Instructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research concerning the notion of teacher commitment, its dimensions and the factors that influence it. The current study first aimed to set priority among the dimensions of EFL instructors’ professional commitment through Partial Least Squares Structural Equation Modeling and then investigate the effect of EFL instructors’ employment status as full time or part time on their professional commitment through two-tailed t-test. A previously validated EFL Teachers’ Professional Commitment Questionnaire was employed to collect data from 420 EFL male and female university instructors. The results exhibited a significant difference between these two variables in total. One of the important implications of this research is that EFL instructors inspire to evaluate their commitment regarding the priority of dimensions and their underlying components meticulously to find out what they should work on more to improve students’ achievements in the EFL learning context of Iran. تفاصيل المقالة

Teacher education had been addressed in various studies. Although many studies attempted to measure teachers' twenty-first century skills, there is still a gap that prompted us to investigate the area from the teacher-educators' perspectives. To accomplish the purpose, this mixed-method study aimed to develop and validate a scale to assess Iranian EFL teacher-educators’ perceptions of twenty-first century skills. To this end, the developed scale was answered by 15 teacher educators through a semi structured interview. After transcribing and analyzing the interview responses, the researcher developed a tentative version of a twenty-first century skills scale which included 26 items. Finally, the researcher distributed the scale among 351 EFL teacher educators. The results of the Exploratory Factor Analysis indicated that the scale enjoyed high validity and reliability. The extracted factors making up three components included agreement, challenges, and implementation. Based on the rotated component matrix, some changes in the organization of the items were made. This study has implications for language teachers, and teacher trainers to design teacher training courses as well as professional development programs. تفاصيل المقالة

The present study aimed to investigate Iranian EFL teachers’ perceptions about critical issues of LOA using a mixed- methods design. To this end, A 35-item questionnaire for investigating perceptions towards LOA was designed and validated. A group of 213 high school EFL teachers in Torbat-e Heidarieh and Mashhad were selected based on simple random sampling as the main participants of the study, and 57 EFL teachers were selected to participate in semi-structured interviews to triangulate the results obtained from the questionnaire. The data obtained through the questionnaire were analyzed using different methods of analysis. First, Confirmatory Factor Analysis was used to confirm the construct validity of the questionnaire. It included seven subcategories: contextual, affective, interactional, instructional, learning, proficiency, and elicitation. Second, the data were analyzed using SPSS software- using frequencies and percentages, computing independent sample t-test and Pearson Correlation. The results indicated that females had a more positive view than males towards the use of LOA in Iranian language classes. Positive relationship was found between teachers' age and their perceptions of LOA. The results indicated significant relationship between teaching experience and attitude of LOA. The qualitative findings of semi-structured interviews supported those of the questionnaire, revealing that the vast majority of EFL teachers believed that the use of LOA was advantageous and productive. These results have implications for L2 teachers and teacher trainers. تفاصيل المقالة

The present study attempted to discover whether there is a significant relationship between EFL teachers' critical thinking ability and their teaching success.To this end, 113 Iranian male and female English teachers were required to fill out Watson Glaser Critical Thinking Appraisal. Besides, their students were asked to answer the Characteristics of Successful EFL Teachers questionnaire. The statistical analysis of the data showed that there was a significant correlation between EFL teachers’ critical thinking skill and their teaching success. Besides, findings revealed that there was a significant difference between male and female teachers regarding their critical thinking skills, and that BA teachers differed from AS teachers with regard to critical thinking skills. More specifically, male BA teachers took the most advantages from critical thinking skills than others. تفاصيل المقالة

This study is aimed at examining the role of gender, and years of teaching experience in Iranian EFL teachers’ awareness of the code of ethics in research. 272 Iranian EFL teachers were chosen based on convenience sampling and were assessed through the Iranian EFL teachers’ awareness of the code of ethics in research scale inventory. After gathering the questionnaires, data was analysed by SPSS. An independent-samples t-test was performed to examine whether the teachers' awareness of the code of ethics in research differs significantly between genders. In addition, Pearson correlation was performed to find the connection between years of teaching experience and the aforementioned factor. The findings showed substantial positive relationships between all five sub-constructs of the code of ethics and experience. Besides, the findings revealed that there were considerable differences in the degree of knowledge among EFL teachers of research codes of ethics and its sub-constructs between male and female teachers. The mean score of the female teachers in all sub-constructs was higher than the male teachers. This study may be the only piece of research that has investigated the EFL teachers’ knowledge regarding factors affecting their awareness of the code of ethics in research in Iran. تفاصيل المقالة

ABSTRACT This study examined inter-relationship among willingness to communicate, intrinsic motivation, and level of depression has not been investigated. Through a quantitative and applied study 357 Iranian EFL learners from Khorasan Razavi were examined by three standard questionnaires: Willingness to Communicate in a Foreign Language Scale’ by Baghaei et al., (2012), intrinsic motivation inventory (IMI) Ryan and Deci (2000), and The Beck Depression Inventory (2015). Results of the Kolmogorov-Smirnov test showed normal distribution of scores and non-parametrical pattern of the study in which required analysis using spearman test. Results of correlation coefficient for the research questions showed that there is a significant relationship between willingness to communicate, intrinsic motivation, and level of depression so that relationships among willingness to communicate and intrinsic motivation with depression level were bidirectional. It implies that to avoid students’ depression in language learning environments they should be encouraged into communicative activities and their intrinsic motivation needs reinforcement. تفاصيل المقالة