Vol. 1, No. 1 (November 2013)

 

Developing the Motivation of Iranian EFL Young Learners via Intelligent Classrooms

Mr. Abbas Khorashadyzadeh, University of Isfahan and Ministry of Education, , Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 1(1), 01-06.      Download Full Text

Abstract

Learners are successful when they have motivation and enthusiasm to learn. Therefore, this study explored whether intelligent classrooms bring significant improvements in motivation of EFL young learners. 44 students of junior secondary school in Birjand (South Khorasan province), Iran were selected to participate in this study as two intact groups. The experimental group (n=22) was held in an intelligent classroom for three months. But, the control group (n=22) was held in a traditional classroom. There were technologies like computers, data projections, overheads, intelligent boards, internet access, etc. in intelligent classes. The results of the statistical analysis, which were calculated by SPSS software, revealed that Iranian EFL young learners‟ motivation is significantly enhanced when English language learning happens in an intelligent classroom including new technologies. Therefore, national educational programmers should make classes intelligent and prepare new technologies. Also, teachers should become trained to use these technologies in the best way.

Key words: Motivation, Intelligent Classroom, Technology, Computer Assisted Language Learning (CALL)



 

Evaluation of Cambridge English for Schools textbook series

Mr. Ali Asadollahi, Ministry of Education, Qaen, Iran

International Journal of Foreign Language Teaching in the Islamic World (FLTJ), 1(1), 07-10.     Download Full Text

Abstract

Most of English teachers and material developers are aware of the importance of the textbook selection and evaluation. Textbooks play a pivotal role in language classrooms in all types of educational institutions - state schools, colleges, language schools – all over the world. This study aims to evaluate the Cambridge English for School series by Andrew Littlejohn & Diana Hicks (1996) based on Cunningworth (1995) and Hajimohammadi, Mukundan & Nimehchisalem (2011) checklists. After preparing the checklists the items in them were answered, then the features of the two checklists that were overlapped classified in the same categories namely: aims and approaches(learning and teaching content), design and organization, language content (different skills), topic (suitability to learners), methodology, teacher’s book (supplementary materials), practical considerations (physical and utilitarian attributes).

Key words: Textbook Evaluation, Cambridge English for School series, Cunningworth checklist, Hajimohammadi, Mukundan & Nimehchisalem checklist



 

 

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