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All Journal Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of ELT Research
Asma Dabiri
Shiraz University of Medical Sciences
Education Languange, Linguistic, Communication & Media Other

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Parents’ talk and early literacy in preschool children Asma Dabiri
Journal on English as a Foreign Language Vol 8, No 1 (2018): Issued in March 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.658 KB) | DOI: 10.23971/jefl.v8i1.725

Abstract

In this research, children’s early understanding of the functions of print and parents’ mediation, talk about the purpose of writing, and their elaborative reminiscing talk was investigated in Persian preschoolers. The study was a mixed-method type of research. Preschool children (seventeen girls and thirteen boys) and their mothers participated in the study. In order to obtain data, they were involved in a task game (a grocery-list task) obtained from the experts and they discussed a past event together. Analyses of the obtained data revealed that children with better notating skills had parents who provided more assistance when notating and used more elaborative talk, but did not talk more about the purpose of writing. The results suggested that in pre-school years, what parents did and said may play a role in children’s symbolic, numeracy, and literacy development, although it did not relate to children’s mastery of the conventions of print. Finding this continuity is important because it helps researchers revise and bridge theories about parenting and children’s early literacy and numeracy and symbolic development.
Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction) Asma Dabiri
JEES (Journal of English Educators Society) Vol 3 No 1 (2018): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v3i1.1259

Abstract

This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
A Critical Discourse Analysis on Teachers’ Verbal Feedback Patterns in EFL CLT Classrooms Asma Dabiri
JEES (Journal of English Educators Society) Vol 3 No 2 (2018): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v3i2.1262

Abstract

As providing feedback can have an effective role for the learning process, this study with a critical discourse analysis point of view in social scientific research investigated feedback patterns of four English language teachers on learners’ responses in four English Language institutes with Communicative Language Teaching (CLT) approach toward teaching and learning. In doing so, the classes were observed. The interactions were audio-taped and transcribed. The findings revealed that in providing feedback to learners, teachers gave positive feedback (approving and repetition), interactional feedback and corrective (negative feedback) in classrooms. Positive feedback as approving and repetition were the most type of feedback which the teachers made use of. The findings provide insights into feedback patterns in an EFL context and consequently they set up an argument to critically assess one of the most fundamental principles of CLT approach which is giving positive feedback to learners. Attention should be directed to EFL teachers’ ideologies in providing feedback to the students to uncover their philosophy of teaching and learning as a clue to detect their criteria in choosing some habits of providing feedback than others and hence to expand this area further.
Raters’ Decision Making Variations in Scoring Writing Samples Asma Dabiri
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2018: Journal of ELT Research, Vol. 3 , Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (523.982 KB) | DOI: 10.22236/JER_Vol3Issue2pp142-151

Abstract

This study examined raters’ decision making variations in a writing assessment task focusing on individual differences in decision-making style (DMS). The participants’ of the study were six TEFL instructors. A rating scale obtained from Turner and Upshur, 2002 and a General Decision Making Style Inventory questionnaire, GDMSI, obtained from Scott and Bruce (1995) were administered to raters. The results showed the raters’ behaviors were not equally the same in the same rating situations. These discrepancies suggested individual socio-cognitive differences in accounting for some rater variability in scoring. In addition, characteristics of the texts (not just individual cognitive characteristics) favored certain decision-making behaviors. Accordingly, a re-visioning of the one-size-fits-all approach that is currently the norm in the training of raters for scoring writing assessments is needed. Further, a more individualized approach to rater training is needed. If the individual decision-making style to a great extent is dependent on basic cognitive abilities that are stable and not easily changed, then the decision support systems need to be flexible in order to match the needs of the individual decision makers.
Parents’ talk and early literacy in preschool children Asma Dabiri
Journal on English as a Foreign Language Vol 8, No 1 (2018): Issued in March 2018
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v8i1.725

Abstract

In this research, children’s early understanding of the functions of print and parents’ mediation, talk about the purpose of writing, and their elaborative reminiscing talk was investigated in Persian preschoolers. The study was a mixed-method type of research. Preschool children (seventeen girls and thirteen boys) and their mothers participated in the study. In order to obtain data, they were involved in a task game (a grocery-list task) obtained from the experts and they discussed a past event together. Analyses of the obtained data revealed that children with better notating skills had parents who provided more assistance when notating and used more elaborative talk, but did not talk more about the purpose of writing. The results suggested that in pre-school years, what parents did and said may play a role in children’s symbolic, numeracy, and literacy development, although it did not relate to children’s mastery of the conventions of print. Finding this continuity is important because it helps researchers revise and bridge theories about parenting and children’s early literacy and numeracy and symbolic development.
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