فهرست مقالات English language teachers

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  1 - In Pursuit of Intercultural Communicative Competence in EFL Context: Exploring Iranian English Teachers’ Perceptions
  موسی رضا بنفشه محدثه خسروی Mavadat Saidi
  The current study attempted to cast light on the status quo of Iranian EFL teachers' perceptions of ICC. It further attempted to see if their experience would influence their conceptualizations of ICC. To this end, a total of 100 EFL teachers were asked to complete a qu چکیده کامل

  The current study attempted to cast light on the status quo of Iranian EFL teachers' perceptions of ICC. It further attempted to see if their experience would influence their conceptualizations of ICC. To this end, a total of 100 EFL teachers were asked to complete a questionnaire survey adapted from Han & Song's (2011) study. The results of both quantitative and qualitative analysis revealed a number of commonalities and discrepancies among the participants' conceptualizations of International Communication Competence (ICC) and its relevance to ELT considering their teaching experience. The findings point to the prominence of intercultural teacher education in the Iranian context. پرونده مقاله
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  2 - English Language Teachers' Views on Self-initiated Professional Development
  Fatemeh Malek Abbasi
  Keeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands چکیده کامل

  Keeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands as one of the noticeable trends. Although teacher development is crucial for the quality of education, it appears that there are not many studies on self-development of English language teachers in Iran. There are studies mostly concentrating on the evaluation of pre- or in-service programs in English language teaching. Addressing this call, the main purpose of this study was to investigate perceptions of 48 in-service English language teachers towards their professional development. The data collection instrument used was a researcher-made questionnaire consisting of both open-ended and close-ended items. Employing descriptive statistics, the data was analyzed. The results indicated that the teachers agreed with most of the concepts that indicate the importance of professional development. Moreover, they were aware of the importance of major professional development activities for their development. Yet, peer observation and action research were not preferred as much as the other activities. پرونده مقاله
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  3 - Iranian English Language Teachers' Perceptions of Monitoring and Scaffolding Practices of Assessment for Learning: A Focus on Gender and Class Size
  Mohammadreza Nasr Mohammad Sadegh Bagheri Firooz Sadighi
  Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the fiel چکیده کامل

  Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English language teachers’ perceived monitoring and scaffolding practices in respect of their gender and class size. To achieve this purpose, 384 Iranian EFL teachers who were selected using convenience sampling completed a 28-item Likert scale questionnaire on assessment for learning entailing two main constructs, namely monitoring and scaffolding. Our findings revealed a statistically significant gender difference with regard to perceived scaffolding. Likewise, the results showed that EFL teachers’ perceived monitoring and scaffolding practices did not differ with respect to class size. The key implications of the findings for the application of scaffolding and monitoring practices in the classroom were also addressed. پرونده مقاله