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حرية الوصول المقاله
1 - ارتقا سطح حرفه ای معلمان زبان با افزایش کفایت جمعی از طریق همکاری آنان در یک بستر غیرحضوری
آزاده ذاکری پرویز مفتون پرویز بیرجندی مسعود سیریهدف از این مطالعه، بررسی تأثیر همکاری معلمان در یک بستر غیرحضوری طراحی شده برای کمک به ارتقا سطح حرفه ای آن ها از طریق افزایش کفایت جمعی بوده است. بدین منظور تحقیق کنونی تلاش دارد تا با در نظر گرفتن سهم خود در زمینه آموزش زبان، برای آماده سازی معلمان زبان در جهت ارتقا أکثرهدف از این مطالعه، بررسی تأثیر همکاری معلمان در یک بستر غیرحضوری طراحی شده برای کمک به ارتقا سطح حرفه ای آن ها از طریق افزایش کفایت جمعی بوده است. بدین منظور تحقیق کنونی تلاش دارد تا با در نظر گرفتن سهم خود در زمینه آموزش زبان، برای آماده سازی معلمان زبان در جهت ارتقا سطح حرفه ای آنان گام برداشته و بینش موثری ایجاد نماید. شرکت کنندگان تحت یک طرح شبه آزمایشی شامل سه مرحله پیش آزمون، مرحلۀ آموزشی و پس آزمون قرار گرفتند. یافته ها نشان داد که همکاری در شبکه های اجتماعی به طور قابل توجهی کفایت جمعی معلمان را افزایش می دهد که به نوبه خود به پیشرفت حرف ه ای آن ها کمک می کند. براساس نتایج، مشارکت در حلقه‌های بحث مشارکتی، حرفه‌ای و انتقادی نقش موثری بر مؤلفه کفایت جمعی در ارتقا سطح حرفه‌ای معلمان زبان دارد و جنسیت، سن و سطح تحصیلات معلمان به‌طور متفاوتی بر رشد حرفه‌ای آن ها تأثیر می گذارد. نتایج این مطالعه در چارچوب نظریه‌های اجتماعی- سازنده و فعالیت مورد بحث قرار می‌گیرد. تفاصيل المقالة -
حرية الوصول المقاله
2 - Teachers’ Reflective Teaching and Self-Efficacy as Predicators of their Professional Success: A Case of Iranian EFL Teachers
Ali Malmir Parisa MohammadiLanguage teacher’s professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher’s professional successes can be influenced by some traits of the teachers including self-efficacy أکثرLanguage teacher’s professional successes has become a very important topic in SLA specially after the introduction of post-method era. Furthermore, L2 teacher’s professional successes can be influenced by some traits of the teachers including self-efficacy and way of teaching. The present study, therefore, was an attempt to investigate whether Iranian EFL teachers’ reflective teaching and their self-efficacy can predict their professional success. Twenty-eight male and female EFL teachers were asked to fill out the questionnaires of Teacher Sense of Efficacy Scale and Reflective Teaching Questionnaire. Then, 168 male and female EFL learners with the age range of 18-32 from three branches of Safir language institute in Tehran were randomly selected out of the teachers’ students. This initial sample included more than 400 EFL students. In the next step, the selected learners were asked to fill out the Teachers’ Professional Success Survey. The data analysis using multiple regression revealed that both self-efficacy and reflective teaching could relatively predict EFL teachers’ professional success. Secondly, the results revealed that there was not any significant difference between the prediction ability of the two variables aforementioned in predicting teachers’ success from the point of view of their students. The findings of the present suggest that EFL teachers should enhance their self-efficacy and reflective teaching to increase their professional success. تفاصيل المقالة -
حرية الوصول المقاله
3 - Enhancing ELT Instructors’ Effectiveness Through Reflection :A Structural Equation Modelling Approach
Sharareh Sadat SarsarabiIn the last few years, the idea of reflection has been extensively employed in different teacher education programs to assist teachers in the process of explaining their ideas about their teaching activities and improving their teaching practices. The present study aime أکثرIn the last few years, the idea of reflection has been extensively employed in different teacher education programs to assist teachers in the process of explaining their ideas about their teaching activities and improving their teaching practices. The present study aimed at examining the relationship between EFL instructors’ reflective teaching and effective teaching. To this end, 120 ELT instructors from different colleges and universities in Khorasan Razavi province were asked to participate in the study. The participants were asked to fill in two reliable questionnaires to measure their reflective and effective teaching. The results of the data analysis exhibited a positive correlation between reflective teaching and effective teaching and the results of the Pearson correlation also demonstrated that there are positive meaningful relationships between instructors’ reflective teaching and all four subscales of effective teaching. Specifically, the highest correlation is observed between instructors' reflective teaching and their self-awareness. A meaningful correlation was also demonstrated between effective teaching and teaching experience. تفاصيل المقالة -
