1991). In this study, an attempt is made to investigate the effects of metacognitive strategies on enhancing reading comprehension in Iranian intermediate learners of English. For this purpose, 70 English major students studying at Isfahan Payam-Noor University were invited to take part in a reading comprehension TOEFL test (2007 version) to homogenize them then a total number of 40 participants whose scores were within the range of one standard deviation below and above the mean were divided into two groups of experimental and control. Participants in experimental group received twelve sessions of two hour classes, every other week, on reading comprehension instruction as well as metacognitive strategies while the control group remained intact and the regular process of reading instructions went on. In order to see if there was a significant
International Journal of Research Studies in Language Learning, 2015
The purpose of the present study was to investigate the reasons and influential factors behind te... more The purpose of the present study was to investigate the reasons and influential factors behind teachers' attitudes, use or non-use of information and communication technology (ICT) resources in vocabulary instruction in Iranian High School context. To have a better understanding of the effects of Integrating ICT resources into vocabulary instruction in Iranian High School Context with the use or non-use of (ICT) resources, the teachers' attitudes, perception and motivations were tested through various types of questionnaires and interviews as well as a comparison between the results obtained from immediate and delayed posttests of the students whose teachers integrated ICT resources with those whose teachers took the ordinary rout of teaching. The immediate and delayed posttests of sixty students whose teachers showed willingness to integrating ICT resources into vocabulary instruction were compared with those of sixty other students whose teachers took the traditional procedures of teaching vocabulary. Inferential and statistical description of their finals revealed that the former outperformed the latter. It was also revealed that females were more successful than their male counterparts, even with the same background knowledge. The findings further showed that after taking part in computer in-service training, almost all the teachers became interested in integrating ICT resources in their classes. The findings also illustrated the importance of teachers' vision of technology itself, their readiness to use ICT resources, their experience with it, the importance of in-service training, their level of computer skill and competence, the cultural environment surrounding them, and the introduction of ICT to schools and English institutes which could result in shaping their attitudes, perceptions and motivation toward computer technology.
The purpose of the present study was to investigate the reasons and influential factors behind te... more The purpose of the present study was to investigate the reasons and influential factors behind teachers' attitudes, use or non-use of information and communication technology (ICT) resources in vocabulary instruction in Iranian High School context. To have a better understanding of the effects of Integrating ICT resources into vocabulary instruction in Iranian High School Context with the use or non-use of (ICT) resources, the teachers' attitudes, perception and motivations were tested through various types of questionnaires and interviews as well as a comparison between the results obtained from immediate and delayed posttests of the students whose teachers integrated ICT resources with those whose teachers took the ordinary rout of teaching. The immediate and delayed posttests of sixty students whose teachers showed willingness to integrating ICT resources into vocabulary instruction were compared with those of sixty other students whose teachers took the traditional procedures of teaching vocabulary. Inferential and statistical description of their finals revealed that the former outperformed the latter. It was also revealed that females were more successful than their male counterparts, even with the same background knowledge. The findings further showed that after taking part in computer in-service training, almost all the teachers became interested in integrating ICT resources in their classes. The findings also illustrated the importance of teachers' vision of technology itself, their readiness to use ICT resources, their experience with it, the importance of in-service training, their level of computer skill and competence, the cultural environment surrounding them, and the introduction of ICT to schools and English institutes which could result in shaping their attitudes, perceptions and motivation toward computer technology.
International Journal of Linguistics, 2012
This study examined the relationship between metacognitive strategy instruction and reading compr... more This study examined the relationship between metacognitive strategy instruction and reading comprehension enhancement. Metacognitive strategies are something potentially important in learning a foreign language (Larsen Freeman 1991). In this study, an attempt is made to investigate the effects of metacognitive strategies on enhancing reading comprehension in Iranian intermediate learners of English. For this purpose, 70 English major students studying at Isfahan Payam-Noor University were invited to take part in a reading comprehension TOEFL test (2007 version) to homogenize them then a total number of 40 participants whose scores were within the range of one standard deviation below and above the mean were divided into two groups of experimental and control. Participants in experimental group received twelve sessions of two hour classes, every other week, on reading comprehension instruction as well as metacognitive strategies while the control group remained intact and the regular process of reading instructions went on. In order to see if there was a significant