Zari Saeidi; Zahra Tahavori
Abstract
With the globalization of Technology and the rapid development of the information technology, using computers and other technological tools in teaching is of utmost significance. Following this line of approach, teachers and instructors in the field of teaching language should also use these tools to ...
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With the globalization of Technology and the rapid development of the information technology, using computers and other technological tools in teaching is of utmost significance. Following this line of approach, teachers and instructors in the field of teaching language should also use these tools to enhance effective teaching. The finding of research studies indicate that although most teachers and instructors are willing to utilize these tools in teaching language skills, they refuse to do it due to their fear/phobia towards the use of technology tools in their classrooms. Therefore, the thrust of the present paper had been to investigate the ‘how’ of the probable relationship between the technophobia and computer literacy variables in the instructors of Persian/Farsi to non-native learners. To this end, 40 instructors of the two centers of teaching Persian to non-Persian speakers were randomly selected using the convenience sampling technique. They were then asked to respond to three questionnaires of demographic information, assessment of the level of Computer Literacy developed by Son, Robb, Charismiadji (2011) and Computer Anxiety by Rosen and Weil (1995). The findings showed a significant (at 0.05 probability level) and negative relationship between the two variables i.e. the fear of technology or technophobia and computer literacy. In other words, teachers with more computer literacy, had less fear of technology (Technophobia). That is, those language instructors/teachers who had more fear of technology or were more technophobic, had lower levels of computer literacy. The results of the present study provided the educational planners/stakeholders with some strategies for educating teachers/instructors of Persian and posed some suggestions for a more efficient process of teaching Persian language based on the new needs of the use of technology in education.
Talieh Mansouri; Zari Saeedi
Abstract
With the increasing impact of technology on different aspects of human life, the production of new educational tools and their use expanded. It is clear that one of the areas that have been significantly affected by the impact of technology is the field of language education. In addition, learning a ...
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With the increasing impact of technology on different aspects of human life, the production of new educational tools and their use expanded. It is clear that one of the areas that have been significantly affected by the impact of technology is the field of language education. In addition, learning a foreign/ second language through technology is very important. Therefore, the conditions for facilitating language learning in this way must be provided. Accordingly, this study attempted to produce and evaluate the core vocabulary of Farsi Language educational software. In order to evaluate the software, the initial version and the questionnaire was indirectly sent to 15 Farsi learners of the Sa’adi Foundation social network via Email. Moreover, in order to receive and apply software experts’ comments, the software and the questionnaire were given to 15 software experts by the researcher. The results of the questionnaire showed that the software has greatly interested the learners and the experts.
Zari Saeedi; Mahsa Arianpouya
Abstract
In the present paper, the influence of such variants as speech context, age and gender on code-switching of Turkish-Persian bilinguals were studied. To do so, 40 participants from two age groups of 20-40 and 40-70 years old, and two gender groups of males and females were randomly selected using the ...
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In the present paper, the influence of such variants as speech context, age and gender on code-switching of Turkish-Persian bilinguals were studied. To do so, 40 participants from two age groups of 20-40 and 40-70 years old, and two gender groups of males and females were randomly selected using the convenience sampling technique. The research data were gathered by recording the naturally-occurring daily conversations in the two contexts of home and workplace, and were categorized based on the research variants. The data analysis procedure was carried out both quantitatively (statistical analysis) and qualitatively (descriptive analysis). Eventually, the results showed that the participants" total code-switching differs in the two mentioned contexts, and the relationship between code-switching and speech context was significant (0.04) at the level of (p<0.05) with the effect size of 0.01. The relationship between the total code-switching and age was also significant (0.003), i.e. the age factor was an influencing variant with the effect size of 0.047. The next variable scrutinized in the study was the gender factor for which the findings of the total code-switching data did not display a significant relationship (0.7).