حرية الوصول المقاله
4 - Professionalism as a Predictor of Reflective Teaching and Criticality of EFL Teachers
َAdel Dastgoshadeh Kaveh JalilzadehThe professional development of EFL teachers is supposed to include and be related to many of the teacher’s characteristics that develop during their professional teaching practice. EFL teachers' critical thinking and reflective teaching can also be influenced by أکثرThe professional development of EFL teachers is supposed to include and be related to many of the teacher’s characteristics that develop during their professional teaching practice. EFL teachers' critical thinking and reflective teaching can also be influenced by their developing cognitive and meta-cognitive professional skills and competencies. This study investigated the relationship between the professional development of EFL teachers and their reflective teaching and critical thinking. It also investigated whether any component(s) of professional development would best predict reflective teaching and critical thinking. To this end, 45 Iranian EFL teachers in Sanandaj participated in the study. They completed three questionnaires as follows. One was a Teachers’ Professional Development Questionnaire to measure the participant teachers’ professional development. The second questionnaire was a Teachers’ Reflective Thinking Questionnaire to assess the participants’ reflective thinking. The third questionnaire was a Critical Thinking Appraisal Form to measure the participants’ critical thinking. Pearson’s product-moment correlation coefficient was calculated to check the correlation of professional development and its subscales with reflective teaching and critical thinking. Multiple standard regression was run to check whether any component(s) of professional development would predict reflective teaching and critical thinking. The results indicated that out of the three components of professional development, namely, subject-matter field, dedicated field, and pedagogical field, it was the pedagogical field that significantly correlated with and predicted both reflective teaching and critical thinking. تفاصيل المقالة -
حرية الوصول المقاله
5 - Reflection Levels among Iranian EFL Teachers: The Interactional Effects of Gender, Academic Degree and their Teachers’ Experience
Parvin Rezaie Haniyeh Davatgari Asl Nader AsadiIn 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 أکثرIn 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 -
حرية الوصول المقاله
6 - Supervisory Strategies in Core Reflection-driven Discussions for EFL Teachers’ Professional Development <br> DOR: 20.1001.1.23223898.2021.9.36.3.9
Neda Ashraafi Mohammadreza Talebinejad Mohsen ShahrokhiForty general English teachers at the university level attended three supervisory sessions. The qualitative data were collected through a triangulation of various techniques, including: pre/post-supervision semi-structured interviews, classroom observation checklists, r أکثرForty general English teachers at the university level attended three supervisory sessions. The qualitative data were collected through a triangulation of various techniques, including: pre/post-supervision semi-structured interviews, classroom observation checklists, reflective journals, field notes, and transcriptions of audio-recorded data from supervisory meetings. Thematic analysis was used to identify recurring themes at each layer of the onion model. The Chi-square analysis revealed a significant difference between teachers’ attitudes and strategies before and after the supervisory meetings. The results demonstrated that teachers experienced a process of growth with a developmental trajectory from the outer layers to the inner layers of the onion model fostering the core qualities of self-confidence, self-efficacy, self-awareness, and autonomy. Furthermore, the analysis indicated that the supervisor played a significant role in teachers’ development by using supervisory strategies such as: empathetic listening and accepting the problems, empowerment by activating core qualities, giving attention to inner obstacles, giving balanced attention to cognition, emotion, and motivation, and help to get autonomy in core reflection. The findings support making deliberate efforts to establish regular supervisory practicum meetings as part of academic professional culture, and the core reflection approach as a valuable strategy. تفاصيل المقالة -
