Iranian EFL teacher

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1 - On the Relationship between Iranian EFL Teachers’ Self-regulation, Self-resiliency, Gender and Teaching Experience
Nahid Partovi Dara Tafazoli

The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship bet أکثر

The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency.The present study aimed to explore (a) if there is any relationship between EFL teachers’ self-regulatory and their resiliency, (b) if there is any relationship between EFL teachers’ self-regulatory and their genders, and (c) if there is any relationship between EFL teachers’ self-regulatory and years of teaching experience. Through a convenience method of sampling, the first group of participants who were 85 high school male and female EFL teachers were selected. The second group consisted of 200 high school students of the mentioned teachers participated in the current investigation. EFL teachers’ self-regulatory trait was measured by means of the Teacher Self-Regulation questionnaire. Data on EFL teachers’ self-resiliency was gathered through the Qualified EFL teachers’ questionnaire. The result from the Pearson product-moment correlation revealed that (EFL) teachers qualified by self-regulatory trait are more resilient in their students’ points of views. The findings will be valuable for EFL teacher training courses. This means that the central focus of teacher training programs in Iranian educational system in EFL teacher training programs can shift from focusing on the content to developing characteristics like self-regulatory and resiliency. تفاصيل المقالة

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2 - The Relationship Between Language Teacher Immunity and Personality Type of Iranian EFL Teachers
Bahareh Khazaeenezhad Maryam Davoudinasab

10.30486/relp.2022.1951540.1358

Language teacher immunity is a novel concept in language teacher psychology that serves as a shield against the unavoidable hassles of teaching contexts. The current study aimed to fill the gap in the existing literature by employing a mixed-methods approach to find the أکثر

Language teacher immunity is a novel concept in language teacher psychology that serves as a shield against the unavoidable hassles of teaching contexts. The current study aimed to fill the gap in the existing literature by employing a mixed-methods approach to find the relationship between Iranian EFL (English as a foreign language) teachers' immunity and their personality types. For the quantitative phase of the study, the data were collected through two questionnaires, teacher immunity by Hiver (2016) and the NEO-FFI-3 (NEO Five-Factor Inventory) by Costa and McCrae (2010), which were distributed among a random sample of 50 participants (19 males and 31 females) in various language institutes in Iran. For the qualitative phase of the study, an interview was conducted with eight EFL teachers through a phone call to reach in-depth information regarding teacher immunity. The findings indicated a significant positive correlation between teacher immunity facets and personality types. Teaching self-efficacy and conscientiousness was the most dominant teacher immunity facets and personality types. The current study would probably help EFL teachers know how to respond to various traumatic and detrimental situations in teaching English based on their personality and immunity types. تفاصيل المقالة

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3 - Iranian EFL Teachers' Professional Success in High Schools and Private Language Institutes: A Comparative Study
Zeinab Roosta Mohammad Sadegh Bagheri

The present study aimed to investigate professional success among Iranian EFL teachers in two different teaching contexts namely high schools and language institutes concerning their years of teaching experience, gender, level of education and socioeconomic status. Data أکثر

The present study aimed to investigate professional success among Iranian EFL teachers in two different teaching contexts namely high schools and language institutes concerning their years of teaching experience, gender, level of education and socioeconomic status. Data were gathered from among 61 teachers and 600 students chosen from various private English language institutes and high schools in Shiraz, Iran. The instrument used in the study was a questionnaire developed by Moafian and Pishghadam (2009). Results indicated that professional success of male teachers is higher than that of female teachers. Findings further illustrated that there is a significant positive relationship between English teachers’ professional success and their education level and socioeconomic status. Finally, it was found that English teachers’ professional success is higher among institute teachers compared with their counterparts. تفاصيل المقالة

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4 - The Application of Ellis’s Principles for Effective Instructed Foreign Language Learning in Iranian Language Institutes and High Schools
Mohammad Sadegh Bagheri Marzieh Mehrnoush

This study attempts to investigate Iranian EFL teachers’ perception of the application of Ellis’s (2005) principles for successful instructed language learning in their language classes. To this end, a group of EFL teachers comprising high school and private أکثر

