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دسترسی آزاد مقاله
1 - Appraising the Relationship between Teachers’ Effectiveness and Teachers’ Productivity among Iranian EFL High School Teachers: A Mixed Methods Sequential Explanatory Design
Azadeh Ghorbanzadeh Seyyed Hassan Seyyedrezaei Behzad Ghonsooly Zari Sadat SeyyedrezaeiDue to the primary role of teachers as practitioners of educational principles, considering teachers’ effectiveness and productivity are regarded as significant issues in the field of language teaching which has recently received experts’ attention in SLA re چکیده کاملDue to the primary role of teachers as practitioners of educational principles, considering teachers’ effectiveness and productivity are regarded as significant issues in the field of language teaching which has recently received experts’ attention in SLA research. In response to this outlook in education, this interdisciplinary explanatory ‎sequential mixed-methods study aimed to address the relationship between EFL teachers’ effectiveness and productivity in the light of a famous model taken from the field of human resource management now applied to the EFL domain. On this premise, out of 100 English teachers, 80 female Iranian EFL high ‎school teachers, selected through convenience sampling from 34 public high schools in Mashhad, ‎Iran, participated in the study and responded to the Teachers’ Effectiveness Questionnaire (Kumar & Mutha, 1974), and Teachers’ Productivity Questionnaire (Hersey & Goldsmith, 1980). A semi-structured interview with 15 female EFL teachers was also undertaken to help triangulate the results. Results from the quantitative phase indicated that teachers’ perceptions of the teachers’ effectiveness were significantly correlated with their productivity. The qualitative findings added to the quantitative findings by explaining several main personal and organizational issues concerning EFL teachers’ perceptions of teachers’ effectiveness and productivity, for example, teachers’ interpersonal relationships, personal needs, motivational factors, subject knowledge, professional development, personal attributes, and administrators’ support. The findings of this investigation may have some implications for stakeholders, policymakers, administrators, and teacher educators to re-plan their professional development programs to meet the real needs of teachers in their particular educational context rather than providing teachers with theory-based programs. پرونده مقاله -
دسترسی آزاد مقاله
2 - Pros and Cons of Dancing in the Dark: Enhancing EFL learners' oral proficiency in an unplugged learning community
Elahe Solimani Ahmad Ameri-Golestan Ahmadreza LotfiRecent thrust of research has focused on non-conventional classrooms for teaching to EFL learners. Amongst the newly developed models, Unplugged Classroom Model (UCM) is the most debated one as textbooks are aside and the syllabus is based on conversation-driven activit چکیده کاملRecent thrust of research has focused on non-conventional classrooms for teaching to EFL learners. Amongst the newly developed models, Unplugged Classroom Model (UCM) is the most debated one as textbooks are aside and the syllabus is based on conversation-driven activities. This study sought to determine the pros and cons of unplugged teaching for enhancing EFL learners' oral proficiency. From a pool of 317 intermediate and upper-intermediate Iranian EFL learners, 120 intermediate and upper-intermediate learners (60 each) were selected based on SPEAK NOW 1-4 Interview Placement Exam and were divided into conventional and non-conventional classrooms at each proficiency level. The participants in the non-conventional classrooms received unplugged instruction; whereas, their counterparts in the control group (conventional) classrooms were taught according to their textbook's instruction. Both quantitative and qualitative methods were used to measure learners' performances before and after instruction through paper-based exams and interviews. Participants' perspectives and viewpoints in the non-conventional classrooms were analyzed using the Community of Inquiry (CoI) questionnaire and the instructor's observations, respectively. The findings revealed that not only did the UCM participants enjoy collaborative learning but also enhanced their learning ability to produce more orally proficient utterances and to expand their gained knowledge in order to scaffold their classmates' conversation. پرونده مقاله -
دسترسی آزاد مقاله
3 - Iranian EFL Teachers’ Perceptions of Obstacles to Implementing Student-Centered Learning: A Mixed-Methods Study
