List of Articles Zari Sadat Seyyedrezaei

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  1 - The Relationship Among Iranian EFL Teachers’ Attributional Styles, Decision-Making Types, and Teaching Effectiveness: A Structural Equation Modeling Approach
  Zahra Bayani Seyyed Hassan Seyyedrezaei Ghasem Barani Zari Sadat Seyyedrezaei
  The study of attribution and decision-making is a process that involves improving people's beliefs in the causes of their failures and success to promote future motivation for achievement. It is nowadays widely accepted that decisive teaching and making use of attributi More

  The study of attribution and decision-making is a process that involves improving people's beliefs in the causes of their failures and success to promote future motivation for achievement. It is nowadays widely accepted that decisive teaching and making use of attributional implications is a vital ingredient of a superb academic life. Accordingly, the purpose of the present study was to investigate the relationship between different dimensions of decision-making types, attributional styles, and teaching effectiveness among Iranian EFL teachers. Further, this study tried to explore the mediating role of decision-making types between attributional styles and teaching effectiveness. As the study participants, 146 adult male and female EFL teachers aged between 25 to 40 years old at different language institutes in several cities of Golestan province, Iran, were selected based on a purposive sampling method and were given three questionnaires. To analyze the data, structural equation modeling (SEM) was run by using the SmartPLS software, version 2. The obtained results showed significant relationships between different dimensions of attributional styles, decision-making types, and teaching effectiveness. The results indicated that decision-making types could successfully mediate between the dimensions of attributional styles and teaching effectiveness. Finally, the findings were discussed concerning the context of Iran. These findings would hopefully be advantageous for EFL teachers (English as a foreign language), SLTE courses (second language teacher education), and also TTC centers (teacher training course) to shape and empower different domains of teaching effectiveness by exploring teachers' decision-making types and attributional styles. Manuscript profile
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  2 - The Differential Effects of Task Repetition and Task Familiarity on EFL Learners’ Writing Performance in Weblog Based Environment
  Zari Sadat Seyyedrezaei Aytai Gharavi Masumeh Sadat Seyyedrezaei Atefeh Zebarjadi
  This study explored the differential effects of task familiarity and task repetition on EFL learners’ writing performance in weblog-based environment and face-to-face classroom. To this end, 87 Iranian intermediate EFL students from two branches of Islamic Azad Un More

  This study explored the differential effects of task familiarity and task repetition on EFL learners’ writing performance in weblog-based environment and face-to-face classroom. To this end, 87 Iranian intermediate EFL students from two branches of Islamic Azad University, Iran were volunteers for participating in this study. Subsequently, only 60 students out of these 87 students were chosen based on their preliminary English test scores, and were randomly assigned to two groups (30 students in weblog / 30 students in face-to-face). As well, each group was divided into two sub-groups: 15 students in task repetition group, and 15 students in task familiarity group. During the treatment, the task repetition group performed twelve tasks with the same procedure and exactly the same content. The students in the task familiarity group were provided with tasks on different topics for the subsequent sessions. Each session, one of these tasks was familiar (e.g., events in Iran) for the learners and the other one was unfamiliar (e.g., events in France. The results of the Two-way ANOVA revealed that there is no significant difference between the writing performance of Iranian EFL learners receiving task repetition compared to those receiving task familiarity. Besides, the results indicated that the writing scores of learners receiving task repetition through weblog-based environment were better than those in face-to-face classroom. Regarding task familiarity, the results of the Two-way ANOVA showed that there is no statistically significant difference between writing performance of learners who receive task familiarity through weblog-based environment in comparison to those in face-to-face classroom. The findings of this study may have implication for EFL teachers and material developers to pay attention to the contribution of blogging to writing achievement, and develop materials, techniques, and procedures that are suitable for blog oriented writing. Manuscript profile
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  3 - Examining The Relationship Among Stroke, Strictness, Gender Identity, and Teacher Success from EFL Teachers’ Perspective
  Reza Afsharpour Ghasem Barani Seyyed Hassan Seyyedrezaei Zari Sadat Seyyedrezaei
  The present study aimed to investigate the role of EFL teacher’s strictness, stroke, and gender identity in teacher success. To do so, 420 EFL teachers, 200 males and 220 females, participated in the study. The teachers were teaching English courses in different l More

  The present study aimed to investigate the role of EFL teacher’s strictness, stroke, and gender identity in teacher success. To do so, 420 EFL teachers, 200 males and 220 females, participated in the study. The teachers were teaching English courses in different language institutes in Tehran and Alborz provinces in Iran. The method for sample selection was convenience sampling. The present study was in the form of a survey design. To collect the required information, four instruments were administered to the sample of the study: Characteristics of Successful Iranian EFL Teachers Scale, Masculinity/Femininity Scale, Student Stroke Scale, and Teacher Strictness Scale. For collecting the data, these questionnaires were filled out by the participants during one month. After collecting the data, Pearson product-moment correlation formula and Path Analysis were used to analyze the data. The findings showed that there are no significant differences between female and male teachers’ perception of stroke, strictness, and gender identity. The findings indicated that strictness does not have a significant positive effect on female and male teachers’ success. Additionally, gender identity and stroke play a significant role in predicting female and male teachers’ success. As insufficiency of effective teachers can harm learning to a great extent, knowledge of the factors which might cause teacher success seems to be necessary for teacher trainers. Manuscript profile