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The Journal of Studies in Learning and Teaching English of Shiraz Azad University welcomes the contribution of interested scholars and researchers in the field.
Name: Journal of Studies in Learning and Teaching English (JSLTE)
ISSN: 2251-8541
eISSN: 2476-7727
Publication Frequency: Quarterly
Language: English
Editor-in-Chief: Prof. Firooz Sadighi
Director-in-Charge: Dr. Mohammad Javad Riasati
Owned and Published by: Shiraz Azad University, Shiraz, Iran
Address: Km. 5, Sadra Road, Shiraz Azad University, Shiraz, Iran
Tel: +987136191431
Website: https://jslte.shiraz.iau.ir/
This work is licensed under a Creative Commons Attribution 3.0 License.
أحدث المقالات المنشورة
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حرية الوصول المقاله
1 - A Qualitative Study on Iranian EFL Teachers’ Perceptions of Critical Pedagogy-Based Teacher Effectiveness
Shiva Ghorbani Shahram Afraz Neda Fatehi Rad Fazlolah Samimiالعدد 2 , المجلد 13 , تابستان 2024One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions o أکثرOne of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers. تفاصيل المقالة -
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2 - The Role of Brainstorming in Enhancing Language Skills: A Meta-analysis of EFL Learners' Speaking and Listening Performance
Ali Hamideh Mustafa Zamanian Mohammad Javad Riasatiالعدد 2 , المجلد 13 , تابستان 2024This review article provides a comprehensive analysis of 21 studies investigating the effectiveness of brainstorming and related teaching strategies in enhancing language skills, particularly speaking and listening skills, among English as a Foreign Language (EFL) learn أکثرThis review article provides a comprehensive analysis of 21 studies investigating the effectiveness of brainstorming and related teaching strategies in enhancing language skills, particularly speaking and listening skills, among English as a Foreign Language (EFL) learners. The studies, conducted between 2010 and 2023, employed various research designs, including quasi-experimental, qualitative, and mixed-methods designs, and were carried out in different settings, such as high schools, universities, and workplaces, and involved participants from different countries, including Iran, China, and Indonesia. The review discusses the main findings of each study, highlighting the positive impact of brainstorming and related strategies on language skills. The review also identifies gaps in the existing literature and suggests directions for future research, such as investigating the effectiveness of these strategies in enhancing other language skills and exploring their impact on different learner populations. The studies suggest that brainstorming can increase students' confidence in speaking English, positively impacting their motivation to learn and use the language. Additionally, brainstorming activities can enhance students' creativity in spoken language by encouraging them to generate and share ideas in a supportive and collaborative environment. The studies also indicate that the use of brainstorming techniques can lead to noticeable enhancements in students' speaking skills, demonstrating its effectiveness as a teaching strategy. تفاصيل المقالة -
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3 - Raising EFL Learners’ Pragmatic Competence via Teaching Compliments: The Case of Explicit vs Implicit Instruction in Focus
Hossein Isaee Hamed Barjestehالعدد 2 , المجلد 13 , تابستان 2024Teaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aime أکثرTeaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aimed to investigate whether explicit and implicit instruction of compliment speech acts could help EFL learners achieve pragmatic appropriateness in authentic communication. The study comprised 60 intermediate EFL learners, 21 males, and 39 females, from a private English language institute in Amol. Participants were divided into two groups of 30 learners each - explicit and non-explicit. The teacher-researchers taught both groups how to give and respond to compliments, using explicit techniques for one group and implicit techniques for the other. Participants received a Written Discourse Completion Task (WDCT) before and after the intervention to evaluate their pragmatic competence. The obtained data were analyzed using Statistical Package for Social Sciences (SPSS), and a noteworthy disparity between the pre-test and post-test scores of both groups was revealed. Although both methods enhanced the pragmatic competence of EFL learners, the explicit group demonstrated more significant improvement compared to the implicit group. Findings testify that appropriate instruction can lead to better outcomes. تفاصيل المقالة -
حرية الوصول المقاله
4 - A Qualitative Study of Washback Effects of MSRT Test on Iranian PhD Candidates’ Attitudes toward English Language Learning Skills
