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All Journal Indonesian Journal of Applied Linguistics (IJAL) Indonesian Journal of Learning and Instruction
Abbas Ali Zarei
Associate professor, Imam Khomeini International University, Qazvin
Education Languange, Linguistic, Communication & Media

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TYPES OF ASSESSMENT AFFECTING IRANIAN EFL LEARNERS' GENERAL AND ACADEMIC SELF-EFFICACY Zarei, Abbas Ali; Usefli, Zahra
Indonesian Journal of Learning and Instruction Vol 2, No 2 (2019)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v2i2.1992

Abstract

The purpose of this study is to compare the effects of three types of assessment (self, peer, and teacher) on EFL learners’ general and academic self-efficacy. The participants included a sample of 94 Iranian EFL learners studying English at IT English institute in Qazvin, Iran. A version of the Preliminary English Test (PET) along with the Persian translation of a 12-item general self-efficacy and an 8-item academic self-efficacy questionnaire were used to collect data. The participants were divided into three groups, and each group of participants was exposed to one of the treatment conditions. They were given the questionnaires both before and after the treatment. Two separate ANCOVA procedures were used to analyze data. No significant differences were found among the effects of the three types of assessment on general self-efficacy. However, both self-assessment and peer-assessment were found to be more effective on academic self-efficacy than teacher-assessment. Meanwhile, the difference between self and peer -assessment in academic self-efficacy was not statistically significant. Other than theoretical implications, the findings of this study may also have pedagogical implications for teachers, learners as well as syllabus designers.
MULTIPLE INTELLIGENCES AS PREDICTORS OF READING COMPREHENSION AND VOCABULARY KNOWLEDGE Zarei, Abbas Ali; Afshar, Nima Shokri
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.598

Abstract

Abstract: The present study was conducted to investigate types of Multiple Intelligences as predictors of reading comprehension and vocabulary knowledge. To meet this objective, a 60-item TOEFL test and a 90-item multiple intelligences questionnaire were distributed among 240 male and female Iranians studying English at Qazali and Parsian Universities in Qazvin. Data were analyzed using a multiple regression procedure. The result of the data analysis indicated that musical, interpersonal, kinesthetic, and logical intelligences were predicators of reading comprehension. Moreover, musical, verbal, visual, kinesthetic and natural intelligences made significant contributions to predicting vocabulary knowledge.  Key words: Multiple intelligences, reading comprehension, vocabulary knowledge.
Co-Authors Nima Shokri Afshar Usefli, Zahra