دینا فایل / دانلود پروپوزال آماده رشته آموزش زبان انگلیسی ( کارشناسی ارشد )
دانلود پروپوزال آماده رشته آموزش زبان انگلیسی ( کارشناسی ارشد )
دانلود پروپوزال آماده رشته آموزش زبان انگلیسی ( کارشناسی ارشد )
دانلود پروپوزال آموزش زبان انگلیسی
فرمت فایل : Word و قابل ویرایش
تعداد صفحات : 28
این فایل یک نمونه پروپوزال آماده و تکمیل شدهٔ رشته آموزش زبان انگلیسی میباشد که طبق اصول و استانداردهای پروپوزال نویسی نگارش شده است.
در زیر به بخشی از این پروپوزال میپردازیم :
Contents
CHAPTER ONE 3
1. INTRODUCTION 3
1.1 Background 3
1.2. Statement of the problem 9
1.3. Purpose of the study 9
1.4. Significance of the study 9
1.5. Research questions 10
1.6. Limitations and delimitations 10
1.7. Definition of key terms 11
CHAPTER TWO 12
2. REVIEW OF RELATED LITERATURE 12
CHAPTER THREE 20
3.METHODOLOGY 20
3.1. INTRODUCTION 20
3.2.Participants 21
3.3.Instruments 21
REFERENCES 24
CHAPTER ONE
1. INTRODUCTION
The aim of this study is to investigate EFL Teachers Preference in Feedback Provision and its Impact on Students Self-Regulation. Feedback is any response regarding a student’s performance or behavior, It can be verbal written or gestural. The purpose of feedback in the assessment and learning process is to improve a student’s performance_not put a damper on it. It is essential that the process of providing. feedback is a positive, or at least a neutral, learning experience for the student Negative feedback can discourage student effort and achievement. Instructors have the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.
1.1 Background
Feedback is considered as a difficult issue in higher education area, although it is acknowledged as an essential element of improving the learning process of the students. National surveys, both in the UK (Higher Education Funding Council for England 2011) and in Australia (James, Krause & Jennings, 2016) endorsed the aforementioned statement. Considering feedback and its value and effectiveness in student learning, a substantial and growing body of research in higher education environments can be found. Feedback is considered as a vital approach to facilitate students’ development as independent learners in order to monitor, evaluate, and regulate their own learning (Ferguson, 2011). The impact of feedback on future practice and the development of students’ learning were highlighted by Eraut (2016):
When students enter higher education . . . the type of feedback they then receive, intentionally or unintentionally, will play an important part in shaping their learning futures. Hence we need to know much more about how their learning, indeed their very sense of professional identity, is shaped by the nature of the feedback they receive. We need more feedback on feedback. (p. 118)
Although there is a large indication supporting the usefulness of feedback to promote student learning however, different student surveys across the world have also emphasized that students are dissatisfied with the feedback they receive on their course works (Nicol, 2017). Students claim lack of adequate, timely feedback and their teachers claim that students fail to apply the advice given (Orrella, 2020). It is high time lecturers reconsidered about the feedback providing process. They should avoid traditional ways of proving feedback towards the students. Keeping this aforementioned problem in mind, some suggestions have been made to make feedback more effective and valuable in terms of student learning:
CHAPTER ONE 3
1. INTRODUCTION 3
1.1 Background 3
1.2. Statement of the problem 9
1.3. Purpose of the study 9
1.4. Significance of the study 9
1.5. Research questions 10
1.6. Limitations and delimitations 10
1.7. Definition of key terms 11
CHAPTER TWO 12
2. REVIEW OF RELATED LITERATURE 12
CHAPTER THREE 20
3.METHODOLOGY 20
3.1. INTRODUCTION 20
3.2.Participants 21
3.3.Instruments 21
REFERENCES 24
CHAPTER ONE
1. INTRODUCTION
The aim of this study is to investigate EFL Teachers Preference in Feedback Provision and its Impact on Students Self-Regulation. Feedback is any response regarding a student’s performance or behavior, It can be verbal written or gestural. The purpose of feedback in the assessment and learning process is to improve a student’s performance_not put a damper on it. It is essential that the process of providing. feedback is a positive, or at least a neutral, learning experience for the student Negative feedback can discourage student effort and achievement. Instructors have the distinct responsibility to nurture a student’s learning and to provide feedback in such a manner that the student does not leave the classroom feeling defeated.
1.1 Background
Feedback is considered as a difficult issue in higher education area, although it is acknowledged as an essential element of improving the learning process of the students. National surveys, both in the UK (Higher Education Funding Council for England 2011) and in Australia (James, Krause & Jennings, 2016) endorsed the aforementioned statement. Considering feedback and its value and effectiveness in student learning, a substantial and growing body of research in higher education environments can be found. Feedback is considered as a vital approach to facilitate students’ development as independent learners in order to monitor, evaluate, and regulate their own learning (Ferguson, 2011). The impact of feedback on future practice and the development of students’ learning were highlighted by Eraut (2016):
When students enter higher education . . . the type of feedback they then receive, intentionally or unintentionally, will play an important part in shaping their learning futures. Hence we need to know much more about how their learning, indeed their very sense of professional identity, is shaped by the nature of the feedback they receive. We need more feedback on feedback. (p. 118)
Although there is a large indication supporting the usefulness of feedback to promote student learning however, different student surveys across the world have also emphasized that students are dissatisfied with the feedback they receive on their course works (Nicol, 2017). Students claim lack of adequate, timely feedback and their teachers claim that students fail to apply the advice given (Orrella, 2020). It is high time lecturers reconsidered about the feedback providing process. They should avoid traditional ways of proving feedback towards the students. Keeping this aforementioned problem in mind, some suggestions have been made to make feedback more effective and valuable in terms of student learning:
توضیحات مربوط به این پروپوزال ( آموزش زبان انگلیسی ) :
- این پروپوزال کاملا استاندارد می باشد و مطابق اصول پروپوزال نویسی نگارش شده است
- مناسب جهت ارائه برای درس روش تحقیق در مقطع کارشناسی ارشد.
- مناسب برای دانشجویانی که می‌خواهند با نگارش صحیح پروپوزال نویسی در مقطع کارشناسی ارشد آشنا شوند.
- مناسب جهت ارائه برای درس روش تحقیق در مقطع کارشناسی ارشد.
- مناسب برای دانشجویانی که می‌خواهند با نگارش صحیح پروپوزال نویسی در مقطع کارشناسی ارشد آشنا شوند.
- فایل ویراستاری شده و آماده ارائه میباشد.
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