Nafiseh Lashgari Samad Mirza Suzaniالعدد 2 , المجلد 13 , تابستان 2024In Iran, the Ministry of Science, Research and Technology (MSRT) examination is a high-stakes test that has the potential to cause varying levels of washback at both individual and societal levels. Despite its significance for candidates, there appears to be insufficien أکثرIn Iran, the Ministry of Science, Research and Technology (MSRT) examination is a high-stakes test that has the potential to cause varying levels of washback at both individual and societal levels. Despite its significance for candidates, there appears to be insufficient emphasis on investigating the washback, particularly the impact of MSRT on the English language learning skills of Iranian candidates. Thus, the current research aimed to investigate the modifications that Iranian doctoral students regarded as more advantageous in utilizing the MSRT module for the purpose of English education. With this objective in mind, a survey based on the MSRT washback was administered to a group of 150 PhD students selected from Islamic Azad universities located in Shiraz and Marvdasht, who varied in terms of their gender, age, and field of study. A mixture of stratified and convenience sampling methods was employed to choose the study participants. In the second stage of the research, a purposive sampling approach was used to select 30 PhD candidates from the same population to participate in the semi-structured interviews. The findings from the data analysis revealed both favorable and unfavorable consequences of MSRT washback. In addition, it was observed that MSRT preparation did not adequately equip the students with English listening and speaking skills, which are crucial for their academic English needs, in contrast to their reading and writing capabilities. تفاصيل المقالة -
حرية الوصول المقاله
5 - The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
Najme Bagheri Mohammad Reza Esfandiari Forough Rahimiالعدد 2 , المجلد 13 , تابستان 2024This study investigated the relationship between Iranian English language teachers’ professional identity and teacher cognition in their professional development. To investigate the current issue, the current study applied the quantitative methods approach of data colle أکثرThis study investigated the relationship between Iranian English language teachers’ professional identity and teacher cognition in their professional development. To investigate the current issue, the current study applied the quantitative methods approach of data collection. The participants of this study comprised 100 Iranian EFL teachers from some institutes and schools. The study included 100 English language teachers with 50 females and 50 males, aged above 24. To this end, three types of instruments were applied to collect research data. They are described as follows: Teacher Professional Identity Scale (TPIS), Horwitz’s beliefs questionnaire about language learning Inventory (BALLI), Teacher professional development. Three data analyses were used in this study: Kolmogorov-Smirnov (Normality), Cronbach’s alpha (reliability), Pearson correlation (relationship). The findings indicated that there was a positive relationship between teacher cognition and teacher professional development. This analysis revealed that teacher cognition and professional identity had a significant relationship with professional development. The findings can support EFL policymakers, supervisors, managers, and teacher trainers to grasp a better picture of teacher cognition, teacher professional identity in their professional development. تفاصيل المقالة -
حرية الوصول المقاله
6 - Comparing EFL Language Teachers and Students’ Perceptions of Teacher’s Interpersonal Behavior: A Case Study in an Online Iranian Context
Emad Omidpour Mohammad Bavali Fatemeh Behjatالعدد 2 , المجلد 13 , تابستان 2024Teachers’ interpersonal behavior and the way it is perceived are considered to be determining factors in the quality of any educational context. However, due to the lack of face-to-face interactions in an online context, this issue is under question. Since this phenomen أکثرTeachers’ interpersonal behavior and the way it is perceived are considered to be determining factors in the quality of any educational context. However, due to the lack of face-to-face interactions in an online context, this issue is under question. Since this phenomenon has not been studied in an online environment, the primary objective of the present case study was to explore how experienced EFL teachers and their students perceived teacher interpersonal behavior in online classes and the extent to which the two groups’ perceptions either converged or diverged in six selected online classes in Shiraz, Iran. The samples of the study were six EFL teachers and their respective 106 language students. To gather the data, The Questionnaire on Teacher Interaction (QTI) was administered to both groups to assess the eight scales of interpersonal behavior and dimensions. To analyze the data, the non-parametric Mann-Whitney U test was employed to compare the two groups in terms of interpersonal behavior dimensions and scales. Accordingly, the results revealed that the EFL teachers and their students perceived the teachers to be moderately dominant and highly cooperative. There was a high level of convergence between the experienced teachers and their students’ perceptions of interpersonal behavior in terms of the Influence and Proximity dimensions. The Student Responsibility Freedom and Strict scales, however, were rated higher by teachers than their students. Following the findings, the present case study provides particular implications in the field of applied linguistics. تفاصيل المقالة
