Escritura colaborativa e individual: Efectos en el desarrollo de la precisión y fluidez

The present study investigates the differential effects of collaborative vs. individual writing approaches on the development of fluency and accuracy among male and female EFL learners. The study is unprecedented in terms of investigating the effect of these two approaches on fluency and accuracy development in the long-run through a delayed posttest. Additionally, the study examines the development of fluency and accuracy over seven successive sessions longitudinally. The written outputs, produced by the participants, were scored for fluency and accuracy according to the method applied by Wigglesworth and Storch (2009). The Data, analyzed through MANCOVA and ANOVA analyses, revealed that collaborative writing led to more fluent texts for both males and females in the short and the long run. Also, the collaboratively written compositions were more accurate in comparison to those written individually for males and females in the short and long run.Este estudio investiga los efectos diferenciales de la redacción colaborativa versus la versión individual y sus acercamientos del desarrollo de la precisión y fluencia entre los aprendices varones y mujeres EFL. El estudio no tiene precedente alguno en término de investigación de los efectos de estos dos acercamientos en un largo manejo a través de post prueba (posttest) dilatada. Además, el estudio comprueba el desarrollo de la precisión y fluencia en siete sesiones sucesivas longitudinalmente. Las producciones escritas hechas por los participantes fueron apuntadas para la fluencia y precisión en concordancia con el método aplicado por Wigglesworth and Storch (2009). Este dato analizado a través de la Mancova y Anova y sus análisis revela que la redacción colaborativa dirigida a más textos fluentes para ambos, varones y mujeres, en un manejo largo y un manejo corto. También las composiciones escritas eran más precisas en comparación con aquellas escritas individualmente para los aprendices varones y mujeres en el manejo largo y el corto

Escritura colaborativa e individual: Efectos en el desarrollo de la precisión y fluidez

The present study investigates the differential effects of collaborative vs. individual writing approaches on the development of fluency and accuracy among male and female EFL learners. The study is unprecedented in terms of investigating the effect of these two approaches on fluency and accuracy development in the long-run through a delayed posttest. Additionally, the study examines the development of fluency and accuracy over seven successive sessions longitudinally. The written outputs, produced by the participants, were scored for fluency and accuracy according to the method applied by Wigglesworth and Storch (2009). The Data, analyzed through MANCOVA and ANOVA analyses, revealed that collaborative writing led to more fluent texts for both males and females in the short and the long run. Also, the collaboratively written compositions were more accurate in comparison to those written individually for males and females in the short and long run.Este estudio investiga los efectos diferenciales de la redacción colaborativa versus la versión individual y sus acercamientos del desarrollo de la precisión y fluencia entre los aprendices varones y mujeres EFL. El estudio no tiene precedente alguno en término de investigación de los efectos de estos dos acercamientos en un largo manejo a través de post prueba (posttest) dilatada. Además, el estudio comprueba el desarrollo de la precisión y fluencia en siete sesiones sucesivas longitudinalmente. Las producciones escritas hechas por los participantes fueron apuntadas para la fluencia y precisión en concordancia con el método aplicado por Wigglesworth and Storch (2009). Este dato analizado a través de la Mancova y Anova y sus análisis revela que la redacción colaborativa dirigida a más textos fluentes para ambos, varones y mujeres, en un manejo largo y un manejo corto. También las composiciones escritas eran más precisas en comparación con aquellas escritas individualmente para los aprendices varones y mujeres en el manejo largo y el corto

¿Cómo afecta la inteligencia emocional de los profesores de la Universidad de Teherán a su autoconfianza?

