This study aimed at examining prospective EFL teachers' views about quality of online English language teaching and Technological Pedagogical Content Knowledge (TPACK) and the related skills. To this end, the viewpoints of 100 graduate students of TEFL (M = 23, F = 77) at Iran University of Science and Technology were investigated via administering two questionnaires, namely online teacher quality and frames of knowledge and skills, along with two-open ended questions to gain more insight into online teacher quality and their knowledge frames. Internet-based survey method was employed to administer the questionnaires and collect the required data. The quantitative and qualitative data obtained were analyzed through descriptive statistics and thematic analysis, respectively. With regard to online teacher quality, the results revealed that pre-service teachers agreed that an online teacher should be an organized mediator, communicator, and problem solver as well as being highly passionate, energetic, and competent in teaching. The results also indicated that having content and pedagogical knowledge, clearly organizing and structuring content, time management skills, using appropriate resources, and providing feedback and multiple opportunities for communication were the most significant knowledge types required of an online language teacher. Considering online teaching skills, effective online communication skills, effective content delivery, technological skills, and effective evaluation and assessment were the most frequent skills suggested for online language teachers. The findings of this study could give more insights into designing knowledge-based and skills-based professional development programs for prospective teachers to enhance the quality of their online teaching. پرونده مقاله

The purpose of this study was to determine the contribution of academic vocabulary knowledge and academic listening self-concept to the academic listening comprehension of Iranian Engineering students. The participants of this study were 147 undergraduate students at the Iran University of Science and Technology. A revised version of the academic self-concept questionnaire developed by Liu and Wang (2005), an academic vocabulary test by Schmitt, Schmitt, and Clapham (2001), and a sample of IELTS academic listening test were the instruments of this study. The results of the data analysis revealed that academic vocabulary knowledge and academic self-concept both contributed to the learners’ academic listening comprehension. The results also showed that the contribution of academic vocabulary knowledge to academic listening comprehension was higher than that of academic listening self-concept, indicating that the academic vocabulary knowledge was the significant contributor to academic listening comprehension. This study recommended that EGAP instructors make students aware of the importance of academic listening and help them improve their academic self-concept and vocabulary knowledge. پرونده مقاله