"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
Sunday, December 5, 2010
Dr Hosseini's Note on Freedom
……………………………..……
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
----------------------------------------------------------------------------------------
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
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 |
……………………………..……
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)
----------------------------------------------------------------------------------------
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
Dr Seyed Mohammad Hassan Hosseini Teaching Experience
TEACHING EXPERIENCE
2008-2011: 2005-2007: 2001–2004: 1998–2000: 1994–1997: | 'Teacher' at Imam Ali school – in a remote area in Mashhad, in Iran. Since i obtained my PhD in India, i have been marginalised/imprisoned and mentally tortured!! I 'think' because of my articles, MA/PhD theses, Theory, and pedagogic weapon! PhD scholar. Also, part-time lecturer at Mahajana First Grade College, Mysore, India – Cooperating with English Department. Part-time lecturer at Mashhad, Bojnord, Quchan, Torbat Heydaryeh, Neishabour, and Golbahar universities, in Iran – Cooperating with the Departments of English, Science, Computer Engineering, Mathematics, Statistics, Mechanics, Psychology, Education, Agriculture, etc. Instructor at Jihad Daneshgahi, Hafez, Almizan, and Sadra language institutes. Also instructor at Amir Kabir and Khazra nongovernmental pre-university centres, and Modarres high school – in Iran. 'Teacher' at different junior high schools in some remote villages – in Iran. |
RECENT COURSES TAUGHT
1. Teaching Methodology; 2. Techniques in Testing ; 3. Reading and Writing Skills and Strategies; 4. Advanced Conversation; 5. Modern Grammar; 6. Phonology; | 7. English for Education; 8. English for Agriculture; 9. English for Science; 10. English for Computer Engineering; 11. English for Mathematics and Statistics; 12. English for Mechanics, and 13. English for Psychology. |
OTHER ACADEMIC SERVICES
1. Instructor, ‘Teacher-Training Workshops’ for the Heads of Departments, Organised by Education Department, Mashhad, Iran; 2004
2. Instructor, ‘Especial Conversation Crash Courses’ for Khorasan and Qod’s journalists and correspondents, Held at Sama Centre No. 1, Mashhad, Iran; 2003
3. Instructor, ‘Teacher-Training Courses’ for EFL teachers, Held at Education Department, Jajarm, Iran; 2000
HONOURS
1. Recipient, of Collaboration Award - in recognition of my cooperation with English Department, Education Office, Hamedan, Iran; January 2003
2. Elected, by English Department, Education Office, Mashhad, Iran for my significant educational approach, Competitive Team-Based Learning, which was video-taped - by them - for the benefit of in-service programmes and seminars for teachers; January 2003
3. Recipient, of Collaboration Award - in recognition of my active collaboration with English Department, Education Office, Mashhad, Iran; January 2003
4. Recipient, of Outstanding Teaching Award - in recognition of effective teaching strategies, Education Office, Jajarm, Iran; May 1998
5. Chairman, of English Department, Education Office, Jajarm, Iran; 2001
6. Elected, by Zabansara English Language Institute in Tehran (after a group interview) for directing two branches of the Institute in Bojnord and Jajarm, Iran; 2001
7. Elected, by English Department, Teacher Training Centre, Mashhad, Iran for my significant instructional approach, which was video-taped - by them - for the benefit of in-service programmes and seminars for teachers; January 1994
WORKSHOPS ATTENDED
1. A Two-day Workshop on ‘Research Methodology’, Organised by the Department of Studies in Economics and Co-operation at University of Mysore, India on March 12–13, 2007
2. A Three-day Workshop on ‘Testing’, Organised by the Department of English at Education Office, Mashhad, Iran on March 11–13, 2004
COURSES TAKEN
1. A Three-month Course in ‘Teaching Methodology’, Organised by the Department of English at Education Office, Mashhad, Iran on April-June, 2005
2. A Three-month Course in ‘Statistical Application’, Organised by the Centre for Information Science and Technology at University of Mysore, India from July to September 2007
3. A Two-month Course in ‘IT Awareness’, Organised by the Centre for Information Science and Technology at University of Mysore, India from May to June 2006
OTHER TECHNICAL KNOWLEDGE/SKILLS
Computer literate: Practical knowledge of MS Word, Power Point, and Excel
PROFESSIONAL AFFILIATIONS
1. Member, ELTeCS, British Council, England
2. Member, ELTAI, Chennai, India
3. Member, KELTA, Mashhad, Iran
Enc. Degrs./Certs.
