فهرس المقالات Iranian EFL teachers

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - Emotional Feelings of Iranian Novice and Experienced EFL Teachers Toward Colleagues, Educational Staff, Professional Networks and Student's Progress
  Masoud  Hashemi Peyman Rajabi Abbas Bayat
  The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people أکثر

  The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people). The Persian version of the TES questionnaire was used to measure the emotional feelings of the participants toward their professional lives. About 80% of the novice teachers reported having the first stage of emotional feeling: fantasy. They described various fantasies about their students, the parents, and the school staff and the pleasant or unpleasant environments they think they will have in their future classrooms. This stage (unrealistic positivism) seemed quite pleasing to them since students and their parents respected them for their hard work, and no one wanted to misbehave. Moreover, 79% of novice teachers reported experiencing the "survival" stage, in which they fought for their professional identity and a sense of worth among students and colleagues, and 92 % reported a sense of failure when their students failed their classes. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - EFL teachers’ pragmatic awareness and classroom practices influenced by an in-service training course of meta-pragmatics
  Behnood Samani Mehrdad Amiri Naser Ghafouri
  The present study focused on the effect of an in-service meta-pragmatics training course on Iranian English as a Foreign Language (EFL) teachers’ pragmatic awareness and classroom pragmatic practices. A mixed methods design was used to achieve the objectives of the stud أکثر

  The present study focused on the effect of an in-service meta-pragmatics training course on Iranian English as a Foreign Language (EFL) teachers’ pragmatic awareness and classroom pragmatic practices. A mixed methods design was used to achieve the objectives of the study. In the quantitative phase of the study, 300 EFL teachers were selected through convenience sampling and filled out the Pragmatic Awareness Questionnaire. In the qualitative phase, 60 of those teachers participated in a pragmatic training course. They were divided into experimental and control groups and underwent the processes of pretesting, intervention, and post-testing. Furthermore, 30 of these teachers were observed in terms of their teaching inter-language pragmatics both before and after the training course of meta-pragmatics. The results of the multivariate ANOVA (MANOVA) revealed that EFL teacher’s pragmatic awareness was relatively low. In addition, the findings unveiled a statistically significant difference between the EFL teachers’ meta-pragmatic awareness and their practices in terms of the 'language teacher' component. Moreover, the findings showed a statistically significant improvement in the EFL teachers’ pragmatic practices regarding teaching pragmatic features after receiving the instructions. The results of this study have some implications for stakeholders, namely EFL teacher trainers, EFL teachers, and EFL students. تفاصيل المقالة