In this study, the investigator sought to explore the perceptions and attitudes of Iranian English as a Foreign Language (EFL) learners towards the use of Socially Mediated Testing (SMT) in their English learning process. The primary aim was to identify the factors that significantly influence their learning experience when using SMT. The research process began with in-depth interviews of 50 EFL learners, aiming to gain a qualitative understanding of their thoughts and experiences with SMT. Based on the insights obtained from these interviews, the researcher developed a questionnaire tailored to capture the nuances of these learners' experiences. This questionnaire, consisting of 25 items, was then distributed to a larger sample of 475 EFL students. In the end, the researcher was able to identify four variables after using exploratory factor analysis to identify the factors. The 25-item questionnaire was then given to 785 EFL students, who chose each item on a Likert scale. The factor structure of the instrument was verified by the researcher using structural equation modeling (SEM). To determine if the suggested model matched the data, the researcher used the measurement with the best fit. The fit indices were estimated using the original EFA structure, which contained four factors and 25 elements. As a result, the researcher created a model that can be used as a respectable foundation for SMT research that will take place in Iran in the future, where such specific insights are unavailable in this politically distinct EFL setting. پرونده مقاله

Since writing is characterized with a cognitive nature, one practical approach to improve EFL learners' writing skill is to resort to inquiry-based learning approaches such as problem-based learning (PBL) which is characterized with a high cognitive demand and often contribute to high retention of knowledge. This study aimed at exploring Iranian EFL learners’ perceptions of problem-based learning. In so doing, a content analysis design was used within the qualitative paradigm. The participants consisted of 15 (8 females and 7 males) advanced EFL learners who participated in the study through purposive sampling from different language institutes in Tehran. The data were gathered through a semi-structured interview. Data analysis was conducted through thematic analysis. Based on the interview data, the following themes were extracted: Engagement, collaboration, personal preferences, sharing knowledge, novelty, less supportive teachers, joyful learning process, and use of adequate technologies, time requirements, affecting vocabulary learning, changing students' perception about the learning process and the teachers' role. The results have some implications for EFL teachers and learners, and curriculum planners. Key Words: Collaboration, Engagement, Writing, Problem-based Learning. پرونده مقاله

The present study investigated Iranian English language quality through validating the model of criteria. More specifically, the study analyzed the most and the least important criteria for evaluating the English language quality of EFL learners. Also, the differences among males and females with regard to the English language quality were investigated. In doing so, a total number of 100 English teachers of different levels of proficiency were chosen. The researchers-made questionnaire was distributed among participants via Google. The process of analyzing the data obtained from the questionnaire was performed in two software, SPSS 21 and pls. In the quantitative part of descriptive statistics, numbers, percentages, central indicators, and dispersion indicators were used. In inferential statistics, a factor analysis test was done to confirm and validate the questionnaire and structural equation model. Findings of the present study revealed the most important criteria for analyzing the EFL students' language quality which are individual characteristics, learning strategy, and learning dynamics. The results also indicated that educational technology and content regulation as background conditions, are effective in assessing the English language quality of Iranian learners. Moreover, no significant difference found among Iranian males and females with regard to the English language quality. It should be noted that the implementation of this approach requires the necessary professional potentials and competencies. پرونده مقاله

The current study was an attempt to explore the underlying factor structures of the new TPCF questionnaire designed to determine EFL teachers’ perceptions of the effectiveness of corrective feedbacks. To this end, 150 male and female EFL teachers from private language institutes were conveniently selected to participate in the study. To come up with a suitable sample for construct validation (factor analysis), care was taken to select at least 125 participants (5 participants per item included in the final version of TPCF). The participants were aged from 27 to 38 years old. Two research instruments were utilized in the current study including an interview and a newly designed questionnaire by the researcher in the field. The findings revealed that underlying factor structures of the new TPCF included type of error & type of CF, time of feedback & teachers’ strategy, proficiency level & preplanning, perceived by learners, negative impression & gender difference, dominance, correction & CF enhancement. In addition, a new TPCF questionnaire designed for EFL teachers’ perceptions of the effectiveness of corrective feedbacks. Eventually, the implications of the study are presented. These findings have some implications for EFL teachers, learners, curriculum designers, and researchers. پرونده مقاله