==========================
Dr Seyed Mohammad Hassan Hosseini Article Publication/Presentation
ARTICLE PUBLICATIONS/PRESENTATIONS
1. “Theoretical Foundations of Competitive Team-Based Learning”, Published at Canadian Journal of English Language Teaching, 3(3): 229 - 243. Also, [Online] Available at:
http: //www.ccsenet.org/journal/index/php/elt/article/viewFile/7236/5588
2. “ELT in Higher Education in Iran and India: A Critical View”, Published at Language in India, 7(12). http://www.languageinindia.com/dec2007/eltinindiaandiran.html
3. “Infusion of Emerging Online Technologies into ELT: The Need of the Hour”, Published at Perspectives in Education, 25(2009): 119–127. Also, [Online] Available at:
hassan- hosseini/
4. “Globalisation, Cooperative Learning, and ELT”, Published at Indian Journal of English Language Teaching, 44 (2006): 2–12.
5. “Shifting Paradigms of Language Teaching Methodology: From Text-Based towards Context-Focused Approaches”, Published at DIVINER: A Research Journal of Humanities and Social Science, 3 (2006): 128–134.
6. “Task Based Language Instruction: Unplanned Open Tasks versus Unplanned Closed Tasks with reference to Writing Achievement of Iranian EFL University Students”, Published at Perspectives in Education, 23(2007): 42–48.
7. “The Effect of Competitive Team-Based Learning on the Reading Comprehension of Iranian High School Seniors”, Published at Roshd FLT Journal, 20 (2006): 42–49.
8. Third (and last) main speaker at the International Forum on ‘Global Peace and Civil Action’ – sponsored by National Federation of University Co-operative Association, Japan, held at Mysore, India on August 11–12, 2006. – See http://www.hindu.com/2006/08/11/stories/2006081116530300.htm
9. “Shifting Paradigms of Language Teaching Methodology: From Text-Based towards Context-Focused Approaches”, Presented at the U.S. sponsored International Symposium on ‘Towards Improvements in English Language and Literature Teaching: Communicating Across the Curriculum’ held at Chandigarh, India on September 22–24, 2006.
10. “Harnessing Jigsaw in Language Classes”, Presented at the National Conference on ‘Technology and Language Teaching’ held at Gujarat, India on February 26-27, 2009.
11. “New Trends in ELT: Cooperative Language Learning and Bi-/Multi-Lingual Settings”, Presented at the International Congress on ‘Bilingualism in an ESL Classroom’ held at Guahati, India on March 27–28, 2006.
12. “Reading Instruction in EFL/ESL Classrooms: Towards Context-Based Strategy Training”, Presented at the NAAK sponsored National Seminar on ‘Quest for Quality: Classroom Matters’ held at Kumta, India on March 5–6, 2007.
13. “Groupwork and Five Main Hypotheses in ELT: The Relations”, Presented at the International Symposium on ‘English for Today and Tomorrow’ held at Chennai, India on February 9–10, 2007.
14. “Vocabulary and Vocabulary Teaching/Learning Strategies: A Comprehensive Study”, Presented at the SFLA sponsored International Conference on ‘English Grammar on Language Engineering and Information Technology’ held at Heyderabad, India on January 6–11, 2008.
15. “Dynamics of Cooperative Learning”, Presented at the UGC sponsored State Level Discussion on ‘English Language Teaching’ held at Mysore, India on March 21, 2006.
16. “Grammar Teaching and Approach Dilemma in ELT", Presented at the UGC sponsored International Seminar on ‘Grammar and Meaning’ held at Guntur, India on January 29–31, 2007.
