Maryam Sadeghi Ordoubadi; Maryamsadat Tabatabaeian; Elmira Farkhondehfal
Abstract
Being able to communicate can play an important role in achieving the desired goals in today’s world. This study investigated the interrelationships between communication apprehension (CA), privacy preferences (Pr), L2 WTC, and foreign language achievement (FLA) of learners as an indicator of their ...
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Being able to communicate can play an important role in achieving the desired goals in today’s world. This study investigated the interrelationships between communication apprehension (CA), privacy preferences (Pr), L2 WTC, and foreign language achievement (FLA) of learners as an indicator of their communication ability. Besides, the differences between males and females regarding these variables were examined. To this end, we administered three questionnaires to 250 English learners. Pearson’s correlation, t-test, and Structural Equation Modeling (SEM) were employed to analyze the data. The findings revealed that CA has a significant negative relationship with FLA. Considering Pr, FLA had a significant negative relationship with Anonymity. WTC and its subscales demonstrated a significant positive association with FLA. The results of the SEM denoted that CA is a negative predictor of L2 WTC, and FLA; L2 WTC positively predicted FLA; and privacy preferences neither predicted L2 WTC nor FLA. Regarding gender, the results indicated that males had a higher level of preference for Intimacy with Friends, WTW, and WTC.
Shima Ebrahimi; Maryam Sadat Tabatabaeian; Taqi Al Abdwani
Abstract
Struggling with basic restrictions in mental operations, information processing, and social and communicative skills, mentally-challenged children learn with delay. Numerous methods have been proposed to enhance learning among the mentally challenged. One is emo-sensory education which highlights the ...
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Struggling with basic restrictions in mental operations, information processing, and social and communicative skills, mentally-challenged children learn with delay. Numerous methods have been proposed to enhance learning among the mentally challenged. One is emo-sensory education which highlights the interplay of senses and emotions and raises teachers’ awareness of practical sense and emotion utilization in class. This study analyzed emo-sensory text on Persian literature, basic sciences, and theology books of mentally-challenged fourth-graders in terms of senses and emotions. These books were compared to those utilized for normal fourth graders. The emo-sensory text analysis revealed no significant differences between these two sets of books regarding applying emo-sensory words. Material developers merely paid attention to the visual sense, while mentally-challenged and normal children are considerably different. Various senses have to be integrated into the textbooks to enhance learning and communicative skills, which seems to have been overlooked. As a result, authors should include more emo-sensory stimuli to boost information processing and benefit the mentally challenged.
