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Using Multivariate Statistics

How to Do Things With Words

Principles of Language Learning and Teaching

語用論(Pragmatics)を考える

A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Multimedia in Learning

Convenience sampling is one of the most commonly used sampling procedures in second language acquisition studies, but this non-random sampling procedure suffers from a lot of problems including the inability of controlling for initial differences between experimental and control groups. The present study tries to introduce conditions and criteria which enable researchers to account for these drawbacks and at the same time make validity claims. Individual scores and group statistics are compared with regard to a group of essential factors known to be important for the purpose of the study. The overall value calculated for essential factors is then used to make judgments about the groups’ comparability. The contribution of this method to the current procedures of sampling arises from its factual accuracy which is supposed to enhance the validity of findings obtained from studies employing non-probability sampling procedures.

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Rethinking Convenience Sampling: Defining Quality Criteria

The present article reports the findings of a study that explored(1) whether direct written corrective feedback (CF) can help high-proficient L2 learners, who has already achieved a rather high level of accuracy in English, improve in the accurate use of two functions of English articles (the use of ‘a’ for first mention and ‘the’ for subsequent or anaphoric mentions); and (2) whether there are any differential effects in providing the two different types of direct written CF (focused and unfocused) on the accurate use of these grammatical forms by these EFL learners. In this study, sixty high-proficient L2 learners formed a control group and two experimental groups. One experimental group received focused written CF and the other experimental group received unfocused written CF, while the control group received no feedback. The statistical analyses indicated that both experimental groups did better than control group in the post-test, and moreover, focused group significantly outperformed unfocused one in terms of accurate use of definite and indefinite English articles. Overall, these results suggest that focused written CF is more effective than unfocused one, at least where English articles are concerned, in improving grammatical accuracy of high-proficient L2 writers and thus strengthens the case for teachers providing focused written CF.

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The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High- proficient L2 Learners

This study examines development of social competence, and behavior problems in kindergarten children during a specific period of childhood.A sample of 499 kindergarten children (244 girls and 255 boys) with the age range of 2 years up to 5 years and 6 months was selected using the random stratified sampling method. To collect data, California Preschool Social Competence Scale and Social Skills Rating System were completed by kindergarten teachers.The trend analysis shows that both the linear and quadratic trends for verbal facility were statistically significant. Similarly, both the linear and cubic trends were significant for considerateness, and the linear trend tendency was significant for subscales of extraversion, response to unfamiliar and task orientation. Pearson's correlation coefficient yielded a low-to-moderate and negative correlation patterns between social component and problem behaviors.The study findings indicate a significant linear trend between the progression in social competence and increasing age, consequently leading to a decrease in social problems for children whose age was from 2 years up to 5 years and 6 months.

Social competence and behavior problems in preschool children.

Many students who suffer from math anxiety have little confidence in their ability to do mathematics and tend to take the minimum numbers of required mathematics courses, which has greatly limited their career choice options (1). Mathematics anxiety involves negative cognitions (2), avoidance behaviors, feelings of pressure and performance inadequacy that interfere with the manipulation of numbers and solving mathematical problems in a wide variety of ordinary life and academic situations (3 and 4).

Results from researches had shown that mathematics anxiety was a significant factor of learning success (5). Individuals with high mathematics anxiety tend to perform poorly in an upper-level college statistics course. Furthermore, individuals with mathematics anxiety have shown to avoid environments and careers that require the utilization of mathematics skills (6). Clute (7) and Hembree (8) also have found that students who have a high level of mathematics anxiety have lower levels of mathematics achievement. They have also noted that math's anxiety seriously constrains performance in mathematical tasks, and reduction in anxiety is consistently associated with improvement in achievement. Therefore, for studying the nature of mathematics anxiety and the degree of its presence for intervention planning and instructional delivery, the measurement of this construct is critical (4, 8 and 9).

Studies of gender differences and math anxiety have mixed results. Many studies have reported that poor performance in math and math avoidance was more common among female students (10, 11, 12, 13 and 14). Significant differences have been found on the revised Math Anxiety Rating Scale (MARS) even though males and females reported having taken approximately the same number of math courses in high school (12).

However, other studies have found no gender differences (15, 16 and 17). Resnick et al. (16) found that no sex differences existed in math anxiety among college freshmen. In a study of math and implications for women's career choice by Singer and Stake (17), gender differences were not observed in math anxiety and perceptions of the usefulness of mathematics among sophomore college students but females were less likely to choose a math-oriented career goal.

In comparative to instruments of psychological assessment about anxiety, a paucity of research has focused on examining the psychometric properties of math anxiety measures.

A pioneering assessment was a 98-item MARS; which possessed high reliability and validity (18, 19 and 20). However, MARS was too time demanding for students (21). Following MARS, researchers developed several shorter versions, including the 24-item Math Anxiety Rating Scale–Revised (MARS-R; 22) and the 9-item Abbreviated Math Anxiety Scale (19).

Hopko et al. (19) segregated the revised Math Anxiety Rating Scale into two dimensions using factor analysis of the item responses for: math evaluation anxiety and learning math anxiety. This is consistent with the results of a study by Alexander and Cobb (23) using similar terms: numerical anxiety and math test anxiety.

Based on the findings of Hopko et al. (19), it was hypothesized that a two-factor model, comprising orthogonal Learning Math Anxiety (LMA) and Math Evaluation Anxiety (MEA) dimensions, would provide an adequate fit to MARS-R scores endorsed by undergraduate college students. As a control model, an undifferentiated one-factor model was also tested and compared with the two-factor models to determine incremental fit. Our other aim was to examine measurement invariance of the AMAS model across sex using multi group confirmatory factor analysis.

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A Confirmatory Factor Analysis of the Structure of Abbreviated Math Anxiety Scale

This study was motivated by three factors, which also contribute to its significance for today’s academic writing. First, research articles are the significant means of communication between the writers all over the world. Second, persuasion and organization are crucial notions in academic writing where the authors have to consider the academic audiences and their needs.  Third, some writers are not the native speakers of English and write their research articles in English. Despite their importance in academic writing, we know little about how textual metadiscourse resources (TMRs) are used in different disciplines and genres. This study examines the use of TMRs in research articles of three disciplines of Mechanical Engineering (ME), Medicine (MED), and Applied Linguistics (AL). It also explores distribution of TMRs by native and non-native writers of English in the research articles of three disciplines. Based on a corpus of thirty research articles, the frequency of TMRs was calculated per 1,000 words. The findings of the study indicate a significant difference in the distribution of TMRs in three disciplines and also between the writings of native and non-native writers. In addition, these findings may have some implications for teaching disciplinary communication especially to foreign language learners of English.

https://elt.tabrizu.ac.ir/article_640_4555d507f42bdf7f37a631e6c227332b.pdf

Farahman Farrokhi

Papers

Rethinking Convenience Sampling: Defining Quality Criteria

The Effects of Direct Written Corrective Feedback on Improvement of Grammatical Accuracy of High- proficient L2 Learners

Social competence and behavior problems in preschool children.

A Confirmatory Factor Analysis of the Structure of Abbreviated Math Anxiety Scale

Textual Metadiscourse Resources in Research Articles