Naser Rashidi; Fatemeh Javan mardi
Volume 4, Issue 10 , March 2013, , Pages 53-75
Abstract
With the development of research on educational psychology and foreign language teaching and learning, one of the most controversial concepts in educational psychology might be the issues related to the students’ achievement goal orientations. Regarding the goals that students adopt which might ...
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With the development of research on educational psychology and foreign language teaching and learning, one of the most controversial concepts in educational psychology might be the issues related to the students’ achievement goal orientations. Regarding the goals that students adopt which might influence their academic success and failure, this study was undertaken to determine whether gender and different years of education affected the relationship between students’ achievement goal and their academic achievement. To achieve such goals, achievement goal orientation questionnaires were distributed among 182 male and female B.A. students, majoring in English Literature at Shiraz University. The obtained data were analyzed through multiple regression coefficient. The results showed that only in the case of females, gender affected the relationship between students with performance approach and performance avoidant goal orientation and their academic achievement. In addition, in the case of freshmen and juniors, only performance approach was the significant predictor of the students’ academic achievement. Regarding sophomore students, adopting such a goal did not have significant effects on their academic achievement. Likewise, in the case of seniors, both performance approach and performance avoidant had significant effects on the students’ academic achievement.
Naser Rashidi; Amir Ganbari Adivi
Volume 2, Issue 217 , October 2010, , Pages 111-129
Abstract
This study investigated the amount of incidental vocabulary learning through comprehension-focused reading of short stories and explicit instruction to this goal. Forty male high school students were selected randomly, and divided into two groups of twenty. One group of these students was ...
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This study investigated the amount of incidental vocabulary learning through comprehension-focused reading of short stories and explicit instruction to this goal. Forty male high school students were selected randomly, and divided into two groups of twenty. One group of these students was given five 400-word-level short stories to read with the purpose of comprehension, and the students in the control group were explicitly taught twelve vocabulary items selected from the short stories. Results demonstrated that students in the incidental learning condition did better and gained more vocabulary. The contributions of the study to the field of English language teaching were mentioned eventually.
