جستجوی مقالات مرتبط با کلیدواژه « attitudes » در نشریات گروه « فقه و حقوق »

This study investigated the attitudes of teachers and students toward the Iraqi primary school sixth grade task-based English textbook. Two hundred students and two hundred English teachers were invited to provide their opinions through questionnaires and interviews. Specifically, the focus was on the suitability of English textbook tasks in terms of the target age group, culture, customs, traditions, class duration, classroom capacity, the availability of teaching aids, as well as the capability of teachers to interact and communicate the textbook material to students to achieve the desired learning outcome. Two instruments were used in this study. The first instrument was two questionnaires to investigate the teachers’ and students’ attitudes toward the English textbook of sixth-grade primary level based on TB, and the second instrument was a semi-structured interview to investigate teachers’ attitudes. The semi-structured interview was used to survey the participants’ attitudes, feelings and intractability with the task-based English text. The results of questionnaires pointed to the negative attitudes of the teachers and students toward the English textbook of grade 6. Moreover, both the teachers and students faced difficulty understanding and following the tasks in the textbook, leading to their confusion and waste of time. That is, the tasks were believed to be difficult to complete, perform or even redo out of the class. Finally, the textbook content appeared unsuitable for both teachers and students in terms of cultural norms and their application in local daily life situations. The study concluded with recommendations for the Iraqi Ministry of Education to modify the textbook content to match the group age-targeted 12 years old, their cultural standards, the classroom capacity, and teaching aids.

The goal of the current study was to investigate the effects of critical thinking skill on EFL learners’ cause and effect essay writing and their attitudes towards it. To achieve this goal, 60 Iranian upper-intermediate EFL learners were randomly divided into two equal control and experimental groups. After evaluating their knowledge of writing, the conventional teaching methods were used for the control group while an eight-step method was used to promote the critical thinking skill for the experimental group. Then the participants sat for the second test to assess the effect of critical thinking instruction and to compare the groups with each other. Elicitation of their attitudes towards the method was done by the questionnaire. The results revealed that the critical thinking instruction had meaningful consequences on the cause and effect essay writing of the participants, and the participants had positive attitudes towards the training. The findings of the research can recommend useful suggestions for the instruction of writing and critical thinking skills.

Flipped teaching is the process of moving lecture content from face-to-face class time to before class. The potential values of flipped teaching in which learners are actively engaged in the learning process have been emphasized during the past years; however, there is still little research evidence about the attitudes of the learners towards flipped teaching and the use of technology. The present investigation aimed to explore Iranian EFL learners' attitudes towards flipped teaching. To this end, 40 female intermediate EFL learners with the age range of 19 to 29 from the training department of the National Iranian Oil Company (NIOC) in Khuzestan, Iran, based on the Oxford Quick Placement Test (OQPT) were selected through convenience sampling and assigned into two groups with the same instructional strategies since having 40 students in a single class was not possible. An attitude questionnaire was examined in terms of frequencies and percentages. The results of frequency analyses indicated that EFL learners in the study had a positive attitude towards flipped teaching and agreed that it was helpful to them in many ways. The findings can be of significance for EFL learners, instructors, and syllabus designers.

The field of teaching English as a foreign language (EFL) has recently witnessed a renewed interest in pronunciation; nevertheless, this interest has been mostly directed toward pronunciation instruction even though learners’ instructional gains are heavily dependent on their attitudes and motivations. Thus, this study aimed to examine the construct validity of learners’ attitudes and motivations for pronunciation (LAMP) inventory in Iranian EFL academic context and investigate Iranian EFL learners’ attitudes and motivations regarding teaching and learning English pronunciation. Accordingly, the LAMP inventory was administered to 364 Iranian English-major undergraduates. The result of confirmatory factor analysis showed that the 8-factor LAMP model fit the Iranian EFL context. In terms of English-major learners’ attitudes, findings revealed that although they had highly positive cognitive and conative attitudes toward pronunciation instruction, they were heavily influenced by negative affective filters acting as a hindrance to their progress. Regarding motivations, English-major learners were mostly influenced by intrinsic and curiosity drives. Nevertheless, contrary to some previous findings, the majority of the respondents showed integrativeness and strove for native-like pronunciation. Therefore, the results imply that syllabus designers and instructors for English-major learners need to place stronger emphasis on pronunciation instruction via challenging, meaning-oriented tasks and computerized methodologies.