English language learning
Farzaneh Arjmand; Mohammad Bagher Shabani; Reza Khani; Abbas Ali Zarei
Abstract
This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated ...
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This study represents the findings of a systematic review (SR) of literature in the teacher professional development (TPD) domain to outline the research patterns through content examination of 199 research articles (RAs) in the area of TPD over the previous 40 years (1982 -2021). RAs were investigated and their research content areas, utilized research methods, data collection procedures, and findings were analyzed and coded. The broad investigation of the RAs showed a wide variety of themes that corresponded to 22 research areas. TPD program effects, TPD & technology, and TPD & Sociolinguistics were the most searched content areas. It was also found that the qualitative method with 52.26% of occurrences appeared to be the dominant research method used in RAs. Exploring data collection procedures, it was uncovered that interview, questionnaire and observation were the main data collection strategies utilized within the TPD RAs. Analyzing the findings, changes in teacher practices, attitudes and knowledge, learner achievements, and determining priorities for TPD programs were the most reported findings in TPD RAs. This corpus-driven SR underpins the notion that TPD makes a difference in altering teachers’ practices and attitudes and improves learner abilities if specific characteristics are taken into account in the planning and administration of TPD programs.
Reza Khani; Mostafa Saeedi
Volume 9, Issue 19 , June 2017, , Pages 53-72
Abstract
Nagy (1988) states that vocabulary is a prerequisite factor in comprehension. Drawing upon a reductionist approach and having in mind the prospects for material development, this study aimed at creating an English for Academic Purposes Word List (EAPWL). The corpus of this study was compiled from a corpus ...
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Nagy (1988) states that vocabulary is a prerequisite factor in comprehension. Drawing upon a reductionist approach and having in mind the prospects for material development, this study aimed at creating an English for Academic Purposes Word List (EAPWL). The corpus of this study was compiled from a corpus containing 6479 pages of texts, 2,081,678 million tokens (running words) and 63825 types (individual words), and 2615 word families from online resources. The created EAPWL included 636 word families, which accounted for 12%of the tokens in the EAPWL under study. The high word frequency and the wide text coverage of this word list confirm that this word list plays an important role in English for Academic Purpose texts and hence can be a justified resource for material development in the field. From these findings, it can be concluded that the EAPWL created in this study can serve as a guide for material developers and syllabus designers especially in designing course-books, in addition learning these words by learners can help them in better understanding of their texts, and development in their writing and reading comprehension.