المقالات الأكثر مشاهدة
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حرية الوصول المقاله
1 - Raising EFL Learners’ Pragmatic Competence via Teaching Compliments: The Case of Explicit vs Implicit Instruction in Focus
Hossein Isaee Hamed Barjestehالعدد 2 , المجلد 13 , تابستان 2024Teaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aime أکثرTeaching the English language involves not only the lexical and grammatical systems but also the implicatures, implied meanings, and the influence of context/culture on interpretation (Tanduk, 2023), which are invisible and hard to teach. In effect, the researchers aimed to investigate whether explicit and implicit instruction of compliment speech acts could help EFL learners achieve pragmatic appropriateness in authentic communication. The study comprised 60 intermediate EFL learners, 21 males, and 39 females, from a private English language institute in Amol. Participants were divided into two groups of 30 learners each - explicit and non-explicit. The teacher-researchers taught both groups how to give and respond to compliments, using explicit techniques for one group and implicit techniques for the other. Participants received a Written Discourse Completion Task (WDCT) before and after the intervention to evaluate their pragmatic competence. The obtained data were analyzed using Statistical Package for Social Sciences (SPSS), and a noteworthy disparity between the pre-test and post-test scores of both groups was revealed. Although both methods enhanced the pragmatic competence of EFL learners, the explicit group demonstrated more significant improvement compared to the implicit group. Findings testify that appropriate instruction can lead to better outcomes. تفاصيل المقالة -
حرية الوصول المقاله
2 - A Qualitative Study of Washback Effects of MSRT Test on Iranian PhD Candidates’ Attitudes toward English Language Learning Skills
Nafiseh Lashgari Samad Mirza Suzaniالعدد 2 , المجلد 13 , تابستان 2024In Iran, the Ministry of Science, Research and Technology (MSRT) examination is a high-stakes test that has the potential to cause varying levels of washback at both individual and societal levels. Despite its significance for candidates, there appears to be insufficien أکثرIn Iran, the Ministry of Science, Research and Technology (MSRT) examination is a high-stakes test that has the potential to cause varying levels of washback at both individual and societal levels. Despite its significance for candidates, there appears to be insufficient emphasis on investigating the washback, particularly the impact of MSRT on the English language learning skills of Iranian candidates. Thus, the current research aimed to investigate the modifications that Iranian doctoral students regarded as more advantageous in utilizing the MSRT module for the purpose of English education. With this objective in mind, a survey based on the MSRT washback was administered to a group of 150 PhD students selected from Islamic Azad universities located in Shiraz and Marvdasht, who varied in terms of their gender, age, and field of study. A mixture of stratified and convenience sampling methods was employed to choose the study participants. In the second stage of the research, a purposive sampling approach was used to select 30 PhD candidates from the same population to participate in the semi-structured interviews. The findings from the data analysis revealed both favorable and unfavorable consequences of MSRT washback. In addition, it was observed that MSRT preparation did not adequately equip the students with English listening and speaking skills, which are crucial for their academic English needs, in contrast to their reading and writing capabilities. تفاصيل المقالة -
حرية الوصول المقاله
3 - Iranian EFL Learners’ Online Learning Satisfaction amid Covid-19 Pandemic: Examining Different Proficiency Levels
