Nowadays, professors of different universities around the world with different majors need to learn English for their academic advancement and research promotion. This requires that they have positive attitudes towards English language learning. In this regard, the role of social factors can be useful. Hence, this study was an endeavor to examine the social factors influencing non-English major professors' attitudes towards English as an academic language. To this end, a questionnaire was used as a research instrument. It was administered to 100 non-English major professors of Islamic Azad University Babol Branch, Babol, Iran. The findings revealed that there was a meaningful relationship between social factors and non-English major professors' attitudes towards English language learning. In this regard, about 44/7 percent of attitudes changes related to the independent variable and the variables of the level of English language proficiency and parents and friends' encouragement are more meaningful than other variables with the probability 99 percent. Also, the role of English language proficiency is more prominent than other variables. Finally, on the basis of the findings, the study recommended that the university policy should stipulated that English should be strictly used as a language of learning and teaching with the aim of helping teachers because they need English for their academic improvement. پرونده مقاله

Nowadays, English is the leading foreign language enjoying a prestigious position in many countries, including Iran. In recent years, English is more and more popular in the world and the importance of learning English cannot be overstated in an increasingly interconnected and globalized world. In this regard, studying the status of language of the educated class of the society such as teachers is very important. They can use English to improve their knowledge and research works. This requires that they have positive motivation towards English language learning. However, the role of social factors cannot be ignored. Based on the relationship between social context and English language proficiency, it should be remembered, however, that social context influences English language proficiency indirectly, mediated by a number of variables. Hence, this study tries to examine how the social factors influence Iranian teachers' motivation towards English as an international language. To this end, a questionnaire was used as a research instrument. It was administered to 100 Iranian teachers of Islamic Azad University (Qaemshahr Branch), Qaemshahr, Iran. The findings of this study showed that social factors can influence Iranian Teachers' motivation toward English language learning پرونده مقاله

This study considered the critical sociological thinking impact on teaching conversation among young Iranian advanced EFL learners. For this purpose, 40 advanced learners, 17-35 years old, were chosen after administering a nonprobability sampling design from classes at Foreign Language Institute in Babolsar, Iran. These 40 participants were randomly allocated to two groups (one experimental and one control group) each comprising of 20 persons. The participants received a pre-test connected to English conversation separately to ensure that they failed to have previous knowledge. The experimental group received the treatment associated with critical sociological thinking to learn conversation. Then the participants were asked to answer related IELTS Speaking Test. But the control group just received the usual instructions as before. After the treatments, the same pre-test was given to the participants as post-test to evaluate the effect of treatment. After collecting and analyzing the data, the results indicated that critical sociological thinking had a positive effect on teaching conversation in English. The findings of this research can be used in methodological issues. پرونده مقاله

Education, by regarding the social and critical elements can be traced back to the 20th century. Critical pedagogy was started out of the need of reforming education in a way that it would acknowledge the influence of the present social and political elements in each and every educational context. Some critical theorists applied ideas in critical theories to education in the society. In this regard, social pedagogydescribes a holistic and relationship-centered way of working in care and educational settings with people across the course of their lives. In actual fact politically and socially engaged critiques of power in everyday life, communities, and institutions are exactly what are needed to develop critical and social pedagogies in language education. This paper aims to study descriptively about the sociological effect of critical and social pedagogy on young learners' English education. پرونده مقاله

This study considered the sociological explanation of critical thinking on teaching reading skill among young Iranian pre-intermediate EFL learners. For this purpose, 40 pre-intermediate learners, 19-30 years old, were chosen after administering a non-probability sampling design from classes at Foreign Language Institute in Babol. These 40 participants were randomly allocated to two groups (one experimental and one control group) each comprising of 20 persons. The participants received a pre-test connected to reading skill separately to ensure that they failed to have previous knowledge. The experimental group received the treatment associated critical thinking to learn reading skill. Then the participants were asked to answer IELTS Reading Test. But control group just received the usual instructions as before. After the treatments, the same pre-test was given to the participants as post-test to evaluate the effect of treatment. After collecting and analyzing the data, the results indicated that critical thinking had a positive effect on teaching reading skill in in English. پرونده مقاله