انجام پایان نامه زبان انگلیسی

انجام پایان نامه زبان انگلیسی

انجام پایان نامه مترجمی زیان انگلیسی

انجام پایان نامه آموزش زیان انگلیسی

انجام پایان نامه ارشد زبان انگلیسی

برنامه درسی رشته زبان و ادبیات انگلیسی کارشناسی ارشد

Dynamic Assessment and Microgenetic Development of EFL Teachers’ Classroom Interactional Competence

انجام پایان نامه زبان انگلیسی Teachers’ capability in shaping learner contributions (SLC), as a part of Classroom Interactional Competence (CIC), has been evidenced to play a key role in opening up precious opportunities for learners’ involvement, and consequently learning. Yet, very few studies to date have explored how teacher education programs (TEPs) can develop teachers’ capability to SLC. To fill up this lacuna, a TEP, founded on the principles of dynamic assessment (DA), was implemented with four EFL teachers serving as participants. In so doing, initially twelve hours of video- and audio-recorded data of the teachers were analyzed to identify the samples in which they missed the opportunity for SLC. Then one-on-one DA sessions were held with each of the teachers, during which the teacher educator tried to assist them to develop a deepened insight into the strategies they adopted to shape their learners’ contributions. In such dialogic context, the feedback was calibrated to create and nurture the zone of proximal teacher development (ZPTD). After instructional sessions, conversation analysis of the teachers’ regular classrooms indicated a rise in the total frequency and variety of the SLC strategies employed. Furthermore, it was found that teachers’ type of development differed greatly from one another. Results are discussed and some pedagogical implications are presented.

Investigating the Relationship between Spiritual Intelligence and Burnout among EFL Teachers

انجام پایان نامه زبان انگلیسی Highlighting the key role of EFL teachers in academic performance of students in particular and the success of educational systems in general, the present study attempted to investigate the relationship between EFL teachers’ spiritual intelligence and their burnout level. For this purpose, 100 EFL teachers (50 males and 50 females) working at different private language institutes in Mashhad, Iran participated in the study. Maslach Burnout Inventory (MBI) and Spiritual Intelligence Self-Report Inventory (SIRI) were used to gather the required data from the participants. The results revealed a significant negative relationship between the EFL teachers’ spiritual intelligence and their burnout level. Furthermore, the correlations between the different subscales of the variables were reported. The results indicated that there were not any statistically significant differences between the male and female participants with regard to both their spiritual intelligence and their burnout.

Exploring Discourse Markers Used in Academic Papers: A Comparative Corpus-based Inquiry of Iranian and English Native Writers

انجام پایان نامه زبان انگلیسی The objective of the current study was to analyse the type and the frequency of discourse markers (DMs) used in Iranian scholars’ written articles published in English and to compare them with the published articles written by English native scholars. To this end, the DMs of 30 articles published by Iranian scholars were randomly selected and Fraser’s (2006) taxonomy was used to categorize and analyse the DMs used in them. Similarly, 30 articles written by native English scholars were selected from English journals and analysed in terms of their use of DMs. The data from both types of articles were compared to investigate the differences between Iranian scholars’ use of DMs compared to the native English scholars’ use of DMs in academic papers. The results indicated that from among the DMs, elaborative discourse markers were the type with the highest frequency used in Iranian scholars’ articles, followed by temporal, contrastive and implicative discourse markers used in Iranian scholars’ academic articles. This pattern of DMs usage differed significantly from the distribution of DMs by native English scholars in their published papers. The results further claimed that, on the whole, the mean of discourse markers used in Iranian articles was higher than that of native English articles

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Assessment of dental students’ communication skills with patient

انجام پایان نامه زبان انگلیسی Introduction: Establishment of effective communication between the clinician and patient is essential in order to increase the effectiveness of treatment. These skills have been less investigated among dental students. This study aimed to evaluate communication skills of dental students in Shiraz with patients through direct observation, patients’ perspectives and student self-assessments. Methods: This cross-sectional study enrolled the fifth and sixth year dental students and one of each student’s patients who was chosen using simple random sampling method. We used a checklist for data collection. Students’ communication skills were assessed at three steps of the student-patient interview – at the beginning of the interview, during the interview, and at the end of the interview. The checklist was completed by three groups: 1) an observer, 2) the patient and 3) the student, as self-assessment The validity of the checklist was confirmed by clinical professors and the reliability was determined by Cronbach’s alpha test. Data were analyzed using descriptive statistics and Student’s t test A repeated measure MANOVA was used to compare the mean communication skills in the researcher, patients, and students at each step of the patient interviews. Results: There were 110 students (mean age: 22.3±۸٫۴ years) and 110 patients (mean age: 32±۸٫۸ years) who completed the checklists. Overall, the communication skills of dental students were rated as good according to the patients. However, the observer and student participants rated the skills at the moderate level. We observed significant differences between communication skills in all three groups and in the three steps of the patient interviews (p<0.001). According to patients’ beliefs and students’ self assessments, there were no differences between male and female students in communication skills in the three steps of the patient interviews (all p>0.05). However from the observer’s viewpoint  female students showed better communication skills during the interviews (p=0.001). Conclusion: There was a degree of failure in communication skills of dental students with patients in the interview process. It will be necessary that communication skills be taught, particularly for students involved in clinical practice

