Assessing Knowledge Translation in Iranian Medical Research Centres

Research centres have been always trying to promote their knowledge translation activities. Thus, understanding the status of knowledge translation in research centres is of high importance. The aim of this study was to investigate the status of knowledge translation in Iranian medical research centres to identify their weaknesses and strengths. This was a cross-sectional and descriptive study. To collect the data, we used a self-assessment tool which consisted of four domains: “research question”, “knowledge production”, “knowledge transfer”, and “the use of evidence”. Data was analyzed using SPSS and descriptive statistics. The mean score of “knowledge translation” in the studied research centres was 3.21 (SD= 0.69, Median= 3.29). “Knowledge production” obtained the highest score (M= of 3.6, SD= 0.72), followed by “knowledge transfer” (M=3.16, SD =0.76), “research question” (M=3.09, SD= 0.73), and “the use of evidence” (M= 2.95, SD= 0.98). Medical research centres had a proper situation in all aspects of knowledge translation. However, they should try to identify and prioritize the research questions of stakeholders and target groups by making more efficient relationship with them. They should also prepare appropriate reports of research results and should consider enough budgets for disseminating the reports among target groups and healthcare decision makers in order to allow them understand the actionable message of research results

THE EFFECT OF THE NUMBER OF AFFIXES ON VOCABULARY LEARNING OF IRANIAN ADVANCED EFL STUDENTS

This study examines the relationship between the number of affixes and vocabulary learning of Iranian advanced EFL (English as foreign language) students. In order to carry out the investigation, 43 (male and female) advanced students in Qazvin Province in Iran were chosen randomly, and then the initial number of students was reduced to 37 after the administration of proficiency pre-test. The data were collected using two separate tests. One of the tests was a proficiency test and the other was a vocabulary recognition test. Students were given information about paying attention to the word parts when answering the questions. One-way Repeated Measure ANOVA was used to analyze the data. The results showed that advanced students who used word formation strategy were aware of it and used that strategy in their test. Then, by using word formation instruction in general and affixation in particular teachers can create a creative situation for teaching and keep learners interested and motivated for learning vocabulary. KEYTERMS: Vocabulary knowledge, Vocabulary learning strategies, Affix, Prefix, and Suffix

www.ijllalw.org THE EFFECT OF THE NUMBER OF AFFIXES ON VOCABULARY LEARNING OF IRANIAN INTERMEDIATE EFL STUDENTS

The main purpose of the current study is to investigate the use of one of the vocabulary learning strategies named word formation strategy (morphology) in terms of the number of affixes by English as foreign language (EFL) intermediate students in Qazvin Province in Iran. In order to investigate the variables, 43 intermediate EFL students in Qazvin Province were chosen randomly. The data were collected by using two separate tests. The results showed students who used word formation strategy have highest mean on the vocabulary test belongs to the root words followed by the single affixes and the third highest mean belongs to the double affixes. The data showed that students seemed not to have and employ word-building knowledge; they favored an approach which involved attention to the whole unit because they did not have enough knowledge of affixes. Then, the findings revealed that the more students learn about affixes, the better they perform on vocabulary learning. It is suggested that in order to further validate the general conclusions of the current study, more specific ethnographic research needs to be done and more participants needs in future studies