Some studies have indicated the relationship between Emotional Intelligence (EI) and self-efficacy beliefs at schools or language institutes. This study, sought to investigate this association among university teachers. 105 university teachers participated in the present study. The participants were required to complete the “Teachers’ Sense of Efficacy Scale” and the “Emotional Intelligence Questionnaire”. Correlation and regression analysis were conducted on the data. The results of data analysis revealed that there was a strong positive relationship between EI and self-efficacy beliefs. Furthermore, it was found that among the fifteen components of EI, three subscales of Flexibility, Optimism and Interpersonal Relationship were positive predictors of Efficacy beliefs.Algunos estudios dan pruebas de la existencia de una relación entre la inteligencia emocional (EI, siglas en inglés) y la auto-confianza en las escuelas o institutos de lenguas. Este estudio tiene como objetivo, estudiar esta relación entre los profesores universitarios. Por ello se ha solicitado la participación de 105 profesores y se les pidió que respondan a las preguntas respecto a “El sentido de los profesores sobre la gradación de eficacia” así como “el cuestionario de la inteligencia emocional”. En los datos obtenidos se analizó tanto la correlación como la regresión. El resultado del análisis de los datos muestra que existe una relación positiva muy destacada entre EI y el auto-confianza. Además, se observó que tres factores subescalas de los quince componentes, es decir: la flexibilidad, el optimismo y la relación interpersonal eran considerados como los predicadores positivos de la eficacia

On the impact of mode of presentation and age on parsing structurally ambiguous relative clauses

The relative clause Attachment preferences of female Persian learners of English were investigated regarding their age and modes of presentation (online/offline and holistic/segmented). 50 female native speakers of Persian ranging in age from 15 to 25 participated in the study. The instruments used in the present research included two tests of ambiguous sentences: 1) a grammaticality judgment test, and 2) the main test which was presented in three separate forms: a) Offline, b) online complete presentation (timed) and c) online segment by segment sentence (Self-Paced). This study used the method employed by Kim and Christianson (2013) for determining the attachment preferences of the participants. The results revealed that the participants' age affected the attachment preferences significantly in that adolescents had a clear determiner phrase 1 preference. There was also a statistically significant difference among the three modes of presenting the materials. The findings revealed that learners transferred their attachment strategies from their mother tongue to English, which provided support for transfer hypothesis.  The research findings on whether L2 learners can achieve native like patterns of ambiguity resolution is still less than conclusive and findings seem to suggest that L2 learners apply parsing strategies which are less automatized than native speakers and even at odds with some studies reporting no transfer of L1 parsing strategies. Language teachers should make their learners cognizant of relative clause attachment preferences in English to avert their transfer of their mother tongue strategies in determining the antecedents of the relative clauses. Disclosure Statement No potential conflict of interest was reported by the authors. * Corresponding author: Mehdi Sarkhosh, 0000-0002-2483-4662 [email protected]

COMPLIMENT RESPONSE PATTERNS BETWEEN PERSIAN MALE AND FEMALE ENGLISH AND NON-ENGLISH TEACHERS

The present study aimed to investigate both the compliment response (CR) patterns between male and female English and non-English teachers and the eff ect of exposure to English on produced CRs. The study was conducted on 50 male and female English and 50 male and female non-English teachers. The teachers were chosen through nonrandomized sampling. Participants were asked to respond to a discourse completion test (DCT) which comprised eight complimenting situations. In order to investigate the eff ect of exposure to English on CR strategies, CRs produced by males and females in both groups were compared. The results revealed that at macro level, there were diff erences between females and males in the applied strategies in both groups. Regarding the eff ect of exposure on CRs and CR behavior, it was found that exposure to English infl uenced CR patterns and strategies. It was concluded that diff erent CR patterns implied cognitive diff erence between genders and their perception of appropriateness. CR behavior shift implied the occurrence of acculturation in CR patterns and strategies

Love in the Poetry of Saib Tabrizi

Love is one of the major literary themes which has been abundant in almost all poetic periods and as it is the expression of human feelings and emotions and also thinking and is associated with the human soul and mind, throughout history it has always emerged in the works of authors in the field of literature. Saib Tabrizi is a poet who has also made use of this ever fresh theme as well as the other themes in his poetry and has examined it from different perspectives. In this paper, following an introduction on love in literature, the use of this theme in Diwan-e-Saib Tabrizi (Divan of Saib Tabrizi) is explored and his views on love in physical-virtual and mystical-heavenly terms are analyzed by citing several examples from his poetry

Collaborative and Individual Writing: Effects on Accuracy and Fluency Development