This study attempts to investigate Iranian EFL teachers’ perception of the application of Ellis’s (2005) principles for successful instructed language learning in their language classes. To this end, a group of EFL teachers comprising high school and private language institute teachers took part in the study. The required data were gath- ered through a self-completion questionnaire developed by Howard and Millar (2009). Qualitative analysis of data revealed the teachers’ per- ception of the principles, as well as the principles they perceived to be most important to them, and the challenges they faced in implement- ing the principles in their language classes. These constraints included lack of time, the context of learning, the large number of students in classes, the testing system of the educational system, and the nature and structure of the language books. Results of independent samples t-test also indicated that those teachers who taught in the private lan- guage institute had a higher perception of the principles and were thus more successful than high school teachers in implementing them in their language classes. Based on the findings of the study, a number of peda- gogical implications for language teachers and syllabus and curriculum developers are stated. تفاصيل المقالة

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5 - The Role of Gender, Teaching experience, and academic degree in Iranian EFL Teachers' Burnout
Davood Mashhadi Heidar Hossein Safarpour

This study aims to examine the burnout level among Iranian English language teachers atTonekabon schools in Mazandaran province. More specifically, the present study intends tofind out the possible effects of the participants' gender, academic degree, and teachingexperi أکثر

This study aims to examine the burnout level among Iranian English language teachers atTonekabon schools in Mazandaran province. More specifically, the present study intends tofind out the possible effects of the participants' gender, academic degree, and teachingexperiences on the three dimensions of burnout among Iranian English language teachers. Inthe present study, Maslach Burnout Inventory (MBI) Educatory survey (1986) was employedas the instrument to determine the burnout level among 30 teachers from various schools inTonekabon. A series of one sample t-test, Independent-sample t-test and one-way ANOVAwere used to analyze the data. The results indicated that all the respondents suffered fromburnout and females with less than five years of teaching experience, and bachelor degreeteachers were more affected by the burnout dimensions. The findings of the study may helpthe ministry of education to provide programs that can help alleviate burnout problemsamong the teachers. تفاصيل المقالة

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6 - Iranian EFL Teachers’ Perceptions of Burnout Sources: A Qualitative Study
مریم موسوی علی امیرقاسمی مهناز سعیدی

10.30495/jal.2022.696590

This qualitative study aims to investigate the sources of burnout from Iranian EFL teachers’ perspectives. To this end,thirty-four Iranian male and female EFL teachers participated in the semi-structured interview to comment on the burnout sources and then rank th أکثر

This qualitative study aims to investigate the sources of burnout from Iranian EFL teachers’ perspectives. To this end,thirty-four Iranian male and female EFL teachers participated in the semi-structured interview to comment on the burnout sources and then rank them in terms of priority. Also, one hundred teachers responded to an online open-ended questionnaire. The coding scheme revealed two external and internal nodes, five themes, and fifteen subthemes. Under the external node lay financial, organizational, and teacher training problems. The internal node involved teachers’ psycho-affective traits and personal life affairs. The results showed that external sources outweighed the internal ones. Among the external sources, teachers’ low pay, the supervisor’s maltreatment, and workload, and among the internal ones, teachers’ low problem-solving abilities, low motivation and self-efficacy held high ranks. No one attributed burnout to teachers’ gender and age, and almost all participants unanimously criticized the educational administration system of Iran for not providing teachers with the necessary means of burnout recognition and prevention. The study has implications for educational policymakers and practitioners. تفاصيل المقالة

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7 - Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Gender, Academic Degree and their Teachers’ Experience
Parvin Rezaie Haniyeh Davatgari Asl Nader Asadi

10.30495/jfl.2023.707677

In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Ir أکثر

In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ‌,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey‌ design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching. تفاصيل المقالة

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8 - Professional Identity Reflection of Iranian EFL Instructors in E-Teaching: Focus on Achievement Orientation Theory
Raziyeh Fallah Azizeh Chalak Hossein Heidari Tabrizi

10.30495/jfl.2022.692665

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional iden أکثر

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching. تفاصيل المقالة

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9 - Impact of Elementary Learners’ L1 in Consciousness-raising Tasks on Their L2 Writing Accuracy
Saeideh Fatahzade Sajad Shafiee Fariba Rahimi Esfahani

