Sunday, December 5, 2010

Dr Hosseini's Theory

"The ink of the scholar is holier than the blood of the martyr."
                                           -- Holy Prophet Mohammad (P.B.U.H.)

For my Theory of Language, my Multiple Input-Output Hypothesis, and instructional Weapon, See

http://www.ccsenet.org/journal/index.php/elt/article/viewFile/7236/5588

Dr Hosseini's Note on Freedom

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No one has the right to deprive me of my basic right, Freedom. I need not freedom to breathe, to drink, to eat, to have sex, or to exist – I am not an animal. I want freedom for the full expression of my philosophy. Freedom is not worth having if it does not include the freedom to think, to articulate thoughts, to dream, to decide, to choose, and to live.
      -- The Author, S.M.H.Hosseini
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Dr Seyed Mohammad Hassan Hosseini PhD Thesis Abstract

DOCTORAL DISSERTATION TITLE
“Effectiveness of Cooperative Learning Methods: A Study with Iranian and Indian Undergraduate Learners”
Abstract of the Research Study:
This comparative empirical research study sought to explore and examine the complex effects of my instructional innovation, Competitive Team-Based Learning (CTBL), with Learning Together or Cooperative Team-Based Learning (Cooperative TBL), developed by Johnson and Johnson at the University of Minnesota in the USA,  and the Traditional Lecture Method (TLM) on Iranian and Indian EFL/ESL undergraduate learners’: (a) reading comprehension in English, (b) language learning strategies, (c) attitudes towards English language learning and the select teaching methods, and (d) retention of information. All these objectives were addressed with respect to different-level achievers of the target groups with the help of field studies and experiments in Iran and India. Twelve hypotheses were developed to see the effectiveness of the select three teaching methods with regards to the objectives of the study.
One hundred and ninety-two second-year Engineering students from two colleges – one in Iran and another in India -- served as the subjects of the study for nine weeks in three groups in each country. All the groups were subjected to a reading course with the same schedule of instruction and the teacher. While positive interdependence was encouraged in the Cooperative TBL classes in order to ensure inter-group collaboration for the attainment of the groups’ shared learning goals, inter-group competition was patterned in the CTBL classes so as to motivate the teams’ members to work together and compete against the other teams in course of pursuing their teams’ outcomes. And neutral interdependence was highlighted in the control groups (TLM classes) to encourage the participants to follow their learning goals individually and irrespective of others.
The reading section of International English Language Testing System, “IELTS” 2 textbook (Kohonen, 1992), was employed as the pretest and the posttest in order to assess the effects of the select teaching methods on the reading comprehension of the target groups. The participants’ scores on the reading pretest were also used to divide them into three groups in each country. They were likewise applied for forming teams in the experimental groups. To find out the effects of the select teaching methods on the participants’ language learning strategies, they were asked to complete the Strategy Inventory for Language Learning (SILL) survey, developed by Oxford (1990), before and after the experiments. Likewise, the Language Learning and Class Structure Questionnaire, developed by this researcher, was used as the pretest and the posttest in order to measure the effects of the methods on the attitudes of the target groups. A delayed free-recall test was conducted after the experiments to determine the effects, if any, of the methods on the retention of information by the learners involved in the study.    
Analyses of the select parameters were done using Statistical Presentation System Software (SPSS) package (SPSS, 2006). Analysis of Variance was used to determine the significance of the findings of the study with reference to each of the select dependent variables. It became evident from the analysis of the data gathered that CTBL and Cooperative T-BL served to (a) increase acquisition of texts contents, (b) widen repertoire of language learning strategies, (c) generate positive attitudes, and (d) improve retention of information, on the part of the target groups more significantly than the TLM. Further analysis of the data revealed that whereas Cooperative T-BL was substantially more effective in developing the reading skills of the participants, CTBL was more successful in developing their metacognitive and affective strategies. It was likewise noted that CTBL facilitated the participants’ long-term retention of information or their depth of understanding of the texts contents more effectively than Cooperative T-BL. The results also indicated that it was Cooperative T-BL, rather than CTBL, that was more successful in Iran. But, in India, it was CTBL. In conclusion, i have discussed the pedagogical implications of using CL methods, and accordingly have made certain recommendations. Based on my findings, i have also made a few suggestions for further research in the arena of methods and approaches which prioritise the significance of groupwork.
Keywords: Competitive Team-Based Learning; Cooperative Team-Based Learning; Lecture Method; Reading Comprehension; Language Learning Strategies; Attitude; Retention                                                                    
(381 pages)

