Showing 3 results for Nejati
Reza Nejati, Hossein Ilchi,
Volume 8, Issue 1 (3-2023)
Abstract
In the field of foreign language education, self-directed learning and personal self-concept are essential as they can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively, and make use of language learning strategies. The main purpose of the present study was to investigate the role of self-directed learning and personal self-concept in reading comprehension. Moreover, the current study aimed to determine that whether self-directed learning and personal self-concept help to increase students’ scores in reading comprehension. The participants in this study were 170 EFL intermediate-level EFL students in two foreign language institutes named Diplomat and Safir in Tehran and Karaj. Gõni’s personal self-concept questionnaire and self-directed learning questionnaire were used and the students' reading skills were measured with the standard PET test. The obtained data were analyzed by multiple linear regression in SPSS software. Results of the study showed that there was a significant correlation between students’ comprehension scores and learners’ self-directed learning, but there was a little correlation between their self-concept and reading comprehension scores. Based on the research findings, it was concluded that self-directed learning has an important role in students’ comprehension, but not personal self-concept. It is possible to make students more successful in acquiring language skills by guiding students towards using self-directed strategies.
Ebrahim Nejati, Mohammad Mohammadi,
Volume 8, Issue 5 (Special Issues 2023)
Abstract
In modern language teaching, it is believed that students are supposed to have enough willingness to talk in the second or foreign language in order to acquire it. And, thus, students' willingness to communicate (WTC) in the classroom context is a longed-for and anticipated behavior. Consequently, this study investigated the effects of multiple-intelligence boosting tasks on Iranian EFL learners’ WTC inside the classroom context. To this end, two intact classes, each having 15 intermediate EFL learners, were selected as a Multiple Intelligence (MI) Group and a Traditional Task (TT) Group. Before the treatment, MacIntyre’s (2001) questionnaire was administered as the pre-test, and, after the intervention (i.e., at the end of session 15), it was applied as the post-test. Besides, a semi-structured interview with a number of the participants from both groups was carried out in order to record their attitudes towards task-oriented activities and their WTC after the intervention. The results obtained through a set of paired and independent samples t-tests, revealed: (1) a significant enhancement of the learners’ WTC in speaking, reading, writing, and listening comprehension from pre- to post-test in MI group, (2) a significant improvement of the participants’ WTC in TT group, (3) better performance of the MI Group than that of the TT Group, and (4) positive attitudes of the learners towards the application of tasks and their WTC inside the classroom context.
Keywords: multiple intelligence task, traditional task, willingness to communicate
Reza Nejati,
Volume 9, Issue 2 (6-2024)
Abstract
Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (Cho & Cho, 2017) and the Online Learning Self-Efficacy Scale (Zimmerman & Kulikovich, 2016). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (β = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (β = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements.
