Teacher autonomy and teacher personality, both affecting teaching and learning processes, were focused on in this gender-comparative study. The required data was gathered through convenience sampling by online distributing two sets of questionnaires, which were responded by 156 Iranian EFL teachers, including both males and females. Then, SPSS-26 was used to analyze the data in this quantitative correlational survey to answer the two research questions, and the results indicated that a) among the five sub-constructs of personality traits, the Extraversion construct stayed on the first place according to its correlation degree to teacher autonomy, which was assessed very strong; b) male teachers naturally felt more sense of autonomy than females did; also, they are more extraverted, open, and conscientious than female teachers. Finally, Self-Determination Theory (SDT) was applied to support the acquired results. This survey can be best suited for EFL teachers to become more sensitive about their personality constructs. تفاصيل المقالة

Formulaic language is one of the important areas in language education. In recent years, research about some language aspects and elements such as formulaic language and chunks have become one of the more impressive and operative parts of applied linguistics and second language learning/teaching. In writing skill, the lack of proper use of FL in real or display writing simply distinguishes non-native from natives. Therefore, we applied formulaic language in individualistic and collaborative writing classrooms. The results revealed that the instruction of formulaic language has statistically significant effect (F (2, 56) = 12.341, p < 0.05, η2 = .306). However, the difference between the experimental groups was not statistically significant. This study is helpful for writing teachers who want to increase the performance of their language learners. Also, the result of this study may be helpful for textbook developers, curriculum designers, and policy makers.Also, the result of this study may be helpful for textbook developers, curriculum designers, and policy makers. تفاصيل المقالة

The major objectives of this research were to develop an understanding of the challenges faced by English teachers in Iranian schools and their training. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces of Iran. Self-reporting questionnaires were conducted as a survey method. The results of this study indicate that the biggest challenges faced by English teachers seems to be teaching mixed level classes, managing behavior discipline, choosing appropriate activities and materials, and relating to students. Around one-thirds of teachers had no pre-service training in teaching English prior to teach students; the problem is compounded by lack of support and in-service training, three-fourths of teachers didn’t have any in-service training. Approximately half of those surveyed did not have probationary periods; in addition, four-fifth of them had no support during their first of teaching. Overall, Many teachers felt not well prepared for teaching English. Overall, the evidences from this study recommend that current teachers’ training programs should be modified and outlines some recommendation to overcome these challenges. تفاصيل المقالة