Wednesday, November 10, 2010

Someone else is using my account

Someone else is using my account

Dr Seyed Mohammad Hassan Hosseini CV Cover Page

In God i Trust



Seyed Mohammad Hassan Hosseini
PhD (Teaching English to Speakers of Other Languages)
No. 58,
Shahid Motahari Street,                                                                                   
Garmeh, Khorasan Shomali,
Iran                                                                            2006 / Revised, Feb. 2010   

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Teachers, in the present world context of anxiety, racism, and injustice, should play their roles as intellectual sources of critical awareness, attitudinal change, and social disorder -- for uprooting any sources of hegemonic ideas, condescending looks, Hitlerian outlooks, oppression, corruption, and destruction from among their societies. Teachers are, thereby, AGENTS OF CHANGE and development. Hence the very need for redefining and the necessity of realising 'teaching' as a complicated 'political process', if we want to contribute to world peace, the ultimate dream of humanity today.

-- The Author, S.M.H. Hosseini (taken from one of my books – Book No. 1)

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To
The Vice-Chancellor (for Academic Affairs)

Sub: Applying for a Job, preferably, as a full-time lecturer/researcher/writer
Dear Sir/Madam,
I have a PhD in Teaching English to Speakers of Other Languages (TESOL) from Mysore University, India. I am interested in applying for a position as a full-time lecturer, researcher, or writer at your prestigious University/Institute/Company/Office/School. Please see my CV enclosed.
I have to my credit 14 years experience in English language study and English language teaching both in Iran and overseas. I have conducted workshops for (language) teachers. I am a member of ELTeCS, British Council, England, and ELTAI, India.
My research foci are on various facets of Teaching Methodology and Applied Psycholinguistics, particularly with reference to the context and the process of learning/living. Other areas of my interest involve two pivotal strands of ELT in today-world context: Online teaching programmes and teacher training courses. Sometimes, i also entertain myself by carrying out research on reading comprehension and writing, especially with reference to their respective strategies. Translating didactic theories into pedagogical skills is also among my favourite exercises. But transforming my ideology/philosophy into hypotheses, theories, and instructional methods and even approaches is what really charms me (see my first article). Presenting my articles at national and international symposia and journals is another pleasing knowledge-producing activity for me.
Most of my pen products have been on issues like history of ELT, task/learner/learning-centred instruction, on-line (language) education, EFL/ESL teacher education, pedagogy of the oppressed, critical thinking, philosophies behind politics of educational systems, multicultural education, and intercultural communication and world peace. Apart from the articles i have succeeded to launch/present, i have already finalised nine books, in addition to more than 15 articles. And at present, i am looking for Publishers who are willing to help me introduce these children of mine to the world.
I hope my professional background, my deep enthusiasm for research, teaching, writing, and working and flourishing in a team, my desire for contributing to ‘global peace’, and, of course, my plans for developing your esteemed (English) Department/Institute could motivate you to consider my request. I would welcome the opportunity to discuss matters of your interest in person, at a face-to-face interview. It would be my pleasure to meet you. Should you want to meet me, please let me know through your friends. I have no access to my e-mail boxes or any other devices for communication!
Thanking you for your time and consideration.

Faithfully yours,

                                                        
Seyed Mohammad H. Hosseini,
PhD (TESOL), Mashhad, Iran                                                                                                  c.CV
 

My PhD Guide Note


‘Dr Hosseini could be an effective team-leader and facilitator. He could be a valuable asset to any institute of higher learning committed to academic excellence and to the cause of nation building. Furthermore, he has the capacity for hard work’.                                
Prof. A.S.Dasan - PhD Guide, India

Dr Seyed Mohammad Hassan Hosseini Personal Information And PhD Thesis Abstract

Seyed Mohammad H. Hosseini
PhD (TESOL)  
                                                                                   
PERSONAL INFORMATION

Date of Birth
 May 22, 1973
Place of Birth
 Garmeh, Bojnord, Iran
Marital Status Qualifications
Personal Interests
 Single
AD (ELT), BA (ELT), MA (TEFL), PhD (TESOL)
 Studying, Writing, Martial Arts (Kick Boxing), Basketball

ACADEMIC CHRONICLE
1          PhD (TESOL), Mysore University, Mysore, India,  2009
2          MA (TEFL), Garmsar Azad University, Garmsar, Iran, 2000
3          BA (ELT), Mashhad Azad University, Mashhad, Iran, 1997
4          AD (ELT), Mashhad Teacher Training Centre, Mashhad, Iran, 1994
5          Diploma (Natural Sciences), Modarres High School, Garmeh, Iran, 1990