17. “Boosting the Effectiveness of Groupwork in ELT Classes”, Presented at the National Forum on ‘Innovative Approaches and Techniques of Teaching English’ held at Coimbatore, India on July 13-14, 2007.
18. “Students’ Accountabilities in Active Learning Classes”, Presented at the National Meeting on ‘Technology in ELT’ held at Changa, India on January 29–30, 2009.
19. “Testing in ELT Classes: Towards Evaluation of Creativity and Critical Thinking”, Presented at the International Symposium on ‘English for Today and Tomorrow’ held at Madras, India on February 9–10, 2007.
20. “Critical Elements of Cooperative Learning Methods”, Presented at the International Congress on ‘Learning to Teach: A Life-Long Journey’ held at Chennai, India on February 8–10, 2008.
21. “First Language Reading Methodologies and FL/L2 Reading Instruction: Towards an Emphasis on the Acquisition of Language in EFL/ESL Learning Environments”, Presented at the ‘35th All India Conference of Dravidian Linguists’ held at Mysore, India on June 21–23, 2007.
22. Attendee at the National Meeting on ‘English Language Teaching’ held at Hamedan, Iran on January 11–12, 2003. -- My paper was rejected.
23. Attendee at the National Conference on ‘English Language Teaching’ held at Roode hen, Iran on February 17, 2008. -- My paper was rebutted once again.
24. “Web-Based Collaborative Language Learning: Enhancing the Efficiency of Distance Learning”, Presented at the International Forum on ‘New and Emerging Technologies in ELT’ -- sponsored by SIG, UK, held at Madras, India on August 3–5, 2007.
25. “Teams-Games-Tournaments versus Lecture Method with Reference to the Language Proficiency of Iranian EFL Intermediate Students”, Presented at the International Meeting on ‘ELT in the Islamic World’ held at Tehran, Iran on December 2–4, 2010. __ Oh my GOD! THEY dismissed me from this so-called Conference!!!!!????? - It was going to be my first conference in my country!! See the last page for the reason!
Dr Seyed Mohammad Hassan Hosseini Forthcoming Publications/Presentations
FORTHCOMING PUBLICATIONS AND PRESENTATIONS
……………………………..……
Not only do we, the marginalised thinkers, are not living but also are hardly existing; But not merely for ourselves but rather for the Other, the Oppressed majority, who have the illusion of even existing in this hellish world…. And this gives us resistance, drive, and of course meaning to our suffering. Will never cease our fight for transforming the condition of their existence. Will empower them towards their liberation....
-- The Author, S.M.H. Hosseini (taken from one of my books– Book No. 4)
----------------------------------------------------------------------------------------
Books
It has been for four years now that i am looking for a Publisher who is willing to publish the following nine books -- I solicit your help in this regard.
26. ‘Competitive Team-Based Learning: Theory, Research, Innovation, and Application’;
The information on the front cover of the book is as under:
As an indispensable resource for all involved stakes in Academia, Competitive Team-Based Learning: Theory, Research, Innovation, and Application, by Dr Hosseini, seeks to throw into relief the relationship between theory, research, innovation, and practice with reference to the conventional popular educational methods and approaches like Communicative Language Teaching, Interactive Learning, Collaborative Leaning, and particularly Cooperative Learning methods. More importantly, it brings into sharp focus the author's ‘unique’ pedagogical innovation as a pragmatic solution to the present socio-educational/cultural/economical/political problems. The nature and the characteristics of this fundamentally different approach to modern ELT/Education not only generate short-term results along with (language) learning and excellence in the learning and provide students with the opportunities to acquire and internalise more effective tactics and methods for solving problems and constructing knowledge. They likewise promote true and flexible active learning, interactive competence, long-term retention, and especially the acquisition of some crucial habits of mind such as objectivity, and critical and creative thinking. Another outstanding feature of this world-class innovative approach is that he facilitates tomorrow citizenry to learn humanitarian interpersonal skills and democratic values, principles, and norms which are essential requirements for successful life-long learning, working, living, global interaction and interdependence, and survival in today world context. The significance of this extraordinary son of Dr Hosseini, thereby, refers to the fact that he has the capacity to contribute to the development of live, humane, healthy, creative, and civilised societies, and compassionate civilisations better than other popular educational innovations. Considering his magic transforming power for converting today ‘sheep-like reticent bench-bound adaptable-to-the-world recipients/objects’ to ‘Agents of change or the Subjects who have the capacity to influence the world’, Dr Hosseini’s pedagogic innovation is in essence a 'CATALYST FOR CHANGE'. He is an inimitable approach to the empowerment and the liberation of the Other, and in point of fact, an apt strategic instructional 'WEAPON' for the elimination of dictatorship/apartheid or any other sources of racism, injustice, oppression, corruption, and destruction from among human societies in the third millennium. CTBL, to be to the point, is an ensured pathway to human security, prosperity, and world peace.