10.30495/jfl.2022.692666

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional iden أکثر

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching. تفاصيل المقالة

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10 - Effect of EFL Teachers’ Experience and Effectiveness on Their EFL Students’ Achievement
Maryam Ghaffari Mohammad Javad Riasati Mohammad Bagheri

10.30495/ttlt.2023.696884

This study examined the effect of Iranian EFL teachers’ years of experience and their effectiveness on Iranian EFL students’ achievement. 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars pr أکثر

This study examined the effect of Iranian EFL teachers’ years of experience and their effectiveness on Iranian EFL students’ achievement. 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars province. The instruments to collect data were Oxford Quick Placement Test, Demographics, and Teacher Effectiveness Questionnaire. The results were analyzed using One-way ANOVA, frequency analysis, independent samples t-test, and Multiple Regression Analysis. The findings revealed teachers’ perceptions of effectiveness are related to their years of teaching experiences. It appeared that highly experienced teachers in this study perceived that their effectiveness positively influenced students’ achievement. Besides that, it is hoped that this study can also add more in-depth literature review in academia about the effect of Iranian EFL teachers’ experience and their effectiveness) organization and communication skills, pedagogical knowledge, socio-affective skills, and English proficiency) on EFL students’ achievement. تفاصيل المقالة

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11 - 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

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12 - Measuring EFL Teachers’ Assessment Identity: Development and Validation of a Questionnaire
Qotboddin Jan-nesar Moqaddam Hossein Khodabakhshzadeh Khalil Motallebzadeh Gholam Hassan Khajavy

10.30495/ttlt.2021.679444

This paper investigated the quantitative phase of an exploratory sequential mixed methods research. The main purpose of this study was to develop and validate a Teachers‟ Assessment Identity (TAI) question- naire based on the dimensions and factors found in the first pa أکثر

This paper investigated the quantitative phase of an exploratory sequential mixed methods research. The main purpose of this study was to develop and validate a Teachers‟ Assessment Identity (TAI) question- naire based on the dimensions and factors found in the first part of the study. The extracted factors from interviews along with the theoretical framework formed the basis for the generation of the pool of items, which later reduced to 46 items for eventual inclusion in TAI questionnaire. This initial draft of the scale was revised and re-worded based on the comments offered by assessment experts and teachers. The de- signed questionnaire was then distributed to 384 EFL teachers. Normality and reliability of data were measured using SPSS. Construct validity of the designed scale was assessed through CFA with AMOS 24. The results derived from the statistical analysis indicated that TAI questionnaire had a good model- data fit, and the factor loadings and reliability values were at a satisfactory level. The findings showed that the Teachers‟ Assessment Identity (TAI) questionnaire contained three dimensions i.e. assessing as- sessment literacy, dispositions, and contextual factors. This questionnaire could be used as a valid and reliable scale for teachers as assessors. تفاصيل المقالة

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13 - Effect of EFL Teachers’ Experience and Empowerment on Their EFL Students’ Achievement
Maryam Ghaffari Mohammad Javad Riasati Mohammad Bagheri

10.30495/ttlt.2024.709391

The purpose of this study was to investigate the effect of Iranian EFL teachers’ years of experience and their empowerment on Iranian EFL students’ achievement. To this end, 70 EFL teachers and 60 intermediate students were selected from different English la أکثر

The purpose of this study was to investigate the effect of Iranian EFL teachers’ years of experience and their empowerment on Iranian EFL students’ achievement. To this end, 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars province. The instruments used in this study include the Oxford Quick Placement Test, Demographics, and Teacher Empowerment Questionnaire. The results were analyzed using One-way ANOVA, frequency analysis, independent samples t-test, and Multiple Regression Analysis. The result from the descriptive analysis regarding the distribution of means based upon the responses provided by the participants of the present study indicated that highly experienced teachers view their most empowered subscale as autonomy, status, self-efficacy, impact, decision-making and professional growth, respectively. These results suggested that teachers perceive their highest level of empowerment to reside in their ability to make decisions on what is taught or about curriculum, and to have control over daily schedules. In addition, it is important to mention that low-experienced teachers view their most empowered subscale as self-efficacy, professional growth, status, autonomy, impact and decision-making. The findings of the current research suggest that teachers perceive their highest level of empowerment to reside in their ability to share their skills and knowledge with students to help them learn. تفاصيل المقالة

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14 - 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

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