‏‎‏‎the effect of visual context on EFL writing performance‎‏‎‏


‏‎‏‎the effect of visual context on EFL writing performance‎‏‎‏




‏‎‏‎1.


تأثیر سطح مهارت زبانی و کنفرانس، درقالب سناریو، برای برانگیزی انگاره‌های فرهنگی بر درجه‌ی خوانش انتقادی متن
There is no significant difference between the written performance of EFL students recieving the pictorial cues and that of the studens recieving no cues, in terms of fluency.‎‏‏‎2.


تاثیر آموزش مستقیم تکنیکهای پاسخگویی به سوالات بخش درک مطلب آزمون تافل بر موفقیت دانشجویان در همان بخش مربوطه آزمون
there is no significant difference between the written performance of EFL student recieving the pictorial cues and that of the students recieving no cues, in terms of grammaticality.‎‏‏‎3.


پیاده‏‎سازی‎‏ Echo Cancelling با استفاده از VHDL در حوزه فرکانس و با الگوریتم FDAF
There is no significant difference between the written performance of EFL students recieving the picorial cues and that of the students getting no cues, in terms of basic organization (representation of information hierarchy).


مطالعه ساختار مدل سازی سواد آموزی زبان دوم در محیط زبان اول
‎‏‏‎The subjects participating in this study, were 60 students of english translation or literature studying in he fourth or fifth semester at allame tabataba'ee University.


بررسی تأثیر ‏‎Al(HSO4)3‎‏ ‌در تسریع برخی از واکنشهای آلی
They were divided into two groups of thirty.


تصویرسازی گروه‌های اجتماعی در کتاب‌های آموزشی زبان انگلیسی در ایران
The two groups were equated in terms of language proficiency by giviing a michigan test, computing the means and variances, and taking an f test.


استخراج ترکیبات دارویی از بافتهای مختلف با سیال فوق بحرانی دی اکسید کربن و استخراج مقادیر کم کاتیونهای فلزی در نمونه های آبی با استفاده از ف
They were randomly assigned to experimental and control groups.‎‏‏‎In order to conduct the study, a general essay topic was introduced with which all of the subjects were, to some extent, familiar.


نقش متون مطبوعاتی در آموزش زبان فرانسه
Before introducing the topic, however, the experimental group recieved the pictorial cues.

They studied them for a few minutes.

The subjects were no allowed the cues while writing on the topic.

The time was also controlled in the study.‎‏‏‎The statistical procedure employed, was the t-test formula.

Regarding the first research question, the t-value exceeded the t-critical both at.

01 and.

05 levels of significance.

The results showed a sharp difference between the two groups' written performance thereby rejecting the first null hypothesis.‎‏‏‎The t-value obtained for he second research question was below the t-critical at both.

01 and.

05 levels of sinificance.

There appeared to be no significant difference between the two groups in terms of grammaticality.

Therefore the second null hypothesis was accepted.‎‏‏‎Concerning he third research question, the t-value exceeded the t-critical at.

05 level of significance.

However, it fell below the.

01 significant level.‎‏‎‏


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