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    Wyświetlanie 1-4 z 4
    Tytuł:
    VOCABULARY GLOSSING: A META-ANALYSIS OF THE RELATIVE EFFECTIVENESS OF DIFFERENT GLOSS TYPES ON L2 VOCABULARY ACQUISITION
    Autorzy:
    Vahedi, Vahideh Sadat
    Ghonsooly, Behzad
    Pishghadam, Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/955891.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    hypertext gloss
    vocabulary acquisition
    meta-analysis
    effect size
    heterogeneity
    Opis:
    In recent years there has been a growing interest to incorporate hypertext glosses into L2 reading materials and accordingly, it has provoked researchers to uncover to what extent and under which moderator variables a specific type of gloss yields more effective outcomes than other types of glossing. The present meta-analysis attempts to examine the magnitude of the effect of different gloss types (single vs. multiple glosses) on L2 vocabulary acquisition along with identification of the contextual factors that influence between-study variation through synthetizing 34 primary articles which satisfy the inclusion criteria. The overall effect size is found to be + 0.83 (p<0.05), indicating that multiple glosses (text+visual) has a large, positive effect on learners’ vocabulary acquisition than single mode of glossing (text-only). Moderator analyses further suggest that intensity of the program and L2 proficiency level are potential moderators influencing the heterogeneity between effect sizes, whereas the learning context, sample size and research design do not have such impact.
    Źródło:
    Teaching English with Technology; 2016, 16, 1; 3-25
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Role of Temporal Intelligence in Language Learners’ Self-regulation and Self-efficacy
    Autorzy:
    Naji Meidani, Elham
    Pishghadam, Reza
    Powiązania:
    https://bibliotekanauki.pl/articles/2121672.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    temporal intelligence
    automatic self-regulation
    controlled self-regulation
    self-efficacy
    EFL learners
    Opis:
    The aim of the present study was to explore the role of temporal intelligence in English as a Foreign Language (EFL) learners’ self-regulation and self-efficacy. To this end, a general temporal intelligence (GTI-S) scale was designed based on the subconstructs of time in the literature. The scale, along with the learning self-regulation questionnaire (SRQ-L) and the English self-efficacy scale was administered to 520 EFL learners. To validate the GTI-S, confirmatory factor analysis (CFA) was run. The results of Pearson product-moment correlations demonstrated significantly positive relationships between temporal intelligence and controlled self-regulation, automatic self-regulation and self-efficacy (p<.05). Moreover, the findings of multiple regressions revealed that Linearity of Time, Economicity of Time, and Multitasking are the most important subconstructs of time with relation to these variables.
    Źródło:
    Polish Psychological Bulletin; 2019, 50, 1; 71-82
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Interplay of Teacher Success, Credibility, and Stroke with Respect to EFL Students’ Willingness to Attend Classes
    Autorzy:
    Pishghadam, Reza
    Derakhshan, Ali
    Zhaleh, Kiyana
    Powiązania:
    https://bibliotekanauki.pl/articles/2129804.pdf
    Data publikacji:
    2019
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    Teacher Success
    Teacher Credibility
    Teacher Stroke
    Willingness to Attend Classes
    Path Analysis
    Opis:
    Given the significance of teacher characteristics in student motivation for class attendance, the present paper aimed to investigate the roles of teacher success, credibility, and stroke in students’ Willingness to Attend Classes (WTAC). To this aim, a total number of 276 undergraduate students majoring in Teaching English as a Foreign Language (TEFL) and English Language and Literature completed four scales: Characteristics of Successful EFL Teachers Questionnaire (Moafian & Pishghadam, 2008), Teacher Credibility Scale (McCroskey & Teven, 1999), Student Stroke Scale (Pishghadam & Khajavi, 2014), and WTAC Scale (Rajabnejad, Pishghadam, & Saboori, 2017). For data analysis, Pearson multiple correlation coefficients and path analysis were employed. The results of correlational analyses revealed a significantly positive correlation, first, between teacher success and students’ WTAC, secondly, between teacher credibility and students’ WTAC, and thirdly, between teacher stroke and students’ WTAC. Furthermore, the results of path analysis indicated that students’ WTAC was significantly predicted by teacher success, credibility, and stroke. At the end, the results were discussed in light of previous findings, and potential conclusions were made in the EFL context accordingly.
    Źródło:
    Polish Psychological Bulletin; 2019, 50, 4; 284-292
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Introducing Emotioncy as an Invisible Force Controlling Causal Decisions: A Case of Attribution Theory
    Autorzy:
    Pishghadam, Reza
    Abbasnejad, Hannaneh
    Powiązania:
    https://bibliotekanauki.pl/articles/2128627.pdf
    Data publikacji:
    2017
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    emotioncy
    judgments
    causal attributions
    external attribution
    internal attribution
    Opis:
    Given the prominence of studies aimed at determining the factors influencing causal judgments, this study attempts to introduce the newly-developed concept of emotioncy as one of the guiding factors pushing attribution judgments toward a certain spectrum. To this end, two scales of attribution and emotioncy were designed using ten hypothetical situations. A total number of 309 participants filled out the scales. The construct validity of the scales was substantiated through confirmatory factor analysis (CFA). Afterwards, structural equation modeling (SEM) was utilized to examine the possible relationships among the sub-constructs of attribution and emotioncy scales. The results indicated that as the participants’ emotioncy level increases, it becomes more likely for them to attribute probable causes to external factors. Moreover, it was revealed that while the involved individuals attribute causes to external factors, the exvolved ones attribute them to internal factors. In the end, implications of the findings were discussed in the realm of judgment and decision making.
    Źródło:
    Polish Psychological Bulletin; 2017, 1; 129-140
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-4 z 4

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