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دسترسی آزاد مقاله
1 - Setting Threshold Language Proficiency Levels for the Iranian High School EFL Teachers
Sadegh Shariatifar Gholamreza KianyEvaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target language is a sig چکیده کاملEvaluating teacher candidates’ competencies, demonstrating that they are prepared to teach at high school level is inconceivable without clearly defined and agreed upon standards. Since EFL teachers’ language proficiency levels in the target language is a significant factor in teaching effectiveness, this study intended to set threshold listening, speaking, reading and writing proficiency levels for the Iranian high school EFL teachers based on ACTFL proficiency guidelines. To this end, a concurrent mixed-method qualitative quantitative approach was conducted. Data were collected through conducting semi-structured interviews with 40 teacher educators and administering a seven-point Likert scale questionnaire to 212 high school EFL teachers. The results indicated that high school EFL teachers must be able to understand, speak, and write English at a minimum level of Advanced-Low and be able to read English at a minimum level of Advanced-Mid as defined in the ACTFL proficiency scale in order to teach English effectively. The results of this study can be used as benchmarks in prospective high school EFL teachers’ initial certification and licensing and in the design of pre-service EFL teacher education program at Farhangian University. پرونده مقاله -
دسترسی آزاد مقاله
2 - The Relationship Between Language Teacher Immunity and Personality Type of Iranian EFL Teachers
Bahareh Khazaeenezhad Maryam DavoudinasabLanguage 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 چکیده کاملLanguage 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. پرونده مقاله -
دسترسی آزاد مقاله
3 - Self-Reflection vs. Group-Reflection Training: The Investigation of Iranian In-Service EFL Teachers’ Performance Development
Sajjad Fathi Ahmad Mohseni Hossein RahmanpanahThe current study investigates the effect of self- and group-reflection training on Iranian in-service EFL teachers’ performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences, 40 in-serv چکیده کاملThe current study investigates the effect of self- and group-reflection training on Iranian in-service EFL teachers’ performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences, 40 in-service EFL teachers were selected. An observation checklist, a semi-structured interview, and the Skype app were employed. There were two groups, i.e., a self-reflection group (N=20) and a group-reflection group (N=20; five subgroups with four members). A mixed-methods design was used in this study. Before the training phase, the pre-test (observation checklist) was administered. During the training phase, the self-reflection group members were exposed to self-reflection practice. In addition, the group-reflection participants were exposed to the group-reflection practice. The instruction was presented in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered. Moreover, participants were given a semi-structured interview on their reactions to their teaching efficacy. The obtained data were analyzed through SPSS software version 23. The analysis of data revealed that implementing the principles of self-reflective and group-reflective instructions had statistically significant effects on Iranian in-service EFL teachers’ teaching performance. Also, participants believed that reflective practice in both forms had constructive effects on their teaching performance. This study has pedagogical implications for English language teachers, EFL learners, and teacher educators who seek to find more effective teaching methodologies and help them to construct their own meaning of teaching. پرونده مقاله -
دسترسی آزاد مقاله
4 - Investigating Iraqi EFL Teachers’ and Students’ Attitudes Towards English Book of Grade 6 of Primary School: Task-Based Language Learning in focus
Sedigheh Vahdat Zohreh Gooniband Shooshtari Kadhim Waheeb KadhimThis study investigated the attitudes of teachers and students toward the Iraqi primary school sixth grade task-based English textbook. Two hundred students and two hundred English teachers were invited to provide their opinions through questionnaires and interviews. Sp چکیده کاملThis study investigated the attitudes of teachers and students toward the Iraqi primary school sixth grade task-based English textbook. Two hundred students and two hundred English teachers were invited to provide their opinions through questionnaires and interviews. Specifically, the focus was on the suitability of English textbook tasks in terms of the target age group, culture, customs, traditions, class duration, classroom capacity, the availability of teaching aids, as well as the capability of teachers to interact and communicate the textbook material to students to achieve the desired learning outcome. Two instruments were used in this study. The first instrument was two questionnaires to investigate the teachers’ and students’ attitudes toward the English textbook of sixth-grade primary level based on TB, and the second