حرية الوصول المقاله
7 - Relationship between Burnout and Reflective Teaching among EFL Teachers
Neda Ghazalbash Akbar AfghariAbstract During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnou أکثرAbstract During the course of the past few decades, teachers have increasingly become the center of attention in education, since their significant role in teaching contexts has been approved, and therefore their different aspects, such as reflective teaching and burnout have received great attention. This study investigated the relationship between teacher burnout, and reflective teaching among Iranian EFL teachers. To this end, 50 participants (25 males and 25 females) were selected through convenience sampling. The participants were administered Maslach Burnout Inventory-Educators’ Survey and Behzadpour Reflective Teaching Questionnaire. The data were analyzed using Pearson product-moment correlation coefficient. The results of the study revealed that there was a weak negative relationship between reflective teaching and burnout for male and female teachers and for both groups considered as a composite group of language teachers. تفاصيل المقالة -
حرية الوصول المقاله
8 - Investigating the Relationship among EFL Teachers’ Reflective Teaching, Reflective Thinking and Classroom Management
Bahareh Mahdavi ResketiThe present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability. To this purpose, 102 male and female EFL teachers, aged between 25 and 40, with different academic b أکثرThe present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability. To this purpose, 102 male and female EFL teachers, aged between 25 and 40, with different academic background who were teaching at different levels, were chosen to fill in three questionnaires on reflective thinking, reflective teaching and classroom management. In this connection, the Spearman Rank-Order correlation was used as the analytical method to analyze the data and to come to the conclusion. The obtained result showed that there was a positive correlation between teachers’ reflective teaching and class management. A strong relationship was observed between reflective thinking and class management and there was also a positive correlation between teachers’ reflective thinking and reflective teaching. تفاصيل المقالة -
حرية الوصول المقاله
9 - Relationship between Reflective Teaching and Iranian EFL Learners’ Language Achievement
Farzaneh Abazari Behzad Ghonsooly Shahram AfrazLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruc أکثرLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction, and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills. تفاصيل المقالة -
حرية الوصول المقاله
10 - Reflective Teaching and Practice Skills: Correlation between EFL Teachers’ Reflection and Students’ Practice
Farzaneh Abazari Behzad Ghonsooly Shahram AfrazLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruc أکثرLanguage learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) a Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills. تفاصيل المقالة -
حرية الوصول المقاله
11 - اثربخشی ابزارهای مورد استفاده در یاددهی اندیشه ورز در آموزش زبان انگلیسی
حمید رضا فاطمی پورچکیده :هدف از این مطالعه، ارزشیابی میزان اثربخشی ابزارهای مورد استفاده در یاددهی اندیشه ورز در آموزش زبان انگایسی بوده است. ابزار پژوهش شامل یک پرسشنامه محقق ساخته تصمیم گیری معلم است. جامعه آماری این پژوهش را استادان و دانشجویان گروه زبان انگایسی دانشگاه آزاد اسلامی وا أکثرچکیده :هدف از این مطالعه، ارزشیابی میزان اثربخشی ابزارهای مورد استفاده در یاددهی اندیشه ورز در آموزش زبان انگایسی بوده است. ابزار پژوهش شامل یک پرسشنامه محقق ساخته تصمیم گیری معلم است. جامعه آماری این پژوهش را استادان و دانشجویان گروه زبان انگایسی دانشگاه آزاد اسلامی واحد رودهن(حدود ٦٠ استاد و ٢٥٠٠ دانشجو) در سال تحصیلی١٣٨٦-١٣٨٥ تشکیل می دادند. نمونۀ پژوهش در این مطالعه با استفاده از روش نمونه گیری تصادفی ساده انتخاب شد که شامل ١٠ استاد و ٢٥١ دانشجو بود. این مطالعه از نوع توصیفی بوده و برای تحلیل دادهای پژوهش از روش تحلیل واریانس و به دست آوردن ضریب همبستگی میان متغیرها استفاده شده است. مقدار F به دست آمده از طریق روش تحلیل واریانس (١٢/٨) نشان داد که تفاوت معنی داری در سطح ٥./. میان دادهای به دست آمده از طریق به کارگیری ابزارهای مختلف اندیشه ورز وجود دارد. هم چنین، یافته های این مطالعه نشان داد که برخی از ابزارها در استخراج دادهای پایاتر کارایی بیشتری دارند. تفاصيل المقالة -
