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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education
Fatemeh Khonamri, Fatemeh
University of Mazandaran, Iran
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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LITERATURE-BASED EXTENSIVE READING ACCOMPANIED BY READING LOGS: A CASE FOR DEVELOPING CRITICAL THINKING SKILLS OF ENGLISH LITERATURE STUDENTS Khonamri, Fatemeh; Farzanegan, Masoumeh
International Journal of Education Vol 9, No 1 (2016): August 2016
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v9i1.3719

Abstract

This study attempted to examine the effects of an ER program accompanied by reading logs on the degree of critical thinking skills of sophomore English literature students at the University of Mazandaran. Two groups of English Literature majors formed the two experimental groups of the study in which only the former kept guided reading logs, while the latter group only read extensively.  Participants were also divided by their proficiency in reading into two groups of high and low achievers to compare the differences, if any, in the critical thinking skills observed. The results of the Independent t-test indicated no significant difference between the groups regarding their critical thinking ability (sig= .900). Thus, it was concluded that although both groups showed a little progress after the treatment, the difference was not statistically significant whereupon to conclude that reading logs may not drastically affect learners' critical thinking development.
JUDICIOUS USE OF L1: A SOCIOCULTURAL INVESTIGATION OF TEACHERS’ USE OF L1 IN L2 CLASSROOMS Khonamri, Fatemeh
International Journal of Education Vol 10, No 1 (2017): August 2017
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v10i1.7646

Abstract

This study is a sociocultural investigation of the reasons why teachers use L1 in L2 classes through different classroom “modes” (Walsh, 2011). So far, a few studies regarding L1 have focused on L1 use in different classroom contexts, and none have used Walsh’s model of classroom modes. To this end, the present study used Walsh’s model which quarters the classroom context along with the Conversation Analysis techniques, to meticulously examine the classroom interactions. The classes were chosen from three different teachers in Mazandaran, Iran. A total of 6 sessions were recorded and transcribed. Results suggest that teachers use L1 mostly for managing purposes: drawing students’ attention, and making sure they have comprehended what they are supposed to do, and educational purposes: explaining difficult grammar and vocabulary, and eliciting desired structures or utterances. These findings might help teachers use L1 more efficiently and judiciously, instead of avoiding it when and where it might benefit the learners, as well as minimizing it in their classes as much as possible.
THE EFFECT OF METACOGNITIVE STRATEGY TRAINING AND RAISING EFL LEARNERS’ METACOGNITIVE KNOWLEDGE ON LISTENING PERFORMANCE Khonamri, Fatemeh; Ahmadi, Faezeh
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.827

Abstract

This study investigated the effect of metacognitive strategy training and the degree of metacognitive knowledge on EFL learners’ listening comprehension achievement. To this end and to complement the results of previous research, the participants were also involved in a self-rating process through engaging in log writing and completing a performance checklist. The participants were 40 female intermediate students studying English in a language institute in the north of Iran. Paired and Independent sample t-tests were used to compare the performance of the experimental group to that of the control group. Students’ listening logs and performance checklists were also investigated for finding traces of raised awareness and increased strategy use.  Results proved that strategy training and students’ degree of metacognitive knowledge affected their listening achievement. The results were enlightening in that students indicated greater tendency to become more strategic learners as a result of the training they received. An analysis of participants’ self- rating corroborated the attained results.
Co-Authors Faezeh Ahmadi, Faezeh Masoumeh Farzanegan, Masoumeh