The present study investigates the differential effects of collaborative vs. individual writing approaches on the development of fluency and accuracy among male and female EFL learners. The study is unprecedented in terms of investigating the effect of these two approaches on fluency and accuracy development in the long-run through a delayed posttest. Additionally, the study examines the development of fluency and accuracy over seven successive sessions longitudinally. The written outputs, produced by the participants, were scored for fluency and accuracy according to the method applied by Wigglesworth and Storch (2009). The Data, analyzed through MANCOVA and ANOVA analyses, revealed that collaborative writing led to more fluent texts for both males and females in the short and the long run. Also, the collaboratively written compositions were more accurate in comparison to those written individually for males and females in the short and long run.Este estudio investiga los efectos diferenciales de la redacción colaborativa versus la versión individual y sus acercamientos del desarrollo de la precisión y fluencia entre los aprendices varones y mujeres EFL. El estudio no tiene precedente alguno en término de investigación de los efectos de estos dos acercamientos en un largo manejo a través de post prueba (posttest) dilatada. Además, el estudio comprueba el desarrollo de la precisión y fluencia en siete sesiones sucesivas longitudinalmente. Las producciones escritas hechas por los participantes fueron apuntadas para la fluencia y precisión en concordancia con el método aplicado por Wigglesworth and Storch (2009). Este dato analizado a través de la Mancova y Anova y sus análisis revela que la redacción colaborativa dirigida a más textos fluentes para ambos, varones y mujeres, en un manejo largo y un manejo corto. También las composiciones escritas eran más precisas en comparación con aquellas escritas individualmente para los aprendices varones y mujeres en el manejo largo y el corto

How Does University Teachers' Emotional Intelligence Relate To Their Self- Efficacy Beliefs

Some studies have indicated the relationship between Emotional Intelligence (EI) and self-efficacy beliefs at schools or language institutes. This study, sought to investigate this association among university teachers. 105 university teachers participated in the present study. The participants were required to complete the �Teachers� Sense of Efficacy Scale� and the �Emotional Intelligence Questionnaire�. Correlation and regression analysis were conducted on the data. The results of data analysis revealed that there was a strong positive relationship between EI and self-efficacy beliefs. Furthermore, it was found that among the fifteen components of EI, three subscales of Flexibility, Optimism and Interpersonal Relationship were positive predictors of Efficacy beliefs.Algunos estudios dan pruebas de la existencia de una relación entre la inteligencia emocional (EI, siglas en inglés) y la auto-confianza en las escuelas o institutos de lenguas. Este estudio tiene como objetivo, estudiar esta relación entre los profesores universitarios. Por ello se ha solicitado la participación de 105 profesores y se les pidió que respondan a las preguntas respecto a ¿El sentido de los profesores sobre la gradación de eficacia¿ así como ¿el cuestionario de la inteligencia emocional¿. En los datos obtenidos se analizó tanto la correlación como la regresión. El resultado del análisis de los datos muestra que existe una relación positiva muy destacada entre EI y el auto-confianza. Además, se observó que tres factores subescalas de los quince componentes, es decir: la flexibilidad, el optimismo y la relación interpersonal eran considerados como los predicadores positivos de la eficacia

Outdoor investigation of air quality around Bandar Abbas - Iran oil refinery

Aims: This study has been conducted to assess air pollution, with respect to particulate matter less than 10 μm in diameter (PM 10 ), sulfur dioxide (SO 2 ), carbon monoxide (CO), nitrogen dioxide (NO 2 ), hydrogen sulfide (H 2 S), and the Air Quality Index (AQI), in a location at close proximity to the Bandar Abbas-Iran oil refinery. Materials and Methods: In this study, a location with close proximity to Bandar Abbas oil refinery was selected as the sampling station. The Air Sampling period was from June to September 2010. In order to assess PM 10 concentrations, the samples were collected using a high volume sampler with fiberglass filters. To measure the concentrations of other air pollutants, including, SO 2 , CO, H 2 S, and NO 2 , real-time instruments were used. With regard to air pollutant concentrations, the AQI values were calculated and for the wind rose, the effect of the oil refinery on Bandar Abbas was evaluated. Results: According to the results from the present study, PM 10 , SO 2 , nd NO 2 concentrations were higher than the recommended values of the national ambient air standards. The maximum PM 10 and SO 2 concentrations and their resultant AQI values were observed in August and September, respectively. Other air pollutants had their highest concentrations in July and September, but in no case did they exceed the standard values. Conclusion: The three most significant outdoor problems with the air quality around Bandar Abbas oil refinery were the NO 2 , SO 2 , and PM 10 levels