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Cognitive Diagnostic Research on Iranian Students’ English Listening Skills and Implications on Skill Training

انجام پایان نامه زبان انگلیسی By analyzing the test data of 2718 secondary school students in Guangzhou China on 15 listening items from Guangzhou English Achievement Examination (2015) through G-DINA model, the study explored the relationships among the listening comprehension skills. Based on the test specifications and listening skill taxonomies in existence, 5 experts in language skills and language testing conducted item content analysis independently for the 15 listening items, defined 5 listening attributes, and constructed the Q-matrix. After analyzing latent classes and their posterior probabilities, the study discovered the relationship among the listening skills. According to the listening skill relationship, the study provides insights on the sequence of listening skill training. The efficiency of training may be improved when closely related listening skills are instructed and practiced at the same time. The study also demonstrates that the compensatory and saturated G-DINA model caters to the characteristics of listening comprehension skills and can be applied to tests involving highly interactive and hierarchical skills. Metacognition is the ability to be conscious of one’s mental processes. Research shows that metacognitive learners who take conscious steps to understand what they are doing when they learn tend to be the most successful learners. As the proficient use of metacognitive strategies is rare among students, more research on metacognitive awareness is crucial to determine how students can be taught to apply the cognitive resources in order to activate their repertoire of metacognitive knowledge and strategies and to enhance their learning? This study gives an overview of theories and practices in the field of metacognitive knowledge and language learning Classification of language learner strategies varies somewhat, depending on the definition of the researchers in question. Many researchers support the classification of L2 learning strategies into six distinct categories that correspond to Oxford’s six dimensions of strategy classification for the Strategy Inventory for Language Learning (SILL) including cognitive strategies, metacognitive strategies, memory strategies, compensatory strategies, affective strategies, and social strategies. Anderson (2003) classifies language learning strategies into seven major categories: cognitive strategies, metacognitive strategies, mnemonic or memory related strategies, compensatory strategies, affective strategies, social strategies, and self-motivating strategies. However, other researchers (O’Malley & Chamot, 1990; Chamot, Barnhardt, El-Dinary, & Robbins, 1999; Cohen, 1996) use a fewer number. O’Malley and Chamot (1990), for instance, have differentiated the range of cognitive categories into two main types metacognitive and cognitive strategies..

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Research Foundations and Public Policy

How do you chart the future of K–۱۲ student assessment? At ETS, we help shape that future student assessment through research and innovation. With a tradition of unparalleled leadership, we are committed to bringing new opportunities to the changing world of K–۱۲ education.

Highlights

Highlights of recent research Initiatives and pilot programs demonstrate how we are preparing assessment and measurement systems for the future.

Reading for Understanding Initiative

A five-year effort sponsored by the Institute of Education Sciences at the U.S. Department of Education, this program seeks to improve reading comprehension through intervention and assessment. Learn more about the K–۱۲ Reading for Understanding Initiative.

Learning Progressions

This research consists of frameworks for assessment that can help teachers better understand what students know and how to move them to the next competency level (Video).

The CBAL™ Initiative

This long-term research and development project called Cognitively Based Assessments of, for and as Learning (CBAL™) is a comprehensively developed model for assessment at the K–۱۲ level that measures teaching and learning. Learn more about the CBAL initiative.

The Road Ahead for State Assessment

This policy document examines the impact of the assessment consortia and the progress we have made in the past 15 years in K–۱۲ student assessment. It also offers insight into emerging options since the passage of the Every Student Succeeds Act. Read the reporttitled “The Road Ahead for State Assessment” (PDF).

Game-based Assessments

ETS researchers explain how game mechanics and assessment design are integrated to measure more complex and contextualized student skills (Video).

Collaborative Problem-Solving

Our scientists are also investigating assessments that measure how students collaborate with others to solve complex tasks. See how developing collaborative assessments moves us toward better assessment of Next Generation Science Standards (Video).

Pioneering Insights to Improve Teaching and Learning

Our mission at ETS extends beyond creating better and more informative assessments for K–۱۲ students. We help teachers, administrators and policymakers improve their decisions for students with a view of advancing quality and equity in education for all. We have a focused and sustained program of research that is intended to:

    Close the achievement gap

    The achievement gap refers to differing levels of academic performance of students from a variety of racial, ethnic and economic backgrounds. ETS is committed to closing the achievement gap through rigorous research that supports practical tools for real-life solutions.

    Create access for students with disabilities

    All students deserve the opportunity to demonstrate their learning through high-quality tests that deliver meaningful results. Our research examines ways we can improve fairness and validity of assessments for students with disabilities.

    Support English-language learners

    Our research scientists and assessment specialists work with educators, policymakers and other experts across the United States to develop ways to advance education for English learners in grades K–۱۲٫ Our research includes measuring language proficiency, demonstrating content knowledge and identifying best practices for teaching English learners.