List of Articles مینو عالمی

• Open Access Article
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  1 - EFL Learners’ Perceptions of Ethics in the Classroom
  Minoo Alemi
  10.30486/relp.2020.1883420.1169
  The present study investigated EFL learners’ perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punct More

  The present study investigated EFL learners’ perceptions of classroom ethics, and 60 EFL learners participated in an interview and an ethics questionnaire. The analysis of collected data resulted in 13 categories of classroom ethics, including ‘teacher punctuality’, ‘fairness and discrimination’, ‘respect and politeness’, ‘being humorous and energetic’, ‘discipline’, ‘rapport’, ‘commitment to the profession and colleagues’, ‘appropriate content of discussion’, ‘responsibility’, ‘adaptability’, ‘reliability and trust’, ‘avoidance of misuse’, and ‘dress code’. The findings showed that all the learners recognized ethics as an essential part of the classrooms while their views differed in ranking some ethics. The most and the least valuable ethics for the participants were ‘punctuality’ and “dress code and appearance” in order. The most important ethics perceived by the learners were ‘punctuality’, ‘rapport’, and ‘being humorous and energetic’. The findings illustrated that the learners’ consideration of ethics was focused on the teachers’ manner and morality in the classroom. Manuscript profile
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  2 - Iranian EFL learners' Spiritual Intelligence and Their Language Learning Autonomy
  Masoumeh Azadi Parviz Maftoon Minoo Alemi
  10.30486/relp.2022.1961759.1387
  Learning a second/foreign language is a complicated process involving many factors and elements to occur effectively. It requires an investigation of variables and issues related to EFL learners in the process of learning. A limited number of studies have been performed More

  Learning a second/foreign language is a complicated process involving many factors and elements to occur effectively. It requires an investigation of variables and issues related to EFL learners in the process of learning. A limited number of studies have been performed concerning student-related factors to realize EFL learners’ spiritual intelligence and its relation to language learning. The study helped fill this gap by exploring the correlation between EFL learners’ Spiritual Intelligence (SI) and Learner Autonomy (LA). A total of 365 EFL students were chosen from different branches of Islamic Azad University. Two validated and reliable questionnaires on SI (Azadi et al., in press) and LA (Dixon, 2011) were distributed among the participants. The SI questionnaire is a 27-item self-report measure consisting of four main factors, and the LA questionnaire contains 38 questions covering six factors. The correlation between the two variables was determined through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed a significant relationship between SI and LA. Manuscript profile
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  3 - Non-Native EFL Teacher Educators’ Pedagogical Roles: Language Institute Managers’ Perceptions
  Zahra Zamani Minoo Alemi Zia Tajeddin
  10.30486/relp.2023.1987352.1466
  The pedagogical roles of teacher educators (TEs) in recruiting and educating future language teachers have recently gained attention among language researchers and scholars. Hence, this study set to investigate the pedagogical roles of Iranian non-native teacher educato More

  The pedagogical roles of teacher educators (TEs) in recruiting and educating future language teachers have recently gained attention among language researchers and scholars. Hence, this study set to investigate the pedagogical roles of Iranian non-native teacher educators (TEs) in educating preservice and in-service EFL teachers from the viewpoint of language institute managers. To this end, following a qualitative survey research design, a total of 30 institute managers were selected via the snowball sampling method and engaged in semi-structured, in-depth interviews. The participants’ responses were voice recorded and then thematic analysis was conducted to extract the main themes and subcomponents. The findings of the study showed that institute managers assigned three main instructional roles to TEs: holding preservice/in-service teacher education courses, revising the assessment system, and designing effective language syllabuses. Accordingly, language institute managers believed that effective TEs should not only be responsible for running teacher education courses but also engage in the evaluation process by checking and revising the testing procedures and designing and developing relevant instructional syllabuses in cooperation with educational managers of the institutes. The pedagogical findings of the study are also discussed. Manuscript profile