Fatemeh Yazdani Majd Leila Akbarpourالعدد 3 , المجلد 12 , تابستان 2023This study was an effort towards comparing Iranian EFL learners’ online learning satisfaction at three levels of proficiency during the Covid-19 pandemic. The participants were 268 Iranian EFL learners studying at different institutes in Shiraz-Iran, within the ag أکثرThis study was an effort towards comparing Iranian EFL learners’ online learning satisfaction at three levels of proficiency during the Covid-19 pandemic. The participants were 268 Iranian EFL learners studying at different institutes in Shiraz-Iran, within the age range of 18 to 35. The participants’ English proficiency was determined by the Quick Oxford Placement Test which divided them into three groups of beginner, intermediate, and advanced learners. Afterward, the participants were administered a questionnaire assessing their overall satisfaction with online education. The researchers used one-way ANOVA to investigate any significant differences between the three proficiency levels in terms of overall online learning satisfaction. Besides, as the questionnaire consisted of five dimensions, the researchers found it crucial to employ five other one-way ANOVAs to check any significant differences in terms of the five dimensions. The findings revealed a significant difference between the three proficiency levels where advanced level learners, in comparison to beginners, showed more satisfaction with online learning and intermediate level learners were more satisfied with online learning as well. The only group which showed more reluctance toward online learning was the beginner-level learners. More details are available in the text. تفاصيل المقالة -
حرية الوصول المقاله
4 - English as a Foreign Language Teachers’ Proactive Classroom Management Strategies and Their Self-Efficacy
Faranak Fadaei Abdorreza Tahririالعدد 4 , المجلد 12 , پاییز 2023The present investigation investigated the proactive classroom management strategies and self-efficacy of 110 EFL teachers (77 females and 33 males) and examined if there were differences in their use of such strategies based on gender and experience level. To this end, أکثرThe present investigation investigated the proactive classroom management strategies and self-efficacy of 110 EFL teachers (77 females and 33 males) and examined if there were differences in their use of such strategies based on gender and experience level. To this end, the study used the Competency and Behavior Management survey created by Herrera and Little (2005) and the scale for measuring Teachers' Sense of Efficacy created by Tschannen-Moran and Woolfolk Hoy (2001) were utilized in this study. Additionally, 15 teachers were interviewed to gather their opinions on management strategies and self-efficacy. The analysis of Pearson correlation indicated a statistically significant positive relationship between EFL teachers’ use of proactive classroom management strategies among English as a Foreign Language (EFL) teachers and their perceived levels of self-efficacy. Moreover, an analysis using the independent-sample t-test demonstrated a noteworthy disparity in the utilization of proactive strategies among teachers with varying levels of experience; that is, less experienced teachers used proactive strategies less frequently than more experienced teachers. No positive difference in proactive strategy use was found between male and female EFL teachers. These findings impact teacher education programs by emphasizing the significance of self-efficacy in managing classrooms. تفاصيل المقالة -
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5 - Investigating Iranian Male and Female EFL Instructors’ Techniques for Teaching Interlanguage Pragmatics
Sara Ramezani Leila Akbarpour Firooz Sadighiالعدد 4 , المجلد 12 , پاییز 2023Interlanguage pragmatics knowledge is significant since it enables second/foreign language users to communicate well with native and non-native users of English. The instruction of interlanguage pragmatics has been well-accepted as a measure to improve interlanguage pra أکثرInterlanguage pragmatics knowledge is significant since it enables second/foreign language users to communicate well with native and non-native users of English. The instruction of interlanguage pragmatics has been well-accepted as a measure to improve interlanguage pragmatics knowledge. This instruction can be affected by a range of variables. Several variables such as instruction approach, the language of instruction, and learners’ characteristics have already been examined; however, there are still niches in the literature that needs empirical studies to be occupied. One of these gaps that is addressed in this study deals with the effect of teachers’ gender on their use of techniques for teaching interlanguage pragmatics. This quantitative study employed a Likert-scale questionnaire to identify the possible similarities and differences between the techniques used by 211 Iranian English language teachers. The participants who were selected based on a quota sampling procedure expressed the techniques they use while teaching interlanguage pragmatics. The findings of this study indicated that female teachers used L1 in their instruction, films, language games, and pictures to teach interlanguage pragmatics more than male instructors; however, male teachers used email-exchanging activities to improve their learners’ L2 pragmatics significantly more than female participants. تفاصيل المقالة -
