علی شفایی

علی شفایی

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نمایش ۱ تا ۴ مورد از کل ۴ مورد.
۱.

Exploring the Relationship between Iranian English Language Teachers’ Sense of Autonomy and Perfectionism

نویسنده:

کلید واژه ها: autonomy EFL Teachers perfectionism teacher autonomy teacher education

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تعداد بازدید : ۴۹ تعداد دانلود : ۴۲
Teachers play a crucial and influential part in teaching/learning contexts and teacher-related features have gained a great deal of attention in the realm of teacher education and development. Among teacher-related factors, perfectionism and autonomy are regarded as two influential factors which play crucial roles in teachers’ and learners’ performance. Several research studies have tried to investigate their impacts on language teachers’ performance. However, no studies have so far explored the association between Iranian EFL teachers’ perfectionism and autonomy. Thus, the current research was undertaken to examine the association between Iranian EFL teachers’ perfectionism and autonomy. To do this, 82 English language teachers (34 males and 48 females) were selected as the participants of the study. They were asked to fill out teacher autonomy and perfectionism questionnaires. The results of the data analysis revealed that EFL teachers’ sense of perfectionism and autonomy were positively related. The findings of the present study can be helpful for syllabus designers, teacher educators, and language teachers.
۲.

Effects of Textually-Enhanced Reading Tasks and Strategic Pre-Task Planning on Learning English Passive Voice

نویسنده:

کلید واژه ها: Focus on Form Input enhancement strategic planning time task-based language teaching textual enhancement

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تعداد بازدید : ۱۵۳ تعداد دانلود : ۱۳۴
In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field of SLA. Therefore, the current research set out to examine the impacts of focus on form instruction via textually-enhanced reading tasks along with strategic pre-task planning on L2 learners’ grammatical development in terms of learning English passive voice. For the purpose of the study, 60 intermediate learners of English were selected and divided into two groups of thirty namely as enhanced and unenhanced. Then, each group was divided into two sub-groups of fifteen as +planning and -planning. The participants were provided with a pretest prior to the treatment, then, they were instructed via the materials chosen for the purpose of the study for ten sessions and at the end they were provided with the posttest of the study. Their performance on the pretest and posttest were analyzed to find out the possible effects of the instruction provided throughout the treatment phase. The results revealed that learners who were exposed to enhanced reading tasks along with strategic pre-task planning time outperformed the other learners. The findings of the present study can be of use for language teachers, syllabus designers, and task designers.

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