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Showing 3 results for Heydari
Mohammad Reza Oroji , Houman Bijani, Saeid Moharrami Gheydari , Rouhollah Rajabi , Mahsa Sheikhi,
Volume 26, Issue 1 (3-2023)
Abstract
This study was an attempt to investigate the relationship between test anxiety and writing performance among Iranian intermediate EFL students. To achieve this goal, 50 participants of EFL students (male and female) at Iran, Tehran, were selected on the basis of sampling convenience. The instruments used in this research consisted of the proficiency test and TAQ (Test Anxiety) questionnaire. After homogenizing the students via a proficiency test (Cambridge Placement Test, 2010), those students who were selected as upper-intermediate ones were allowed to take part in this research. Their age range was between 20 and 40. Having collected the results, the researchers recorded the scores in computer files for statistical analysis using the Statistical Package for the Social Sciences (SPSS) version 25.00. In order to measure the relationship between the variables (test anxiety & written performance) Pearson Correlation tests were run. The results illustrated that there were significant relationships between writing performance and text anxiety and all its sub-scales of worry and emotionality. In addition, it was proved that there was not any significant difference between male and female in respect to writing performance. It must be reiterated that a Pearson Correlation test was also run to measure the Inter-Rater Reliability. The results of this study will provide insights to help EFL learners reduce their test anxiety and increase the level of their confidence.
Mohammad Reza Oroji, Houman Bijani, Saeid Moharrami Gheydari, Mahsa Sheikhi, Rouhollah Rajabi,
Volume 27, Issue 1 (4-2024)
Abstract
This study aimed to examine the speech of autistic children aged 6 to 10 in the city of Tehran, Iran based on the three metafunctions of Halliday's Systemic Functional Grammar (SFG) theory and to strengthen the connection between psychology and linguistics. The research method in this study was a combination of quantitative and qualitative approaches. Qualitatively, this study was a descriptive-analytical investigation. The statistical population of the study included all children aged 6 to 10 with autism in Tehran in 2018, from which 7 children were randomly selected using stratified sampling. Additionally, a control group of 7 non-autistic children aged 6 to 10 was randomly chosen. Since autistic individuals are generally less verbal, the researcher, with the help of a teacher, recorded and transcribed the speech of autistic children discussing specific visual topics using a mobile phone. The sentences were analyzed based on experiential, interpersonal, and textual metafunctions. Quantitatively, the differences between the two groups in terms of the use of processes, modal verbs, and negative polarity were examined using a two-tailed t-test. Descriptive results showed that the material process accounted for the highest percentage of all processes in the speech of autistic individuals, whereas the existential process accounted for approximately zero percent. This indicates that autistic individuals have difficulty understanding the concept of the existential process. Material processes focus on the occurrence of events, as they are based on our experience of the physical world. In the comparison between the two groups, material processes had the highest mean in both groups, followed by relational and mental processes.
Dr. Ebrahim Samani, Dr. Mohammad Rahim Bohlooli, Dr. Abdolhossein Heydari,
Volume 27, Issue 2 (9-2024)
Abstract
The COVID-19 pandemic compelled universities worldwide to adopt Learning Management Systems (LMS) as the primary medium for emergency remote teaching. While these platforms ensured continuity of instruction, many students encountered significant technological, pedagogical, and equity-related challenges that limited their learning experiences. This study draws on qualitative data from 249 Iranian university students’ reflections during the pandemic to explore both barriers and opportunities in LMS use. Thematic analysis revealed recurring issues such as unstable internet connectivity, difficulties with uploading assignments, limited digital literacy, insufficient instructor support, and inequitable access to digital resources. Students also reported increased workloads, lack of feedback, and emotional fatigue. However, some identified benefits, including improved digital skills, flexibility in learning, and opportunities for self-paced study. Beyond documenting these emergency-period challenges, the study highlights how student voices can provide valuable guidance for the post-pandemic development of digital education. The findings underscore the importance of institutional policies, digital equity strategies, and culturally responsive pedagogy in shaping sustainable and inclusive higher education. By foregrounding student experiences, this research contributes to ongoing discussions on how hybrid and blended learning models can strengthen resilience and ensure meaningful engagement in future digital learning environments.
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