instrument was a semi-structured interview to investigate teachers’ attitudes. The semi-structured interview was used to survey the participants’ attitudes, feelings and intractability with the task-based English text. The results of questionnaires pointed to the negative attitudes of the teachers and students toward the English textbook of grade 6. Moreover, both the teachers and students faced difficulty understanding and following the tasks in the textbook, leading to their confusion and waste of time. That is, the tasks were believed to be difficult to complete, perform or even redo out of the class. Finally, the textbook content appeared unsuitable for both teachers and students in terms of cultural norms and their application in local daily life situations. The study concluded with recommendations for the Iraqi Ministry of Education to modify the textbook content to match the group age-targeted 12 years old, their cultural standards, the classroom capacity, and teaching aids. پرونده مقاله -
دسترسی آزاد مقاله
5 - Designing and Validating a New Corrective Feedback Preferences Scale: Targeting Contextual Particularities
Mohammad Rahimi Shahram Afraz Amin KarimniyaThe 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 lang چکیده کاملThe 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 -
دسترسی آزاد مقاله
6 - An Exploration into Iranian Novice versus Experienced EFL Teachers’ Perceptions toward a New Model of Teacher Supervision
Ashraf Montaseri Reza Pajoohan Doost Davood GhahremaniThis study explored novice and experienced EFL teachers’ perceptions toward a four-stage (readiness, informing, improvement, evaluation) supervision model administered for developing teachers’ professionalism considering different components of a standard Te چکیده کاملThis study explored novice and experienced EFL teachers’ perceptions toward a four-stage (readiness, informing, improvement, evaluation) supervision model administered for developing teachers’ professionalism considering different components of a standard Teachers’ Professional Development (TPD) model. The participants of the study were 100 novice and 100 experienced male and female EFL teachers with different academic degrees from different regions of Alborz Province. The participants’ classes were observed, and appropriate feedback was given (readiness), then a gathering was held, and all the information regarding the procedure of a TPD teacher training course was declared (informing stage). After that, the participants attended a 45-session TPD course through which all the components and subcomponents of the standard TPD model were taught theoretically and practically (improvement stage). Then, the second series of observations were carried out (evaluation stage). Finally, to elicit deep and careful perceptions from participants regarding the effectiveness of the implemented supervision programs, 30 novice and 30 experienced teachers as representatives of the population were randomly interviewed, and the qualitative reports obtained from semi-structured interviews were analyzed thematically. The results represented that although there were some differences between the shortcomings and needs of the two groups, the professionalism of all the participants in different components of the TPD model was highly developed, the deficiencies were to a large extent removed and they were completely satisfied. This study had some implications for the policy-makers, teacher supervisors, teachers, and school principals. پرونده مقاله -
دسترسی آزاد مقاله
7 - Iranian EFL Teachers' Professional Success in High Schools and Private Language Institutes: A Comparative Study
Zeinab Roosta Mohammad Sadegh BagheriThe 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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
8 - The Application of Ellis’s Principles for Effective Instructed Foreign Language Learning in Iranian Language Institutes and High Schools
Mohammad Sadegh Bagheri Marzieh MehrnoushThis 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 چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
9 - بررسی ارتباط بین میزان هویت پذیری معلمان زبان انگلیسی (فارسیزبان) با خودکارایی آنها و موفقیت زبانآموزان
عادل دست گشادهاین مطالعه به بررسی ارتباط بین میزان هویتپذیری معلمان زبان انگلیسی (فارسی زبان) با خودکارایی آنها و موفقیت زبان آموزان پرداخت. هشتاد و هفت معلم از مؤسسات مختلف زبان در این مطالعه شرکت داشتند و به پرسشنامههایی میزان هویت پذیری معلمان و خودکارایی پاسخ دادند. همچنین از ش چکیده کاملاین مطالعه به بررسی ارتباط بین میزان هویتپذیری معلمان زبان انگلیسی (فارسی زبان) با خودکارایی آنها و موفقیت زبان آموزان پرداخت. هشتاد و هفت معلم از مؤسسات مختلف زبان در این مطالعه شرکت داشتند و به پرسشنامههایی میزان هویت پذیری معلمان و خودکارایی پاسخ دادند. همچنین از شرکت کنندگان خواسته شد تا میانگین نمرات کسب شدۀ زبانآموزان خود در ترم قبل را ثبت نمایند. نتایج تحلیل دادهها وجود ارتباط موثرمعنیداری بین میزان هویتپذیری معلمان با میزان خودکارایی آنها و موفقیت زبان آموزان را نشان داد. تجزیه و تحلیل رگرسیون به منظور بررسی اینکه آیا مولفههای هویت پذیری میتواند میزان خودکارایی معلم و موفقیت زبانآموزان را پیشبینی کند، به کار گرفتهشد. چهار زیر مجموعۀ هویتپذیری یعنی خودهای ایدهآل، خودهای باید، خودهای واقعی و خودهای ترس بهعنوان پیشبینی کنندههای میزان خودکارایی معلم درنظر گرفتهشد ورابطۀ مثبت معنیداری بین این زیرمجموعهها و خودکارایی معلمان وجود داشت. اما تنها سه گروه از این زیرمجموعهها شامل خودهای ایده آل، خودهای بایدو خودهای واقعی با میزان موفقیت زبانآموزان همبستگی مثبت معنیداری داشت. نتایج به دست آمده نشان داد که خودکارایی و نگرانی در خصوص پیشرفت زبانآموزان از عناصر کلیدی فرایند هویتپذیری معلمان زبان انگلیسی (فارسی زبان) است. پرونده مقاله -
