List of Articles Mojgan Rashtchi

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  1 - Developing and Validating a Questionnaire to Assess Strategic Competence in EFL Listening Performance: A Structural Equation Modeling Approach
  Maryam Haghighi Mojgan Rashtchi Parviz Birjandi
  10.30486/relp.2019.665886
  This study aimed to describe the development and validation process of a listening questionnaire designed to assess strategic competence in listening comprehension. The 34-item Cognitive and Metacognitive Listening Strategies Questionnaire (CMLSQ) was administered to a More

  This study aimed to describe the development and validation process of a listening questionnaire designed to assess strategic competence in listening comprehension. The 34-item Cognitive and Metacognitive Listening Strategies Questionnaire (CMLSQ) was administered to a relatively large sample (N=397) of L2 learners. The results of the 370 completed questionnaires were subjected to exploratory factor analysis to identify the underlying structure of the questionnaire, and to a confirmatory factor analysis to examine the validity of the model as a good fit for the data. Based on the results of exploratory factor analysis, a three-factor model underlying metacognitive strategies and a five-factor model underlying cognitive strategies were hypothesized. These models were then evaluated through confirmatory factor analysis using AMOS 18. The results indicated that the current models and their parameters well fit the data gathered from the questionnaires. Manuscript profile
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  2 - Shedding Light on Ecological Critical Language Awareness Construct: A Questionnaire Development and Validation Study in the Iranian EFL Context
  Ghazaleh Cheraghpour Samvati Parviz Maftoon Mojgan Rashtchi
  10.30486/relp.2023.1973610.1417
  The study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated More

  The study of ecolinguistics to date has been reserved for the field of discourse analysis. However, applying ecolinguistics in pedagogical contexts is a promising way to increase learners’ critical language awareness. To realize this potential, one needs validated measures to quantify learners’ critical language awareness in ecological contexts to conduct research in this field. In the absence of any instrument to measure language learners’ ecological critical language awareness, the researchers of this study developed and validated a questionnaire. An exploratory sequential mixed methods design with two phases was employed. In the exploratory and qualitative phases, the researchers defined the construct and developed a questionnaire based on the underlying factors of the construct. After taking several steps to ensure its content validity, the questionnaire was administered to 200 intermediate-level EFL learners who were selected through convenience sampling. In the quantitative phase, the participants were exposed to ecolinguiscally-informed teaching materials in an English pedagogical context. The collected data were analyzed, and Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Cronbach alpha coefficient for reliability indices, and model evaluation estimates were run to ensure the measure’s reliability and validity. EFA substantiated the initial components of the six-factor tentative construct. CFA gave statistical support to the six components as well. All components enjoyed high-reliability estimates. The calculated model-fit estimates verified the CFA model as a valid measure of ecological critical language awareness. The developed measure paves the way for further empirical investigation of ways to raise learners’ ecological critical language awareness in EFL contexts. Manuscript profile
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  3 - Developing and Validating an English Language Teacher Commitment Questionnaire (ELTCQ) in Iran High Schools
  Akram Bagheri Masood Siyyari Mojgan Rashtchi
  10.30486/relp.2023.1985308.1460
  The notion of teacher commitment has grabbed much attention in the mainstream, and L2 teacher education as teaching has become more complex by recent sociocultural changes in educational practices. Consequently, several instruments have been developed to operationalize More

  The notion of teacher commitment has grabbed much attention in the mainstream, and L2 teacher education as teaching has become more complex by recent sociocultural changes in educational practices. Consequently, several instruments have been developed to operationalize the construct. The instruments developed so far have addressed the construct generically. To be sure, this line of inquiry is still untouched in the ELT profession. The present exploratory mixed methods study attempted to develop a questionnaire to measure English language teachers’ commitment. In doing so, an initial 61-item questionnaire was developed conducting a comprehensive literature review and using interviews with domain experts and English language teachers. Then the trial instrument was administered to a sample of 352 teachers for Exploratory Factor Analysis (EFA), reducing the instrument to 32 items. The subsequent Confirmatory Factor Analysis (CFA) obtained from another sample of 577 individuals substantiated a seven-factor model as a robust and valid tool for measuring English language teacher commitment. The seven-factor model of teacher commitment included cognitive language teaching ability, language classroom environment, job satisfaction, opportunities for professional development, language teaching planning and support, language teaching self-image and beliefs, and language teaching exhaustion. ELTCQ can be used for measuring English teachers’ commitment. Researchers, administrators, and teacher trainers can use the questionnaire to improve the quality of in-service courses and examine teacher qualities for future professional predictions. Manuscript profile