This seminal manual has special foci upon:
· Penetrating deep into the present educational systems, which cherish the Lecture Method/the Banking Method, and excoriating the beyond in order to remind the (educational) policy makers about the crucial importance of a radical overhaul;
· Shedding light on the chronological development of language teaching methodology for justifying the need for accommodating modern innovative approaches like CTBL in education systems;
· Analysing, engineering, synthesising, and enriching the conventional popular educational methods and approaches towards the author's instructional innovation;
· Differentiating CTBL from other innovative methods and approaches, and discussing the significance and relevance of this approach against the backdrop of ongoing globalisation which means a great deal of competitive spirit in today world context;
· Bringing to the fore Dr Hosseini’s "Theory of Language" and his "Multiple Input-Output Hypothesis" – as the heart of the theoretical foundations of his innovative approach;
· Implementing CTBL via the emerging online technologies, and
· Promoting professional growth of the readers especially through the 13 chapter-end thought-provoking discussion questions, which stimulate critical, analytical, and creative thinking. Dr Hosseini’s mottoes, which have been included at the beginning and end of each part of the typescript, would also contribute to this end.
As a gold mine of the latest issues in ELT/Education, this invaluable manual will be found highly useful particularly for post graduate students, in-service programmes and seminars for teachers, and teachers at all levels and in different subject areas and cultures. It will serve them to enrich their methodological savvy, widen their knowledge of the emerging trends, and generate their positive attitudes towards innovative approaches. It may also inspire (ELT) teachers to develop their own techniques and even methods in order to meet the needs of their classes. (Curriculum) policy makers, researchers, methodologists, syllabus designers, and material developers could also take note of the noteworthy benefits this book proposes.
……………………………..……
All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.
--Aristotle
… And i have brought myself, by long meditation, to the conviction that the dawn of my instructional innovation connotes the demise of the remainders of the ancient barbarous Emperors in today world context.
-- The Author, S.M.H. Hosseini (taken from one of my books– Book No. 1)
----------------------------------------------------------------------------------------
Important Caution: Educators who are willing to employ my approach (me) should be aware that they will be wiped out -- sooner or later, most probably through insensible but barbarous approaches, if they are living in a country that is ruled by a fascist/dictator.
27. ‘Penetrating into PhD and the Beyond through Letter Writing’;
The information on the front cover of the typescript is as follows:
This guidebook profiles the letters the author developed/received in pursuance of pursuing his Doctoral Degree in Mysore University in India. It consists of a broad range of letters including from the request he made for registration in the University of Mysore to the letters he e-mailed to the president of Iran and to the prime minister of India, requesting them to save him from the horrible circumstance an Iranian Mafia occasioned for him, in India. Importantly, in addition to the original synopses Dr Hosseini proposed to some Indian professors in an attempt to persuade them to guide him towards his doctorate, this typescript entails both the final synopsis of his doctoral dissertation and the outline based upon which he had his Viva Voce. Three sample articles he succeeded to launch before, during, and after his PhD study have also found a place in this manual.
This material will be found a highly useful model especially for those academicians who are desirous of pursuing their doctorate abroad as it gives them a comprehensive understanding of the process of obtaining a doctoral degree overseas. ELT students, educators, and PhD Guides could also take note of the noteworthy benefits this volume proposes.
