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In Iran, many changes have been made in English language teaching. In academic grounds it is important to know the correlation between the expertise of students in English and their scores in different scientific subjects, before applying any further curriculum reform. The present study was designed to determine the correlation between English language proficiency and the achievement of medical students in their national comprehensive basic science exam (NCBSE). One hundred and fifty six students admitted in the academic years of 2008 and 2009 (60% female and 40% male) were enrolled for the present study. The results of General English and Scientific language courses, the average marks in five consecutive semesters and the NCBSE scores were extracted from their educational files. Data was analyzed using appropriated tests such as ANOVA, Pearson's correlation and liner regression. The present data indicated that proficiency in English could significantly influence academic achievement of medical students. Furthermore, changes of policy in the students' selection or teaching styles without preparation of necessary backgrounds including increasing their English knowledge could not significantly alter the achievement of Iranian medical students.
Abstract-The present study investigates the the relationship between metacognition and critical thinking in language learning. 102 intermediate students from 2 language institutions in Rasht were selected. Data were gathered by means of two questionnaires and were analyzed using Pearson Correlation procedures. Results indicated that there was a positive correlation between metacognition and critical thinking. In other words, the more metacognitive strategies increase in students, the more critical thinking enhances as well. A comparison of gender differences was done too. The mean scores of male and female participants' critical thinking and metacognitive strategies were investigated. The mean score of male participants' critical thinking and metacognitive strategies was more from the mean score of the female participants.
Abstract-Despite the important role the genre-based instruction as a novice approach to teaching at tertiary level, little research has been done on its application in ESP learners' reading comprehension. Furthermore, the actual implementation of this approach and its outcomes on enhancing learners' reading comprehension have not yet been fully explored, this study aimed to investigate the effects of genre-based instruction on ESP learners' reading comprehension. The participants of the study included 116 junior and senior B.S students (both males and females) at Islamic Azad University of Kurdistan, majoring in biology. Participants were randomly assigned into 2 groups of control and experimental. The instructors taught the experimental group (genre-group) based on the genre and the control group (non-genre-group) based on the traditional method of teaching ESP, prevailing in Iranian universities. To meet the aim of the study, the instructors administered one 30-item proficiency test of English and two 30-item standard tests of English reading comprehension to the participants. The results of the reading comprehension test, analyzed through a t-test and independent samples test suggested teaching based on genre had a significant role in enhancing ESP learners' reading comprehension ability and the descriptive and inferential statistics showed learners improved significantly in reading comprehension compared with that of non-genre-group.
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