دسترسی آزاد مقاله
10 - The Role of Gender, Teaching experience, and academic degree in Iranian EFL Teachers' Burnout
Davood Mashhadi Heidar Hossein SafarpourThis 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 چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
11 - Promoting Professional Identity Formation of Novice EFL Teachers in E-teaching Through Online Image Management (OIM) Strategies
راضیه فلاح عزیزه چالاک حسین حیدری تبریزیAlthough the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for t چکیده کاملAlthough the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies. پرونده مقاله -
دسترسی آزاد مقاله
12 - Iranian EFL Teachers’ Perceptions of Burnout Sources: A Qualitative Study
مریم موسوی علی امیرقاسمی مهناز سعیدیThis 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 چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
13 - 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 چکیده کاملIn 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. پرونده مقاله -
دسترسی آزاد مقاله
14 - Iranian EFL Teachers’ Attitudes towards Ministry of Education Top Model Teaching Festivals
Mohammad Nasimfar Javad Gholami Zhila MohammadniaTeaching practices are believed to be a determining factor in educational systems. For over two decades, the Ministry of Education (MOE) in Iran has been organizing Top Model Teaching Festivals to address the changes required to promote English teachers' professional de چکیده کاملTeaching practices are believed to be a determining factor in educational systems. For over two decades, the Ministry of Education (MOE) in Iran has been organizing Top Model Teaching Festivals to address the changes required to promote English teachers' professional development. Considering the high amounts of investment in such programs and their impacts on teaching and sustainable learning, this study probed into how the award-winning teachers critically view and evaluate the efficacy of such nationwide festivals. To this end, ten award-winning EFL teachers in the festivals were interviewed using a semi-structured interview protocol to qualitatively elicit their attitudes towards the program. The results obtained from the content analysis of the interview transcripts revealed that such festivals have not adequately fulfilled their main objective, which is to improve the teaching quality and potential of teachers and promote their professional development. Thus, the study calls for a reassessment of the effectiveness of such programs to find alternative ways for empowering teachers. پرونده مقاله -
دسترسی آزاد مقاله
15 - An Insight into Professional Development Obstacles Facing Ethiopian Primary School EFL Teachers
Belilew Molla Gebre Haile Mariam MelesThis study was conducted to identify self-directed and external professional development obstacles facing primary school EFL teachers in Southern Zone of Tigray Region in Ethiopia. The participants of the study were 63 primary school EFL teachers, 10 school principals a چکیده کاملThis study was conducted to identify self-directed and external professional development obstacles facing primary school EFL teachers in Southern Zone of Tigray Region in Ethiopia. The participants of the study were 63 primary school EFL teachers, 10 school principals and 2 clusters of supervisors. School teachers were selected using random sampling technique whereas school principals and cluster supervisors were selected by using purposive sampling. To gather data for the study, questionnaires and semi-structured interview were used. The results of the study revealed that lack of interest, having dissatisfaction in their job, unattractive salary, lack of knowledge and skills in doing action research and misunderstanding of the concept of CPD and how to do it were the major self-directed obstacles of professional development activities. The study also revealed that in adequate in-service training, supervisors’ lack of knowledge, skills and expertise in teaching English as a foreign language, work load, and lack of support and recognition from stakeholders were the major external obstacles of professional development. پرونده مقاله -
دسترسی آزاد مقاله
16 - Professional Identity Reflection of Iranian EFL Instructors in E-Teaching: Focus on Achievement Orientation Theory
Raziyeh Fallah Azizeh Chalak Hossein Heidari TabriziWhile 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 چکیده کاملWhile 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. پرونده مقاله -
دسترسی آزاد مقاله
17 - Impact of Elementary Learners’ L1 in Consciousness-raising Tasks on Their L2 Writing Accuracy
Saeideh Fatahzade Sajad Shafiee Fariba Rahimi EsfahaniWhile 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 چکیده کاملWhile 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. پرونده مقاله -