28. ‘Sample Articles Presented/Published by a PhD (ELT) Scholar’;
The information on the front cover of the book is as below:
The present manuscript entails some of the articles the author succeeded to develop and present/publish in various national and international symposia and journals in course of pursuing his doctorate in India. It consists of a broad range of articles including one entitled “ELT in Higher Education in Iran and India: A Critical Analysis” to one on “Infusion of Emerging Online Technology into ELT: The Need of the Hour”, and one on "Theoretical Foundations of my Instructional Weapon".
This material will be found a highly useful model particularly for those academicians who want to get familiar with the latest issues and trends in the field of ELT/Education and, more importantly, with the process of developing articles. This would be most beneficial especially when the readers have Dr Hosseini’s other books, the content of which are the sources of most of the articles in the present manual. ELT students/educators as well as the curriculum experts and researchers could also take note of the noteworthy benefits this volume proposes/implies.
29. ‘THEY FEAR me THEY Kill me: I'm a Roaring Flowing Mirroring Blood Drop';
The information on the front cover of the book is as under:
This manual is a collection of ideas which reflect part of my past and the matrix which shaped it: The matrix which contributed to my beliefs, in a diverse way of course. It is thereby a mirror part of which mirrors part of my wounds occasioned by my milieu, who destroyed my dreams. This typescript is in a sense my crushed soul: A wounded soul who capacitated my philosophy in such a way to pave the way to a different future. A different future but not for me but rather for the other Other , who are not only do not living but also are hardly existing. This guidebook is me. Me who's here to draw your dream future. To re-orient and recalibrate your attitude towards new horizons. To show you the way to peace ... to global peace ... to your prosperity.
I, as such, would be beneficial for the Other or the oppressed/the weak/the poor who have their own identity, attitude, and ideology but are almost always purposefully ignored, marginalised and deprived of their rights, and in short - insensibly - victimised. I am here, thereby, to reformulate your destiny. I do so via reformulating your approaches to thinking, which are the bases of your beliefs. I, as an agent of change, change your beliefs. And there is POWER in beliefs as they have enormous impact on your attitudes, and attitudes influence and go forth in your actions, ... and actions lead on to your destiny.
30. ‘Reading Pedagogy in the Third Millennium: Aspects and Perspectives’,
31. ‘English Grammar for Secondary Students’.
32. ‘English Grammar for Pre-Intermediate Students’.
33. ‘English Grammar for Intermediate Students’.
34. ‘English Grammar for University Students’.
……………………………..……
The more i come to the conclusion that my family and i have been incessantly wounded for 'their' transgressions and crushed for their iniquities; the more i feel we have been stabbed in back for them to be healed by our wounds; the more i feel THEY have been enjoying observing the fading of our strength and dreams; the more i come to the conclusion that i, as a 'Seyyed' thinker, have been brutally deprived of my rights and systematically marginalized and tortured to death for the last 30 years; and the more my God casts light on the fact that THEY are victimizing 'humanity' for their survival; -- the greater to me is the pleasure and charm of 'thinking about their true nature' and 'penning and mirroring them to the world', however eloquently THEY may bark at me, threatening me to death! ignoring the fact that i am not the ilk of being to be wiped out– i am an Approach occasioned by a Blood Drop. Once THEY kill me i transform myself into a Ripple – A Blood Ripple, who leaves behind it a Way...
