محمدهادی محمودی

رساله های دکتری

1. Iranian EFL Teachers’ Vision of an Ideal YLE Classroom
   نرگس زارعیان 1402
   A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety during their career which might lead to burnout and demotivation. Considering the impact of vision in motivating teachers and learners (Dornyei & Kubanyiova, 2014), this research project was designed to study vision from different perspectives. What we know about the vision of an ideal classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their career. Thus, adopting mixed method research, this study employed a combination of qualitative and quantitative approaches to explore the complex and dynamic nature of vision. In the first stage of the study, the development of vision of an ideal YLE class in English as a Foreign Language (EFL) teachers was investigated. This stage was a longitudinal/cross-sectional study in which 40 YLE teachers’ development of vision of an ideal class was examined via four rounds of researcher-made interviews before and after Teacher Training Courses (TTC), and during the first year of their teaching experience. Moreover, the visions of novice teachers were compared with those of 20 experienced YLE teachers who sat for the same interview. The collected interview data suggested the dynamic nature of vision and indicated what may contribute to novice teachers’ decision to remain or leave the profession. The results also determined the juxtaposition between vision and practice addressing the development of YLE teachers’ visualization in their career path. The findings of the first stage were used in the second stage to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal Young Learners English (YLE) classroom environment. To achieve this goal, a five-factor model of an ideal YLE classroom environmen
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2. The Roles of Working Memory Capacity (WMC) and Second Language (L2) Age of Onset in L2 Morphosyntactic Processing and L2 Reading Comprehension Abilities
   حمید رضا شیخ الملوکی 1401
   The present study explored the roles of working memory capacity (WMC) and second language (L2) age of onset (AO) in L2 semantic/morphosyntactic performance as well as L2 reading comprehension ability. Additionally, the role of WMC in L2 relative clause (RC) attachment preference was investigated. A total of 238 bilingual Persian native speakers of English participated in the study. The results showed a significant relationship between WMC and L2 semantic/morphosyntactic performance. Additionally, the results revealed that the participants’ morphosyntactic performance, irrespective of their WMC, was significantly influenced by semantic priming effect, indicating that L2 morphosyntactic knowledge in learners' interlanguage system might be shaky and subject to communicative aspects of input. Furthermore, the results showed no significant correlation between WMC and L2 reading comprehension composite scores and no significant correlation between WMC components and L2 reading comprehension dimensions. In addition, no significant difference between early and late L2 learners' reading comprehension composite scores as well as their literal and inferential comprehension abilities was observed, which provides counterevidence for the predictions of the Critical Period Hypothesis. The results of the correlation between the storage and processing components of WMC, however, revealed that there was a significant negative correlation between the storage and processing components of WMC, and this negative correlation was even stronger for the lower-capacity participants, providing support for the time-based resource sharing (TBRS) model of WM (Barrouillet et al., 2004). Moreover, the results revealed no correlation between the participants' WMC and their L2 (English) RC attachment preferences. The findings of the study provide some implications for foreign language teachers with regard to teaching morphosyntactic aspects of language and correcting morphosyntactic errors.
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3. Motivating, Motivation, and Motivational Effectiveness in Applied Linguistics Research: A Meta-Analysis Approach
   مسلم یوسفی 1400
   Recent work in the field of second language (L2) motivation research has confirmed the crucial role of motivation in our behaviour or thought, incorporating all the factors that shape what we do or think (e.g., Dörnyei, 2020; Ushioda, 2020). With the development of complex dynamic systems in applied linguistics (Larsen-Freeman & Cameron, 2008), the L2 motivational self system (L2MSS) has strongly contributed to our understanding of how second language motivation is conceptualised and how this conceptualisation is related to a variety of learning and teaching phenomena. Research on the L2MSS has been extensive in recent years, calling for a meta-analytic examination. This study, therefore, reports a meta-analysis of studies that drew centrally on the L2MSS model. The meta-analysis examines the overall effect of motivation on language learning and addresses the relationship between the language motivation and variables that moderate its effectiveness. A total of 17 published studies, involving 18,832 language learners, were meta-analysed through calculating effect sizes for the effectiveness of motivation and for significant moderators. The results indicate a large effect of motivation on language learning. Further statistical analyses also reveal that various variables (including learner age, gender, educational level, learning context, target language, learning outcomes, and geographical locations) play a moderating role in the effectiveness of L2 motivation. Based on these findings, several directions for future meta-research within the domain of L2 motivation are charted.
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