جلیل فتحی

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers.

The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension. To this purpose, 60 primary EFL Iranian learners participated in the study. The participants were randomly divided into a control group (N=30) and an experimental group (N=30). First, a Quick Placement Test which consisted of vocabulary, grammar, and reading items was administered in order to ensure the homogeneity of participants. As the intervention of the study, the control group was provided with the listening materials accompanied by the use of their native-accent audio files, whereas the experimental group was exposed to the same listening tasks and materials which were pronounced by the non-native teacher. The experimental intervention lasted for six forty-minute sessions. To collect the data, the listening component of Pearson Test of English General (PTE General) was used as the pre-test and the post-test to measure listening comprehension of the participants. The results indicated that using non-native accent listening materials was more effective than using native-accent materials in enhancing listening comprehension of the EFL learners. These findings were discussed in the light of English as an International Language (EIL) debate and the theory of inter-language speech intelligibility benefit.

As far as teaching English as a foreign language is concerned, the role of literature as a medium to enhance language learning or to promote other cognitive and affective variables has been quite contentious. Over the last three decades, however, some practitioners and second language scholars have resurrected literature as an effective vehicle to teach the second or foreign language. As an attempt to shed more light on the use of literature in English Language Teaching (ELT), the present study investigated the role of literature as a medium to foster critical thinking among English as a Foreign Language (EFL) students. In so doing, a sample of 39 intermediate Iranian EFL students who were the students of two intact classes were recruited. They were randomly assigned to experimental and control groups. The experimental group (n=18) were required to read unabridged, authentic short stories written by literary figures whereas control group students were provided with abridged and simplified texts and short stories. A validated scale of critical thinking was administered as the pre-test and the post-test before and after the treatment. The results of a one way ANCOVA revealed that the experimental group outperformed the control group on the post-test of critical thinking, suggesting that use of literary texts has been effective in enhancing the level of critical thinking among Iranian EFL students. The findings of the study have pedagogical implications for ELT theorizers and practitioners.

The use of Web 2.0 technology in language education has received much research attention quite recently. In an attempt to shed more light on the use of Google Docs as a kind of Web 2.0 technology in language learning, the purpose of the present study was to compare the effects of online collaborative writing using Google Docs and collaborative writing in a face-to-face classroom on the writing performance and writing self-regulation of EFL learners. A sample of 38 homogeneous intermediate learners was recruited as the participants who were then randomly divided to an experimental group (N= 19) and a control group (N= 19). The participants of the experimental group received online collaborative writing using Google Docs while the control group received collaborative writing in the face-to-face classroom. Two timed-writing tasks and the Second Language Writing Self-regulation (SLWS) scale were administered to gather the data. The results obtained from performing paired-samples t-tests and ANCOVA revealed that collaborative writing both via using Google Docs and in the face-to-face classroom significantly enhanced the writing performance and writing self-regulation of the participants. However, the gains experienced by the experimental group were significantly higher than those experienced by the control group. Pedagogical implications for Google Docs supported collaborative writing are finally discussed.

A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine the hypothesis that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The findings of a confirmatory factor analysis (CFA) confirmed the fitness of both the employed scales and the structural model.  The findings and implications of the present study are finally discussed.

In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role of teacher-related variables in affecting teachers’ performance and learning outcomes of students has been widely acknowledged in various educational contexts. Therefore, the investigation of teacher variables has received research attention in English as a Foreign Language (EFL) context. To contribute to this line of research, the current study was set to investigate the role of teacher reflection and self-efficacy in predicting burnout among Iranian EFL teachers. To this end, three validated scales measuring these variables were administered to a number of 171 male and female teachers. As for the data analysis, Structural Equation Modeling was utilized to test the hypothesized model of the constructs. The results indicated that teacher reflection accounted for 12.1% of the variance, and teacher self-efficacy accounted for 25.2% of the variance in burnout. Although both variables had a unique effect on teaching burnout, teacher self-efficacy turned out to be a stronger predictor of burnout. Concerning the implications, teacher education programs may pay more serious attention to teacher self-efficacy and reflection as they proved to play a significant role in reducing teacher burnout.