دسترسی آزاد مقاله
18 - Effect of EFL Teachers’ Experience and Effectiveness on Their EFL Students’ Achievement
Maryam Ghaffari Mohammad Javad Riasati Mohammad BagheriThis 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 چکیده کاملThis 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. پرونده مقاله -
دسترسی آزاد مقاله
19 - Emotional Feelings of Iranian Novice and Experienced EFL Teachers Toward Colleagues, Educational Staff, Professional Networks and Student's Progress
Masoud Hashemi Peyman Rajabi Abbas BayatThe 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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
20 - A Case of Group-Reflection Training: Iranian In-Service EFL Teachers’ Belief and Performance Development
سجاد فتحی احمد محسنی حسین رحمن پناهThis study examines the effect of implementing group-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehr چکیده کاملThis study examines the effect of implementing group-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL teachers participated in this study. All participants held a master's degree in TEFL. Teacher’s belief questionnaire, observation checklist, and Skype app were used as the instruments to collect data in this study. Before the training phase, the pre-test (observation checklist) was administered, and teachers’ previous teaching performance was evaluated and recorded by an expert supervisor (one of the researchers). Also, the teacher’s belief questionnaire was used by all the participants in this study to evaluate teachers’ assumptions about the efficacy of their teaching practice. The researchers utilized Skype App to instruct the participants in an online setting. During the training phase, participants were exposed to the group-reflection practice. The instruction was done in 16 sessions twice a week for two months. After the training phase, the post-test (observation checklist) was administered, and teachers’ teaching performance was evaluated and re-recorded. The teacher’s belief questionnaire was also utilized as the post-test. The data analysis indicated that implementing the principles of group-reflective instruction had a statistically significant effect on Iranian in-service EFL teachers’ beliefs about their teaching efficacy and teaching performance development. The findings of the present study have some implications that can assist English language educators, EFL learners, students, language curriculum program policymakers, and syllabus designers. پرونده مقاله -
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21 - Measuring EFL Teachers’ Assessment Identity: Development and Validation of a Questionnaire
Qotboddin Jan-nesar Moqaddam Hossein Khodabakhshzadeh Khalil Motallebzadeh Gholam Hassan KhajavyThis 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 چکیده کاملThis 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. پرونده مقاله -
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22 - Effect of EFL Teachers’ Experience and Empowerment on Their EFL Students’ Achievement
Maryam Ghaffari Mohammad Javad Riasati Mohammad BagheriThe 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 چکیده کاملThe 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. پرونده مقاله -
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23 - EFL teachers’ pragmatic awareness and classroom practices influenced by an in-service training course of meta-pragmatics
Behnood Samani Mehrdad Amiri Naser GhafouriThe 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 چکیده کاملThe 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. پرونده مقاله -
دسترسی آزاد مقاله
24 - 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 چکیده کاملTeachers 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. پرونده مقاله -
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25 - EFL writing skill requirements and challenges: Teachers and learners perceptions in focus
Esmaiel Kaboli BoroujeniAlthough there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research چکیده کاملAlthough there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research, the researchers performed an investigation to examine the various aspects concerning writing challenges, and requirements to improve it. Semi-structured interviews were conducted with an aim to achieve a thorough understanding of the topic by recruiting 25 male and female experienced EFL teachers along with 25 male and female intermediate EFL learners from language institutes in Tehran as the participants of the study through purposeful sampling technique. Then, 5 distinctive questions were chosen for the teachers and another set of 5 different questions for the learners to elicit their perceptions. After gathering the data and identifying the initial codes, the sub-categories emerged and helped the researcher to form the final model. Among the categories, writing strategies like collaborative and game-based, requirements like background, vocabulary, and grammatical knowledge were found to be essential. Based on the findings, a model was developed which is believed to support EFL learners in improving their writing proficiency. پرونده مقاله
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