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6 - Towards a Scale for Developing EFL Materials based on the principles of Critical Pedagogy
Elham Tabatabaei Mohammad Bavali Leila Akbarpourالعدد 2 , المجلد 11 , بهار 2022This study aimed at designing a scale for developing EFL materials based on the principles of Critical Pedagogy. In so doing, a qualitative thematic analysis method was used. The participants of this study consisted of 20 (10 males and 10 females) EFL experts with more أکثرThis study aimed at designing a scale for developing EFL materials based on the principles of Critical Pedagogy. In so doing, a qualitative thematic analysis method was used. The participants of this study consisted of 20 (10 males and 10 females) EFL experts with more than 15 years of teaching EFL at the university level with at least one published paper on critical pedagogy and materials development, who were selected through purposive sampling from different states and Azad universities in Iran. To collect the data, a semi-structured interview was implemented. The existing literature on critical pedagogy and different materials development models was reviewed so that through merging the interview and literature review data, the recurrent categories can be identified and converted into the items of the intended scale. To analyze the data, thematic analysis was used. The following main themes were revealed as the main themes for CP-based EFL materials development: Defining CP-based objectives, developing CP-based content, encouraging CP-based teaching methods, encouraging CP-based evaluation procedures, and defining CP-based roles for teachers and students. Based on the extracted themes, a scale was developed into six categories. The developed scale consisted of 50 items in a five-point Likert range from 1=strongly disagree to 5=strongly agree. The findings have some implications for EFL teachers, learners, curriculum planners, and researchers. تفاصيل المقالة -
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7 - Iranian EFL Teachers’ Perceptions of Professional Development, Creativity and Reflectivity
Mehdi Abbasi Fatemeh Behjat Mohammad Sadegh Bagheriالعدد 2 , المجلد 12 , بهار 2023Teachers are generally believed to be one of the most important elements in the success of any educational scheme. Therefore, it is vitally important that teachers be well-prepared when they begin teaching and continue to improve their knowledge and skills throughout th أکثرTeachers are generally believed to be one of the most important elements in the success of any educational scheme. Therefore, it is vitally important that teachers be well-prepared when they begin teaching and continue to improve their knowledge and skills throughout their careers. Despite the plethora of studies in teachers’ professional development, there is uncertainty about the relationships between teachers' professional development and their capacity for creative and reflective thinking. Additionally, how these elements might fit into the larger context of teachers' professional lives is under question. The present study was designed to explore the Iranian EFL teachers’ perceptions towards professional development, creativity and reflectivity. To do so, 10 EFL teachers were asked to participate in a semi-structured interview. The results indicated that teachers’ professional development, creative and reflective thinking contribute to developing language learners’ language proficiency and motivation. The findings of this study assist teacher educators when these factors are included in language teacher education programs, it helps second/foreign language learners promote their proficiency in different areas of language learning. تفاصيل المقالة -
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8 - Investigating the Effects of Brainstorming Technique on Iranian EFL Learners' Listening and Teachers' Attitudes towards This Technique
Ali Hamideh Mustafa Zamanian Mohammad Javad Riasatiالعدد 4 , المجلد 12 , پاییز 2023This research study utilized a mixed-methods approach, specifically a concurrent triangulation design, to examine the enhancement of listening proficiency among Iranian EFL learners and investigate EFL teachers' attitudes toward applying brainstorming techniques in EFL أکثرThis research study utilized a mixed-methods approach, specifically a concurrent triangulation design, to examine the enhancement of listening proficiency among Iranian EFL learners and investigate EFL teachers' attitudes toward applying brainstorming techniques in EFL classrooms. The study involved 63 undergraduate male students studying at Naval Science and Technology University in Rasht, Iran, and 20 EFL teachers. The students were homogenized based on their English proficiency level and divided into experimental and control groups. All participants took a listening pretest, and then during 20 treatment sessions, the experimental group received brainstorming-based treatment while the control group received conventional