فهرس المقالات EFL instructors

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - Navigating the Hindrances Arising at Macro and Micro-level from Practicality of Transformative Pedagogy
  حامد برجسته
  The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main أکثر

  The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - An Inquiry into EFL Instructors’ Organizational Silence, Job Insecurity, Job Satisfaction, and Burnout
  Linda Samadi Mohammad Bagheri Firooz Sadighi Lotfollah Yarmohammadi
  10.30495/ttlt.2020.673605
  The dualistic nature of the present study explored if there existed any relationship between organizational silence, job insecurity, job satisfaction, and burnout among EFL instructors and if job satisfaction me- diated the latent relationships among organizational sile أکثر

  The dualistic nature of the present study explored if there existed any relationship between organizational silence, job insecurity, job satisfaction, and burnout among EFL instructors and if job satisfaction me- diated the latent relationships among organizational silence, job insecurity, and burnout. To this end, 120 EFL instructors from different Azad University branches in the Fars province, Iran, chosen based on one- stage convenience cluster sampling filled out four questionnaires, i.e. questionnaire, Burnout Inventory, and Minnesota Satisfaction Questionnaire. To investigate any relationship between organizational silence, job insecurity, and burnout among EFL instructors, the researchers performed the Pearson Correlation coefficient. Additionally, to investigate if job satisfaction mediated the relationships between the three variables, the researchers ranpath analysis via Amos 21. The results revealed direct positive relationships between organizational silence, job insecurity, and burnout among EFL instructors and job satisfaction did not mediate these relationships indicating that organizational silence and job insecurity could directly cause burnout or affect the probable level of burnout among EFL instructors and their level of satisfaction did not intervenet he present study provides significant contributions to principals, managers, and organi- zational policymakers in educational settings by warning them of the important factors that cause job bur- nout among EFL instructors and affect their well-being and efficacy.The results also added some more insight about EFL instructors‟ affairs to the body of related literature. تفاصيل المقالة