English Language Policy and Teacher Effectiveness at Grade Three Senior High Schools

Khodadady, Ebrahim; Aryanjam, Leila; Ghazanfari, Mohammad

doi:10.17507/jltr.0603.17

Cited by 2 publications

(1 citation statement)

References 10 publications

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“…In CL, students' performances are closely linked to team success, which makes students more involved in learning (Slavin, 1990;Daura & Durand, 2018). Rongrong & Kusum (2018) think that there is an active interaction between teachers and students in CL, which enhances students' interest in learning (Khodadady et al, 2015;Liu, 2020). Furthermore, most students prefer working together, discussing sharing information rather than studying alone.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility

Xue-qing

Tao

2022

jltr

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This study explores the change of EFL learners' motivation in learning English with the increase of CL time based on marginal utility. Thirty learners from an intact class in Grade 10 were selected through their performance on a piloted sample Preliminary English Test. Learners were assigned to achievers and underachievers groups. The questionnaire of motivation, based on the Attitude/Motivation Test Battery (AMTB), was given to both groups as a pretest. All participants underwent the same amount of teaching time and same material with the same teacher during seven-week CL, 35 sessions taking 45 minutes each. The same questionnaire was administered again at the end of one week, three-week, five-week and seven-week treatments respectively to both groups and their scores on the questionnaires were compared through an analysis of Paired Samples t-test and ANOVA. The findings showed that after one week CL, both the achievers’ and underachievers’ motivations were significantly improved compared with those in pretest; after three-week CL, the underachievers’ intrinsic and extrinsic motivations and achievers’ extrinsic motivation declined significantly compared with those of Week One, while the latter’s intrinsic motivation has no significant change; after five-week CL, underachievers’ motivation didn’t change significantly compared with their motivation in the pretest, which means that the marginal utility took place in underachievers’ motivation during three-week to five-week CL; after seven-week CL, the achievers’ motivation increased significantly compared with their motivation in the pretest, indicating there was no marginal utility for achievers’ motivation during seven-week CL.

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Section: Discussionmentioning

confidence: 99%

The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility

Xue-qing

Tao

2022

jltr

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Parenting and English Language Learning at Iranian Grade One Senior High Schools: A Theoretical and Empirical Approach

Khodadady

Hadizadeh

2016

JLTR

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Abstract-This study aimed to explore whether the Parenting Authority Questionnaire (PAQ) relates significantly to the English language achievement of grade one senior high school (G1SHS) students in Mashhad, Iran. To this end, the PAQ designed by Buri (1991) was translated into Persian and administered to three hundred and nineteen students in two versions dealing with their fathers and mothers' parenting separately. Inspired by the microstructural approach of schema theory, the PAQ was treated as a measure of parenting domain while its three sections were adopted as its authoritarian, authoritative and permissive genera. The students' performance on the PAQ and its three sections were correlated with their scores obtained on the final English examination (FEE) held nationally at the end of grade three junior high schools. The results showed that not only the parenting domain but also its authoritarian, authoritative and permissive genera correlate significantly with English achievement at different degrees and in opposite directions. The findings are discussed and suggestions are made for future research.Index Terms-parenting authority questionnaire, schema theory, English language achievement

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English Language Policy and Teacher Effectiveness at Grade Three Senior High Schools

Abstract: Abstract-This

Cited by 2 publications

References 10 publications

The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility

The Impact of Cooperative Learning on EFL Achievers’ and Underachievers’ Motivation Based on Marginal Utility

Parenting and English Language Learning at Iranian Grade One Senior High Schools: A Theoretical and Empirical Approach

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