مرضیه تاجیک
آموزش فعالیت-محور و عملکرد شناختی فراگیران ایرانی زبان انگلیسی به عنوان زبان خارجی:تاثیرات، ادراکات و چالش ها
- دانشجو
- مرضیه تاجیک
- استاد راهنما
- مهناز مصطفائی علائی
- استاد مشاور
- معصومه استاجی
- استاد داور
- الهام سادات میریان
- رشته تحصیلی
- آموزش زبان انگليسي
- مقطع تحصیلی
- کارشناسی ارشد
- تاریخ دفاع
- ۲۸ شهریور ۱۴۰۲
- ساعت دفاع
- چکیده
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Abstract
Due to the fact that cognitive functioning is an important aspect of life and language learning can work as a practical intervention program for cognitive training, the role of improving cognitive functioning needs to be highlighted in EFL environments. Furthermore, task-based instruction has been proven as an effective methodology in the domain of communicative language teaching. The current study was carried out in two phases. In the quantitative phase, the study aimed to investigate the effects of task-based instruction, mainly information-gap, opinion-gap, and reasoning-gap tasks on EFL students’ cognitive functioning. In the qualitative phase, the study thought to explore the students’ perceptions of the impacts of task-based instruction on their cognitive functioning as well as the challenges they encountered while performing tasks. The Oxford Placement Test (OPT) was used as an instrument to homogenize the participants. The ۳۵-item Cognitive Functioning Self-assessment Questionnaire (CFSQ) developed by the researcher was first validated and then conducted first as a pre-test and later as a post-test to assess the participants’ cognitive functioning. The questionnaire was administered to ۶۰ students (۶۰% female & ۴۰% male) taking English courses in intact >
- Abstract
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Abstract
Due to the fact that cognitive functioning is an important aspect of life and language learning can work as a practical intervention program for cognitive training, the role of improving cognitive functioning needs to be highlighted in EFL environments. Furthermore, task-based instruction has been proven as an effective methodology in the domain of communicative language teaching. The current study was carried out in two phases. In the quantitative phase, the study aimed to investigate the effects of task-based instruction, mainly information-gap, opinion-gap, and reasoning-gap tasks on EFL students’ cognitive functioning. In the qualitative phase, the study thought to explore the students’ perceptions of the impacts of task-based instruction on their cognitive functioning as well as the challenges they encountered while performing tasks. The Oxford Placement Test (OPT) was used as an instrument to homogenize the participants. The ۳۵-item Cognitive Functioning Self-assessment Questionnaire (CFSQ) developed by the researcher was first validated and then conducted first as a pre-test and later as a post-test to assess the participants’ cognitive functioning. The questionnaire was administered to ۶۰ students (۶۰% female & ۴۰% male) taking English courses in intact >