مقاله ۲. حجت جاودانی مهر

PERSPECTIVES OF IRANIAN SECONDARY SCHOOL TEACHERS TOWARDS THE APPLICATION
OF INTERACTIVE WHITEBOARDS TECHNOLOGY IN ENGLISH LANGUAGE CLASSES

Hojat Javdanimehr

Email: [e-mail]

ABSTRACT
This study explored the attitudes of teachers towards the use of interactive whiteboards (IWBs) in English Language
teaching and learning contexts, and also sought insights into teachers' actual use of IWBs in English language
classes. The study also investigated possible factors affecting teachers' positive and negative attitudes towards IWB
technology. Data were collected through questionnaires distributed to 82 teachers in different institutions across
Andimeshk, Iran, from Secondary schools. Questionnaire results revealed that teachers have positive attitudes
towards the use of IWBs in Math instruction and are aware of the potential of this technology. Responses given in
interviews indicated that all Math teachers are supportive of IWB technology in their classes, and observations
revealed that IWBs are used with their basic functions in Math classes. The statistical analysis revealed that the
more teachers use IWBs, the more they like this technology

مقاله. حجت جاودانی مهر

Is there any relationship between task based activities and reading comprehension of iranian high schools students

Hojat Javdanimehr

Abstract

This study aimed at examining the influence of task-based activities (four specific types of tasks: matching, form￾filling, labeling, and selecting) on reading ability in students of English as a foreign language and to identify if there
was any correspondence between task type and students' Listening Proficiency level. Ninety senior EFL learners of
Chamran high school in Andimeshk, Iran participated in this study. The sources of data for this quasi-experimental
study included two task-based tests of reading comprehension and a test of language proficiency. Analysis of the
findings indicated that there was a significant relationship between the three tasks of "matching, labeling, and form￾filling" on the one hand and reading comprehension on the other. However, no such relationship was observed
between the task of "selecting" and reading comprehension. Moreover, the results of the participants' performance
on each task at each level of language proficiency showed that among the four tasks of the study only the "selecting"
task did not correspond with the three levels of language proficiency. The participants, according to the results of
the post-test, showed no improvement over the task of "selecting