English language education

حرية الوصول المقاله

1 - English Teacher Education Programs and Professionalism: The case of Iranian Novice/Experienced Teachers
Hossein Aghaalikhani Parviz Maftoon

10.30486/relp.2018.538776

A key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education program to dev أکثر

A key issue in language teacher education is what teachers need to learn in language teacher programs and how this learning impacts their language teaching practices. The seeds for teacher professionalism are planted and nourished during teacher education program to develop independently after graduation from pre-service teacher educations. The purpose of this study was to investigate English teacher education programs and their effects on novice/experienced English language teachers' professionalism in Iran. The researchers used purposeful sampling to select 150 participants from five Farhangian University Branches in Iran (2016-2017). For this purpose, a computerized questionnaire was constructed and validated. A one-way ANOVA indicated that out of the four dimensions of professionalism-- professional development, reflection, responsibility, and ethics-- only two-- professional development and reflection-- were statistically significant for both novice and experienced teachers. The programs had positive impact on teachers' professional development and reflection. The study has implications for teacher educators, developers of instructional materials, and syllabus designers in the context of Iran. تفاصيل المقالة

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2 - A Systematic Review of E-Learning in the Context of Iran: Where Does English Language Teaching Stand?
Peyman Nouraey Mohammad Bavali Fatemeh Behjat

The first traces of e-learning in Iran dates to 2004, although this was not implemented until 2005. The present systematic review aimed at finding out where e-learning stands within the field of English language education also referred to as Teaching English as a Foreig أکثر

The first traces of e-learning in Iran dates to 2004, although this was not implemented until 2005. The present systematic review aimed at finding out where e-learning stands within the field of English language education also referred to as Teaching English as a Foreign Language (TEFL). Data were collected through two main sources. The first source was MetSearch (Cardiff Metropolitan University’s e-library) which covers several reputable databases, yet we specifically looked into ProQuest Central, Scopus, PubMed, and ScienceDirect. The second source was Google Scholar which includes more publications but is less structured. Our search terms were e-learning OR elearning AND Iran OR problems OR challenges OR opportunities. We investigated a period of 15 years (i.e., between 2008 and 2022). Only peer-reviewed original articles written in English and addressing the challenges, problems, or opportunities related to e-learning in Iran were included. Our final search led to 12 original articles focusing on the aforementioned areas of e-learning. The findings revealed that the literature highly lacked studies related to e-learning in the area of TEFL in Iran. The included studies were mostly related to medicine and medical sciences, nursing, agriculture, technology, and sciences. With the increasing usage of e-learning among TEFL students and educators, especially after the strike of the COVID-19 pandemic, researchers need to fill the huge gap that exists in the literature. تفاصيل المقالة

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3 - مؤلفه ها و شاخص های توسعه حرفه ای معلمان آموزش زبان انگلیسی: سنتزپژوهی بر اساس مدل روبرتس
فهیمه کریمی امین کریم نیا حمید اشرف حسین خدابخش زاده

هدف پژوهش حاضر، شناسایی شاخص‌ها و مؤلفه‌های توسعه حرفه‌ای معلمان آموزش زبان انگلیسی می‌باشد. رویکرد پژوهش حاضر کیفی و روش آن سنتز پژوهی است. جامعه پژوهش کلیه مقالاتی هستند(124 مقاله) که از سال 2011 تا 2023 میلادی در مورد توسعه حرفه‌ای معلمان آموزش زبان انگلیسی ارائه شده أکثر

هدف پژوهش حاضر، شناسایی شاخص‌ها و مؤلفه‌های توسعه حرفه‌ای معلمان آموزش زبان انگلیسی می‌باشد. رویکرد پژوهش حاضر کیفی و روش آن سنتز پژوهی است. جامعه پژوهش کلیه مقالاتی هستند(124 مقاله) که از سال 2011 تا 2023 میلادی در مورد توسعه حرفه‌ای معلمان آموزش زبان انگلیسی ارائه شده‌اند. نمونه پژوهش 30 مقاله است که این تعداد بر اساس پایش موضوعی، اشباع نظری داده‌ها و به صورت هدفمند انتخاب شده‌اند. داده‌های پژوهش از تحلیل کیفی مقالات مورد مطالعه، گردآوری شده‌اند. با تجزیه و تحلیل داده‌ها، ابعاد توسعه حرفه‌ای معلمان در 5 بُعد، 19 عامل و 73 مقوله شامل بُعد فردی(ویژگی-های اخلاقی، انگیزش و علاقه، خودراهبری، مهارت‌های ارتباطی، مهارت‌های یادگیری مادام‌العمر و مهارت‌های فراشناختی)؛ بُعد پداگوژیک(یادگیری مشارکتی، پروژه محوری، استفاده از رویکرد ترکیبی، کوچینگ و منتورینگ ) بُعد دانش محتوای تخصصی(دانش محتوایی – تربیتی، دانش محتوایی-موضوعی، دانش محتوایی-فناورانه) و بُعد عوامل برنامه‌ای(نیازسنجی، مدیریت دانش، فراهم‌سازی منابع چندگانه، ویژگی برنامه‌های توسعه حرفه‌ای) و بُعد ارزیابانه فرآیند (شامل شاخص‌هایی چون جامعیت در ارزیابی و ارائه بازخورد و تکالیف اصلاحی) طبقه بندی شدند. تفاصيل المقالة

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4 - Attitudes of University Students toward English Language Education Policy in Iraqi Kurdistan
Momen Yaseen Amin Javad Gholami

10.30495/jfl.2022.697332

Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study أکثر

Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated EFL students' perceptions of English language education policy, current educational policies, and the purposes for learning in Kurdish contexts across genders and study fields. To this end, a version of Yang's (2012) questionnaire was adapted and administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%) at two private and state universities in Iraqi Kurdistan. The statistical analysis of the obtained data revealed students' positive attitudes toward learning English as an international language in both soft and hard sciences. Notably, students stressed that all Iraqi Kurdish students should learn the English language in English- and Kurdish-medium classes. They also considered English competence as a significant academic accomplishment. However, some of them felt dissatisfied with the status quo of English education in their institutions. The findings of this study offer insights and recommendations for English education policymakers, administrators, and instructors at tertiary levels. تفاصيل المقالة

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5 - A Critical Review of Materials Adaptation in English Language Education
لیلا نیکبخت فاطمه جهانگیری دهاقانی

10.30495/lct.2022.704492

Since there should be concordance between the materials and the level of the students, the teachers need to adapt the materials. Adopting a critical perspective, the current review paper found several research studies in the field of language education that have identif أکثر

Since there should be concordance between the materials and the level of the students, the teachers need to adapt the materials. Adopting a critical perspective, the current review paper found several research studies in the field of language education that have identified areas and trends in materials adaptation research conducted over the past four decades. The numbers of articles, books, and conference PowerPoints were twenty- three, five, and fifteen respectively. The articles were categorized into three areas: reasons for materials adaptation (N = 13), procedures of adaptation (N = 10), and adapting and adopting (N = 4). Furthermore, the reasons for materials adaptation indicated fourteen reasons. The procedures of adaptation included adding, deleting or omitting, modifying, simplifying, and reordering. The third area, the differences between adopting and adapting are essential for teachers and administrators. As a result, because of the fourteen reasons for materials adaptation, adopting and adapting materials are crucial for administrators, teachers, and learners. Reviewing the past study, the current study provided new research lines in materials adaptation for the EFL community. تفاصيل المقالة

فهرس المقالات English language education

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