treatment. A posttest was administered to all participants in both groups. The researchers conducted paired sample t-tests and one-way ANCOVA to examine the potential impacts of brainstorming techniques on the listening skills of EFL students. The results suggested that implementing brainstorming techniques in language learning processes can create a conducive environment for language learners to express their thoughts freely and practice the language authentically in the classroom. The research findings indicated that applying brainstorming techniques significantly enriched the listening ability of the students who received brainstorming-based treatment. The qualitative dimension of the study revealed that, according to the teachers' judgments, the brainstorming technique improves students' listening skills proficiency and develops teachers' attitudes toward teaching English. Based on the findings, the researchers recommend that English instructors utilize brainstorming techniques in their EFL classes. Additionally, the material designers are encouraged to design English language textbooks' contents based on brainstorming techniques. تفاصيل المقالة -
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9 - The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
Elahe Ghorbani Leila Akbarpourالعدد 1 , المجلد 11 , زمستان 2022ABSTRACT The purpose of the present study was to explore if advance organizers with the help of MALL-oriented classrooms can help Iranian EFL learners improve their collocational knowledge or not. In other words, this study investigated the effect of advance organizers أکثرABSTRACT The purpose of the present study was to explore if advance organizers with the help of MALL-oriented classrooms can help Iranian EFL learners improve their collocational knowledge or not. In other words, this study investigated the effect of advance organizers on improving collocational knowledge of Iranian EFL learners in a MALL-oriented classroom environment. To accomplish this aim, a quasi-experimental method of research, using a pretest-posttest design with a control group was employed in order to answer the research question. After the homogenization procedure the participants were divided into two groups of control and experimental. In order to investigate the effectiveness of the treatment and also compare the two proficiency levels regarding the treatment, two teacher-made multiple-choice grammar tests were employed as the pre- and post-test. The findings, guided by descriptive and inferential statistics, highlighted that advance organizers in a MALL-oriented classroom had a positive effect on improving EFL learners’ collocational knowledge. تفاصيل المقالة -
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10 - E-Learning in the Context of English Language Teaching and Learning: An Exploratory Sequential Mixed Methods Approach
Peyman Nouraey Mohammad Bavali Fatemeh Behjatالعدد 4 , المجلد 12 , پاییز 2023available option for higher education institutions around the world. In Iran, universities used various platforms. For example, the Islamic Azad University started utilizing an exclusive platform (Vadana) and Payame Noor University used Adobe Connect. However, some chal أکثرavailable option for higher education institutions around the world. In Iran, universities used various platforms. For example, the Islamic Azad University started utilizing an exclusive platform (Vadana) and Payame Noor University used Adobe Connect. However, some challenges and problems were reported by the educators and students using these platforms, somehow due to a lack of preparation and premeditation. This study focused on the problems and challenges in contrast to the opportunities and solutions associated with e-learning among university educators and students through a mixed-methods approach. On the quantitative side, two questionnaires were created and distributed among undergraduate TEFL students. In total, 216 responses were received. The findings revealed that the participants were mostly in agreement with the statements mentioned in both questionnaires. Later, using Confirmatory Factor Analysis, both questionnaires were validated. In addition, semi-structured interviews were conducted with 7 faculty members. Data saturation was reached after 5 interviews. The interview texts were then transcribed, and the findings were qualitatively presented and discussed. Based on the findings, the challenges and problems of e-learning encompassed technical issues, physical and mental concerns, additional burdens, assessments, proper training, IT literacy, and issues related to pedagogy. On the other hand, e-learning yielded benefits such as enhancements in communication, interaction, teaching, and learning, along with increased accessibility, convenience, productivity, and safety. The findings might be of value to students, educators, policymakers, and administrations involved in the delivery of online English language teaching in Iran. تفاصيل المقالة
