Subject List پايان نامه هاي لاتين Children construct meaning through images an‎d learn from them (Sovič & Hus, 2015 as cited in Munir & Warmansyah, 2023). By looking through the literature, it was noticed that investigations on teaching materials for preschool children specifically English textbooks were insufficient. To fill this gap, this study offers an in-depth analysis of the illustrations of a young learners’ English textbook named Super Minds. This English textbook was chosen according to its broad implication around the world. These series of international English textbooks have been published in second edition by Cambridge University Press (Puchta & Lewis-Jones, 2024). This study investigated ideologies that could be derived from 191 images in young learners’ textbook. In order to discover the ideologies through visual modes of language, this study performed a Multimodal Discourse Analysis (MDA) based on Kress an‎d van Leeuwen’s (2006) framework for visual grammar. This framework embraced representational, interactive an‎d compositional meanings. In this inquiry, representational meaning of images was inspected through a qualitative content analysis. Representational meaning illustrates participants, processes, an‎d circumstances. To do the study, images were classified according to the framework (i.e., images with the same themes were counted as one) an‎d their percentage in each category was calculated. Next, the ideologies were derived from the obtained data. The findings of the study revealed that children were represented more than adults. The textbook paid attention to representation of different racial groups an‎d gender equality. Also, Super Minds textbook depicted images about children’s everyday experiences such as animals an‎d objects. Moreover, the textbook’s images outlined equal attention to science an‎d math in addition to other areas. The represented images could increase young learners’ attentiveness, spatial intelligence an‎d socialization. The results can help teachers an‎d material developers pay more careful attention to the ideologies expressed through English textbooks especially young learners. Corpus-based studies have become the cutting edge of linguistic research. Therefore, this thesis made an effort to employ a corpus-based analysis to explore apology responses in Spoken American English vs. British English. Understanding how apologies are structured and responded to in these dialects can enhance communicative competence and avoid cross-cultural miscommunication specially for language learners. This study employed a large-scale corpus, based on the Corpus of Contemporary American English (COCA), modifying a corpus using American movies subtitles from year 2019. The corpus was used to analyze naturally occurring apology interactions in American English using AntConc (4.0). All the 3491 instances of apology keywords retrieved by AntConc were manually examined and as a result, 1209 apology response sequences were found. Findings revealed distinct patterns in the structure of apologies and the types of responses were elicited in spoken American English. The results of present study were compared to those of a study conducted by An et al. (2022) on British English. The variation was mainly found in use of ‘Lack of response’ and ‘Evasion’ as an apology response. The differences are discussed in terms of their implications for teaching English as a foreign language and understanding intercultural communication nuances. The study contributes to the field of applied linguistics by mapping the variations in apology response strategies between American and British English, providing insights that are crucial for learners and educators in an increasingly globalized world.

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Children construct meaning through images an‎d learn from them (Sovič & Hus, 2015 as cited in Munir & Warmansyah, 2023). By looking through the literature, it was noticed that investigations on teaching materials for preschool children specifically English textbooks were insufficient. To fill this gap, this study offers an in-depth analysis of the illustrations of a young learners’ English textbook named Super Minds. This English textbook was chosen according to its broad implication around the world. These series of international English textbooks have been published in second edition by Cambridge University Press (Puchta & Lewis-Jones, 2024). This study investigated ideologies that could be derived from 191 images in young learners’ textbook. In order to discover the ideologies through visual modes of language, this study performed a Multimodal Discourse Analysis (MDA) based on Kress an‎d van Leeuwen’s (2006) framework for visual grammar. This framework embraced representational, interactive an‎d compositional meanings. In this inquiry, representational meaning of images was inspected through a qualitative content analysis. Representational meaning illustrates participants, processes, an‎d circumstances. To do the study, images were classified according to the framework (i.e., images with the same themes were counted as one) an‎d their percentage in each category was calculated. Next, the ideologies were derived from the obtained data. The findings of the study revealed that children were represented more than adults. The textbook paid attention to representation of different racial groups an‎d gender equality. Also, Super Minds textbook depicted images about children’s everyday experiences such as animals an‎d objects. Moreover, the textbook’s images outlined equal attention to science an‎d math in addition to other areas. The represented images could increase young learners’ attentiveness, spatial intelligence an‎d socialization. The results can help teachers an‎d material developers pay more careful attention to the ideologies expressed through English textbooks especially young learners.