-- The Author, S.M.H. Hosseini (taken from one of my books– Book No. 4)
----------------------------------------------------------------------------------------
Articles
Conceptual
35. ‘‘The Dawn of Competitive Team-Based Learning Connotes the Demise of an Ideology';
36. 'Agents of Change in the Third Millennium: The Crucial Need For Realising Teaching as a Political Process';
37. ‘Method Engineering: Towards a Realistic Approach to EFL/Education’;
38. ‘Competitive Team-Based Learning and the Beyond’;
39. ‘On the Seminal Impact of Competitive Team-Based Learning Theory of Language Learning on Human Prosperity: Issues and Implications';
40. ‘Mirroring ELT/Education System and the Beyond in Iran: A Solution’;
41. 'The Significance of Competitive Team-Based Learning For the Era of Globalisation';
42. ‘Cooperative Learning Methods: A Thorough Introduction’;
43. 'Competition: A Neglected Component in Cooperative Learning Approaches and Methods';
44. ‘Method Analysis: Competitive Team-Based Learning versus Other Instructional Methods and Approaches with Reference to the Era of Globalisation’;
45. 'Paradigm Shifts in ELT: On the Way Towards Sustainable Futures';
46. ‘Writing Pedagogy: Towards Training Critical Thinkers’;
47. ‘Differentiating Interpersonal Learning Goal Structures: Towards Humanistic Approaches to Teaching/Learning';
48. 'An Insight into Salient Features of Competitive Team-Based Learning';
49. ‘Language Learning Strategies: A Comprehensive Introduction’;
50. 'Boosting the Effectiveness of Competitive Team-Based Learning ';
51. ‘Dynamics of ELT on the Way towards Sustainable Futures’;
52. On the Implications of Group Investigation in Language Courses’;
53. 'Reading Instruction and the Multiple Sources of Input-Output Hypothesis';
54. 'A Feasibility Study of Applying “Multiple Input-Output Hypothesis” into Task-based Teaching Approach in Second Language Acquisition';
55. ‘Conceptual Building Blocks of Competitive Team-Based Learning’;
56. 'On the Application of the Multiple Sources of Input-Output Hypothesis in Language Classes: A Fundamental Consideration';
57. ‘English Language Pedagogy and Higher Order of Incisive and Analytical Thinking Skills’;
58. ‘Investigating into the Effectiveness of Cooperative Learning Methods: Review of the Literature’;
Empirical
59. ‘On the Effectiveness of Competitive Team-Based Learning and Communicative Language Teaching with Reference to the Communication Abilities of Iranian EFL College Senior Students: The Demise of Communicative Language Teaching ’;
60. ‘A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Indian ESL College Seniors’;
61. ‘On the Effects of Competitive Team-Based Learning, Cooperative Team-Based Learning, and the Traditional Lecture Method on the Language Learning Strategies: A Comparative Study with Iranian and Indian EFL/ESL College Students’;
62. ‘Investigating the Effectiveness of Competitive Team-Based Learning, Learning Together, and the Traditional Lecture Method with Reference to the Retention of Iranian and Indian EFL/ESL University Students’;
63. ‘Reciprocal Teaching of Reading versus Lecture Method with Reference to the Language Learning Strategies of Iranian EFL College Freshmen’;
64. ‘The Effects of Cooperative Integrated Reading and Composition on the Language Proficiency of Iranian EFL University Students’;
65. ‘Jigsaw versus Lecture Method with Reference to the Reading Comprehension of Iranian University Students of English’;
66. ‘Teams’ Members Tournaments versus Teams-Games-Tournaments with Reference to Language Proficiency of Iranian Intermediate Learners of English’;
67. ‘Student Teams-Achievement Divisions verses Traditional Seat-Work with Reference to the Reading Comprehension of Iranian University Freshmen’;
68. ‘The Effect of Competitive Team–Based Learning on the Writing Skills of Iranian Pre-Intermediate EFL Students’;
69. ‘A Study of the Effects of Competitive Team-Based Learning, Cooperative Team-Based Learning, and the Traditional Lecture Method on the Reading Comprehension of Iranian and Indian EFL/ESL College Students’;
70. ‘Competitive Team-Based Learning versus Cooperative Team-Based Learning and the Traditional Lecture Method with Reference to the Attitudes of Undergraduate Students: A Study with Iranian and Indian Learners of English’;
71. ‘Competitive Team-Based Learning versus Cooperative Team-Based Learning and the Traditional Lecture Method with Reference to Reading Comprehension, Language Learning Strategies, Attitudes, and Retention of Iranian and Indian EFL/ESL College Students’.
72.
Subscribe to:
Posts (Atom)