حرية الوصول المقاله
12 - Impact of Iranian EFL Teachers’ Achievement Value Orientation on Reflective Teaching: The Mediating Role of Job Performance
Nasrin Bahojb Ghahvechipour Saeideh Ahanghari Masoud ZoghiTeachers who possess an achievement value orientation may concentrate on establishing ambitious objectives for themselves, as well as creating opportunities for pupils to showcase their abilities and attain success. This can increase student motivation and ultimately im أکثرTeachers who possess an achievement value orientation may concentrate on establishing ambitious objectives for themselves, as well as creating opportunities for pupils to showcase their abilities and attain success. This can increase student motivation and ultimately improving job performance. While previous teachers' reflective studies in the field of English as a foreign language (EFL) have examined a wide range of variables, certain variables such as EFL teachers' achievement value orientation and job performance related to reflective teaching have remained under-researched. To this end, this study examined the EFL teachers' achievement value orientation factor identified as having a contributive role in EFL teachers' reflective teaching regarding the mediating role of job performance. The study sample consisted of 237 Iranian EFL teachers aged between 25 and 60. Based on the results of structural equation modeling (SEM), EFL teachers' achievement value orientation directly and significantly influences counterproductive work behavior (CWB) dimension of their job performance as well as metacognitive and affective dimensions of their reflective teaching. It was also shown that task performance (TP) has a direct effect on cognitive, contextual performance (CP) on cognitive and critical, and CWB on the metacognitive dimension of reflective teaching. The results also indicated that the CWB dimension of job performance mediates the impact of EFL Teachers’ achievement value orientation on metacognitive dimension of their reflective teaching. Teacher training programs should emphasize the importance of developing an achievement value orientation in teachers and reflective teaching should be promoted as a key component of teachers' professional development. تفاصيل المقالة -
حرية الوصول المقاله
13 - Enhancing Reflective Teaching Among EFL Teachers Through the Integration of Critical Appraisal in Teacher Training Programs
Alireza ZakerIn the realm of English Language Teaching (ELT), a hands-off approach is increasingly being rejected by professionals in Teaching English as a Foreign Language (TEFL). Based on this foundation, the current research aimed to examine the effect of Critical Appraisal of Pu أکثرIn the realm of English Language Teaching (ELT), a hands-off approach is increasingly being rejected by professionals in Teaching English as a Foreign Language (TEFL). Based on this foundation, the current research aimed to examine the effect of Critical Appraisal of Published Research (CAPR) within undergraduate teacher education programs on Reflective Teaching (RT) among English as a Foreign Language (EFL) instructors. Pursuing this goal, a cohort of 30 EFL teachers, both male and female, were selectively chosen and divided into two groups at random. During two research methodology courses, the experimental group engaged with CAPR, while the control group partook in conventional, teacher-led lessons with summative assessment. The RT questionnaire was utilized for both the initial and final assessments. Post ensuring the initial uniformity of the participants' RT levels, the analysis of the data collected post-intervention via an independent-samples t-test revealed a notable disparity (t (21) = 2.575, p = .018, two-tailed, eta squared = .2399, denoting a substantial effect size) in the post-treatment RT scores of the experimental group compared to the control group. Put simply, the findings indicated that CAPR had a markedly positive influence on the RT of EFL teachers. تفاصيل المقالة
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