Commensurate with today’s trend, one of the most novel methods of language teaching and learning is MALL. Irrespective of the untold number of carried out studies in this field, the need for systematic review regarding four basic language skills synchronously was tangible and detected. To accommodate such an exigency, the present study systematically reviews 31 authentic and germane studies in the field of MALL from 2010 to 2021 so far as to extract the research trends of the disseminated literature, detect the publication trajectory in the area of mobile learning, and categorize the results to confirm or reject the effectiveness of such a mediated language learning context. Five central themes of research topics, methods, designs, type of devices, and theoretical frameworks are the pillars of research questions and each study is scrutinized according to these five motifs. Accordant with the results, the subsequent four salient conclusions are given rise: 1) practical subject matters such as participant-focused, provider-focused, technology and, case study overshadow theoretical topics such as introductory, educational theory, and concept, 2) researchers are inclined to carry out their studies by dint of quantitative research method and experimental design to a great extent, 3) smartphones is the focal point of researchers interest and it is frequently utilized in selected papers, 4) theoretical frameworks are not that much common among papers due to the MALL field novelty. Additionally, and according to the categorization of the results, the effectiveness of mobile implementation while teaching four basic language skills is decided. The results of the present study pave the way for teachers, policymakers, and material developers to design a more well-thought-out language learning curriculum to alter the long-standing language learning journey into a more captivating and constructive one. These conclusions are construed and justified throughout the closing chapter. In the end, several recommendations are stated to set a ground for future research. Keywords: Teaching and learning English, Mobile-assisted language learning, Systematic review, Four language skills, Smartphone

Corona virus pandemic has changed all aspects of our lives greatly. The Covid-19 has one of its most significant disruptions in education. It causes the closure of schools in more than 190 countries. This study was conducted to find the relationship between learners’ L2 Motivational Self System (L2MSS) elements (consisting of Ideal L2 Self, Ought-to L2 Self, and L2 Learning Experience), and Online Student Engagement (OSE) elements, consisting of skills, participation, performance, and emotion in the English online classes. Besides, the relationship of these two variables with different demographic information of learners were measured. SPSS 25 and AMOS 20 were both used for data analysis. The results indicated that in general participants of this study had a high level of motivation and engagement, as measured with L2MSS and OSE questionnaires, in online classes. In addition, it was found that these two variables affected each other in online classes. The study further found several results based on participants’ demographic information. The result of the study may be beneficial for both language learners and language instructors. Moreover, policy makers may define new material for such courses. These materials may need to be adopted, adapted, changed, revised, or developed.

Corpus-based studies have become the cutting edge of linguistic research. Therefore, this thesis made an effort to employ a corpus-based analysis to explore apology responses in Spoken American English vs. British English. Understanding how apologies are structured and responded to in these dialects can enhance communicative competence and avoid cross-cultural miscommunication specially for language learners. This study employed a large-scale corpus, based on the Corpus of Contemporary American English (COCA), modifying a corpus using American movies subtitles from year 2019. The corpus was used to analyze naturally occurring apology interactions in American English using AntConc (4.0). All the 3491 instances of apology keywords retrieved by AntConc were manually examined and as a result, 1209 apology response sequences were found. Findings revealed distinct patterns in the structure of apologies and the types of responses were elicited in spoken American English. The results of present study were compared to those of a study conducted by An et al. (2022) on British English. The variation was mainly found in use of ‘Lack of response’ and ‘Evasion’ as an apology response. The differences are discussed in terms of their implications for teaching English as a foreign language and understanding intercultural communication nuances. The study contributes to the field of applied linguistics by mapping the variations in apology response strategies between American and British English, providing insights that are crucial for learners and educators in an increasingly globalized world.