This study tries to investigate the most, and the least influential socially-mediated testing factors on learning among university students. The necessity to understand these socially-mediated testing to foster language learning in the Islamic Republic of Iran gets bolder where English as a foreign language learning, in political and social aspects fulfills a considerable role in different parts of daily life. The researcher used the quantitative method. The participants included 375 EFL learners studying or completing their Ph.D. The sample included 183 males and 192 females. The age range was from 29 to 37. The instrument applied in this study was a researcher-constructed questionnaire. It consists of two parts. The first part was a demographic question, and the second part consisted of questions about factors that affect on socially mediated testing. The reliability of this questionnaire was 0.804. The mean values of the four variables showed which factor have the most, and which one has the least impact on SMT based on the participants point of view who answered the questionnaires. The most effective factor is the ‘Positive points of SMT’, ‘Goals of the teacher in SMT’ can reach the second level. ‘Learning measurement of SMT’ can reach third level, and the last level is for ‘Negative points of SMT’. The results of this study can help teachers, students, parents, and all the people who are part of educational system, and make decisions to improve the system of the education in schools, and universities based on the findings of the articles. پرونده مقاله

The paper investigated the most and the least factors of student-generated vocabulary testing that can influence EFL learners’ autonomy. This study applies mixed-method research. For the qualitative phase, the researcher used 30 purposive participants and had a semi-structured interview to find the factors and make a questionnaire. The researcher used MAXQDA to analyze the data. Then the researcher prepared a questionnaire and distributed it among 225 convinced participants, making it reliable and valid. The reliability of this questionnaire was 0.92. For the quantitative phase, the researcher used 320 EFL learners who participated. The study instrument was a research-made questionnaire about the factors of student-generated vocabulary testing that can influence EFL learners’ autonomy consisting of two sections. The mean values of the four variables obtained from the participants’ viewpoints reveal which factors of the student-generated vocabulary testing have the most and least effect on autonomy among Iranian EFL learners. After analyzing the questionnaire, the researcher used 30 participants (13 males, 17 females) by random sampling for the qualitative phase to ask them about their point of view of SGVT and its effect on their autonomy. For analyzing the data, the researcher again used MAXQDA. The results of this study show that the most influential factor was ‘Personal characteristics. ‘Teachers’ role’ was determined to be the second significant factor. ‘Positive points of student-generated testing were in the third place, and the least effective one was ‘Negative points of student-generated testing. پرونده مقاله

The present study aimed at investigating student-generated vocabulary testing factors fostering autonomy among Iranian EFL learners. The changing needs of today's society have redefined the goals of education in general and teacher and learner roles in particular. Learners are no longer viewed as the individuals who passively receive knowledge from teachers. Instead, the modern society has necessitated a lifelong learning, that is, training learners by giving them the power to take the responsibility of their own learning. The qualitative method of research was used in this study. The participants consisted of 30 EFL learners studying or finished teaching English. A semi-structured interviews were designed and conducted. After conducting all the interviews, the recorded interviews were transcribed by the researcher. In order to maintain the confidentiality, each participant was given a name other than his or her real names. Then, the transcripts and interviews' notes and memos returned to the participants and they were asked to ensure that the data was genuine and truly based on their opinions. Then, the transcripts were read and reread several times in order to thoroughly comprehend and get familiar with. In this qualitative research, MAXQDA software was used to analyze the data. A large number of codes were consequently provided by the software and a list of tentative categories were prepared (4 themes and 14 categories) by the constant comparative method. The four themes are: 1- Personality characteristics 2- Positive points of student-generated vocabulary testing, 3- Negative points of student-generated vocabulary testing, 4- Teacher’s role. پرونده مقاله

This study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descriptive exploratory type. The statistical population of this research includes 20 experienced teachers working at different levels (primary, intermediate & advanced) in a non-profit language institute (Safir Language Institute) in Bandar Abbas, Hormozgan, Iran. Sampling was performed theoretically using chain sampling or snowball sampling. In this study, the process of analyzing the data obtained from the interviews was performed in three coding steps (open, axial, and selective) which were performed consecutively, the interviews were collected and analyzed and coded line by line using version 10 of qualitative data analysis software (MAXQDA). Results showed that the most important Criteria for Evaluating the English Language Quality of Iranian EFL Learners are learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety and low self-esteem, weaknesses in learning, positive evaluation, negative evaluation, assess knowledge and skills, individual consequences, social consequences, cultural implications, economic consequences, and political consequences. پرونده مقاله