Mohammad Hemmati Faramarz Aziz MalayeriRecent studies within the past four decades have confirmed the effectiveness of Student-Centered Learning (SCL) over Teacher-Centered Learning (TCL). Furthermore, the emergence of 21st-century learning skills and competencies necessitates education systems to change the چکیده کاملRecent studies within the past four decades have confirmed the effectiveness of Student-Centered Learning (SCL) over Teacher-Centered Learning (TCL). Furthermore, the emergence of 21st-century learning skills and competencies necessitates education systems to change their previous practices and equip their students with these skills and competencies. However, implementing SCL has not gained considerable attention among education authorities and EFL teachers in Iranian high schools. This study aims to explore EFL teachers' understanding of SCL and their perceptions of the obstacles to implementing it in Kermanshah, Iran. To this end, the study employed a convergent mixed-methods design that combined 24-item questionnaire data with 9 structured interviews using the NVIVO Software Version10. The questionnaire analysis revealed that there is a wide gap between the participants’ perceptions of SCL and their practices in the classroom. Moreover, the analysis of the interviews led to extracting three main themes of institutional, teacher-student-parent, and socio-cultural obstacles that impede implementing SCL in EFL classes and indicate that TCL practices are still running. The results revealed that teachers hold general perceptions of SCL. However, due to some constraints, they adhere to the TCL. پرونده مقاله -
دسترسی آزاد مقاله
4 - Study of the Relationship between Teaching Style and Teacher Efficacy: A Quantitative Case Study in Mashhad, Iran
Azadeh GhorbanzadehThe present study investigated the correlation between teaching style and teacher efficacy among 80 Iranian EFL female teachers from Tabadkan District high schools in Mashhad. To fulfill this aim, the participants responded to two separate questionnaires; the Teaching S چکیده کاملThe present study investigated the correlation between teaching style and teacher efficacy among 80 Iranian EFL female teachers from Tabadkan District high schools in Mashhad. To fulfill this aim, the participants responded to two separate questionnaires; the Teaching Style Inventory (Dunn & Dunn, 1977) and the Teacher Efficacy Questionnaire (Tschannen-Moran & Woolfolk Hoy, 2001). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient) through SPSS. Findings showed a significant relationship between teaching style and teacher efficacy of high school female teachers (n=80, r=0.57, p=0.00). The results of this investigation may have suggestions for stakeholders, policymakers, administrators, and teachers to address the significance of the issues regarding the two primary variables of this study. Furthermore, teacher educators are encouraged to re-design their professional development programs to suit the genuine requirements of teachers in their unique educational environment if they are to educate successful teachers who can cope successfully with the everyday realities of the classroom. پرونده مقاله -
دسترسی آزاد مقاله
5 - A Transformational Shift through Pedagogical Translanguaging: English Language Teaching and the Content of Courses
Mohammad Iman Askari Mahsa RanjbarDue to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. P چکیده کاملDue to the Covid-19 pandemic and considerable reliance on virtual education and communication, the language acquisition contexts are focusing on the transformational shift in pedagogies applying multilingual communicative capacities like ‘translanguaging’. Perhaps the best academic resources to explore about the issue are translation-oriented courses taught through typical teaching strategies in academic English programs. The issue led to reinforcement of considering pedagogical translanguaging within English Language Teaching (ELT) context among EFL learners who attend the related courses of the ELT programs focusing on translation skills. Thus, a sequential explanatory mixed design was selected to study the possible transformation resulted by translanguaging among EFL learners and teachers in the current study. As the pedagogical implications of the study, it is possible to declare that translanguaging within EFL context is considered as an influential strategy in helping teachers and learners to benefit from bilingual capacities in providing and understanding the content of courses. The issue also emphasizes on the transformational shift among the scholars and experts of the EFL context to have a new look over the role of translation, as an interactive code-switching procedure between First Language (L1) and Second Language (L2), which is not banning the language learners’ linguistic repertoire application. پرونده مقاله
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