Psychology of language
Zahra Shariatpanah; Shima Ebrahimi; Reza Pishghadam; Mohammad Javad Mahdavi
Abstract
Academic writing is widely recognized as an effective approach to transferring knowledge and information in academia. However, writing skills have been largely ignored in educational institutions, such as schools and universities. Since students writing is a complex skill, they show less interest in ...
Read More
Academic writing is widely recognized as an effective approach to transferring knowledge and information in academia. However, writing skills have been largely ignored in educational institutions, such as schools and universities. Since students writing is a complex skill, they show less interest in developing it. Acknowledging the importance of sensory engagement in teaching writing skills, this quasi-experimental study explores the effect of multisensory and multimodal education on students’ willingness for academic writing. In doing so, 300 undergraduate students from Ferdowsi University of Mashhad were selected through convenience sampling. They participated in seven training sessions, divided into three groups: (1) multisensory education, (2) multimodal education, and (3) traditional education. Their willingness for academic writing was assessed through a questionnaire and a descriptive writing task in both pre-test and post-test evaluations. The findings revealed that students who received multisensory instruction showed a significantly greater willingness to write. Additionally, female students in the multimodal instruction group exhibited a higher willingness to write compared to male students in the other two groups. These results suggest that multisensory teaching methods, in contrast to traditional approaches, enhance social interaction and group support. Moreover, increased engagement with the environment fosters greater self-efficacy in writing.
Reza Pishghadam; Shahla Sharifi; Atena Attaran
Abstract
Considering the importance of Mashhadi in comparison with other dialects, the present research aims at analyzing the verb "go" when it means "become", and comparing Mashhadi and English in this regard. Moreover, this study seeks to investigate how variables such as age, gender, educational and social ...
Read More
Considering the importance of Mashhadi in comparison with other dialects, the present research aims at analyzing the verb "go" when it means "become", and comparing Mashhadi and English in this regard. Moreover, this study seeks to investigate how variables such as age, gender, educational and social levels play roles in employing the verb "go" in Mashhadi dialect. To this end, 300 conversations were recorded in various situations uttered by male and female participants, aging 13-76, with different educational levels (academic/non-academic), and from different social levels (low/middle/high). The results were displayed in tables. In addition, in order to explore participants' attitude towards Mashhadi dialect, 10 of the aforementioned participants were randomly selected and interviewed. Data collection in English section was done with the use of information banks and reference books. The results of this study suggested that utilizing the verb "go" with the meaning of "become" is influenced by age, gender, educational and social levels. Moreover, there are similarities and differences between Mashhadi and English with regard to employing this verb.