This study aimed at investigating the socially-mediated testing factors affecting Iranian university EFL students. The necessity to understand these factors to foster language learning gets bolder when one attempts to investigate them in settings, like that of the Islamic Republic of Iran, where English as a foreign language has witnessed great ups and downs due to political and social changes. For this purpose, the researcher used a qualitative design. The participants in this study comprised 30 EFL university learners (15 males and 15 females) studying or having finished language teaching discipline. Semi-structured interviews were conducted to elicit data. The recorded interviews were transcribed, and each participant was assigned a fictitious name to protect their privacy. The transcripts as well as the researcher’s notes and memos were then returned to the participants to confirm that the data was genuine and reflected their viewpoints. The transcripts were read and reviewed a couple of times for the sake of familiarity. Then, they were transferred to a computer software called MAXQDA. As a result, a long list of codes emerged which was reduced to a smaller list of tentative categories (4 themes with 25 categories) through a constant comparative method. These four themes are, 1) positive points of socially mediated testing, 2) negative points of socially mediated testing, 3). learning measurement of socially mediated testing, and 4) goals of teachers in socially mediated testing. پرونده مقاله

Teacher emotions refer to the range of feelings and affective states experienced by educators during their professional practice, particularly in the context of teaching and interacting with students. This study aimed at developing a questionnaire for Iranian EFL teachers’ emotionality. In so doing, a qualitative thematic analysis method was used. The participants recruited for this study included 25 Iranian EFL teachers (15 males and 10 females) (in the qualitative phase) and 200 Iranian EFL teachers (120 males and 80 females) (in the quantitative phase) who were selected from different language institutes of Iran through convenient sampling. To collect the data, semi-structured interviews, audio-reflective journals, and observations were used. To analyze the data, thematic analysis and exploratory factor analysis (EFA) were used. According to the results, a questionnaire namely, the Questionnaire for Iranian EFL Teachers’ Emotionality in the Iranian Context was developed in 30 Likert items in six sub-scales including enjoyment, anxiety, burnout, responsiveness, emotional support, and flexibility. The results confirmed the reliability and validity of the developed questionnaire for Iranian EFL teachers’ emotionality. In line with the findings of the study, it can be concluded that Iranian EFL teachers experience emotionality in the form of positive and negative emotions. They experience such positive emotions as enjoyment, responsiveness, emotional support and flexibility. The negative emotions they experience include anxiety and burnout. Therefore, EFL teaching is a profession intermingled with diverse emotions. The findings have some implications for EFL teachers, learners, teacher education administrators and researchers. پرونده مقاله

One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers. پرونده مقاله

Hindering factors in the language classes are of various types ranging from teaching context, teacher-provoking factors, error correction procedures, tests impact, and finally the factors that are imposed by the learners themselves (Horwitz, 2001). The goal of this paper was to explore the factors that are suggested into the learning situation by the learners themselves in the teaching-learning context called self-made hindering factors. To his goal, 52 EFL learners establish the participants of the study. The learners belonged to the pre-intermediate level with the age range of 16 to 24. Two instruments were used to collect the data. The first was using a questionnaire to discover the self-made inhibiting factors that the learners were normally exposed to in the speaking class. It was a pre-designed questionnaire consisted of 30 statements that was used before by Yaseen (2018) in a study with EFL learners in Jordan. The other instrument was using PET standard speaking test that would tap the speaking level of the participants of the study. Teachers’ role was introduced as the main factor of inhibition provocation and the second self-made source was the affective factor such as the level of motivation and the anxiety of the learners and the last category was the context and instructional environment. Moreover, a relationship could be explored between apprehension and the three levels. The results were significant and revealed some differences between the three levels and their inhibition sources. پرونده مقاله

Abstract The main purpose of this study is to present and evaluate a model to execute successful On the Job Training Course for Iranian EFL teachers. In order to achieve the goal of the study, 441 teachers of different language institutes in several cities of Iran were asked to complete a self-made questionnaire which was designed based on some face-to-face interviews and observation documents of 26 teachers. As factor analysis was the most crucial concern of this study, the 43 items of the questionnaire were piloted on a sample of 147 EFL teachers. Regarding this matter, the scale in this study enjoyed having a sufficient communality value greater than 0.5 for 25 questions in the questionnaire out of 43 questions. Pearson’s correlation coefficient and structural equation modeling (SEM) were run to analyze the relationships among the components. The result revealed that the research model was in the domain of acceptance. The findings of this study can provide fruitful information for English teaching and learning stakeholders, educational policy makers, supervisors, and those involved in second language teacher education as well as English language teachers in EFL contexts. پرونده مقاله

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction. پرونده مقاله