باوجود اهمیت رهبری آموزشی در جوامع پیشرفته و کثرت پژوهش های انجام گرفته در کشورهای غربی، در جوامع درحال توسعه و جوامع شرقی، تنها در سال های اخیر، مطالعات تجربی اندکی در این حوزه انجام شده است؛ بنابر اندک بودن مطالعات تجربی درزمینه رهبری آموزشی مدیران در ساختار آموزشی کشور، پژوهش حاضر به منظور تبیین هر چه بیشتر نقش پژوهش در مدیریت آموزشی در بافت ایران انجام گرفت. به این منظور، مطالعه اخیر به بررسی رابطه رهبری آموزشی مدیران، کارآمدی جمعی معلمان و رضایت شغلی در معلمان مدارس ابتدایی پرداخت. داده های جمع آوری شده حاصل از نظرسنجی از 292 نفر از معلمان مدارس ابتدایی استان کردستان با استفاده از تحلیل عاملی تأییدی و مدل معادلات ساختاری (SEM) تجزیه وتحلیل گردید.گردآوری داده ها در واقع با اجرای پرسشنامه های سه متغیر انجام شده و از روش نمونه گیری آسان استفاده گردید. نتایج به دست آمده مدل ساختاری را مورد تأیید قرار داد که بیانگر رابطه مثبت در میان رهبری آموزشی مدیران، کارآمدی جمعی معلمان و رضایت شغلی معلمان است. همچنین، این یافته ها نشان داد که رهبری آموزشی مدیران تأثیر مثبتی بر کارآمدی جمعی و رضایت شغلی معلمان دارد. به عبارت دیگر، هنگامی که معلمان رفتارهای مدیریت آموزشی مدیران را مناسب تصور کنند تعهد، درگیری حرفه ای و رضایت شغلی بیشتری هم خواهند داشت. یافته های پژوهش حاضر راهکارهای نظری و آموزشی ارزشمندی برای مدیریت مدرسه در ایران ارائه خواهد کرد.

Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. As an attempt to further clarify the interplay between teacher-related constructs in English as a Foreign Language (EFL) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in Iranian EFL context. In so doing, a sample of 179 English teachers was given the three self-report scales measuring the variables under investigation. As for the statistical analysis, Structural Equation Modeling (SEM) was employed to test the fit of the hypothesized model. The results indicated that teacher self-efficacy accounted for 19.8% of the variance while collective teacher efficacy amounted to 11.3% of the variance in psychological well-being. In addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. The results and implications are finally elaborated.

This study investigated the effects of blog-mediated instruction on English-as-a-foreign language (EFL) learners’ writing performance and anxiety. In addition, it aimed to probe into the EFL learners’ attitudes towards blog-mediated writing instruction. The participants of the study included forty-six Iranian EFL learners from two intact university classes, who were randomly assigned to the Control Group (N = 21) and the Experimental Group (N = 25). Over a 16-week university semester, the Control Group was taught using traditional writing instruction while the Experimental Group was taught using a blog-mediated writing course. The data were collected through two timed writing tasks, Second Language Writing Anxiety Inventory (Cheng, 2004), and semi-structured interviews. The results indicated that, although both groups benefited from their writing sessions, there was a significant difference in the positive effects of blog-mediated and traditional writing instruction on L2 writing performance, showing that the Experimental Group had a better performance on the posttest writing performance task than the Control Group. The results also revealed that the blog-mediated course reduced the participants’ L2 writing anxiety in the Experimental Group while traditional instruction did not have positive effects on reducing L2 writing anxiety in the Control Group. The data from semi-structures interviews indicated that the interviewees from the Experimental Group were generally positive about the blog-mediated writing course, with little skepticism and negativism echoed about the course. The findings offer significant implications for theory and practice on L2 writing instruction.

The significance of alternative assessment in second language (L2) has been widely acknowledged in the literature. However, the implementation of alternative assessment in English as a Foreign Language (EFL) context has not been much welcome by L2 educators and practitioners.  To contribute to this line of inquiry, the aim of the present research was set to explore the impact of implementing self-assessment and peer-assessment practices on writing performance and writing self-efficacy of EFL learners in Iran. To this end, a total number of 36 homogeneous intermediate learners were selected as the participants who were then randomly assigned to a self-assessment group (N= 17) and a peer-assessment group (N= 19). As for the treatment of the present study, the participants of the self-assessment group were taught to self-assess their writing tasks, whereas the participants of the peer-assessment group were taught to assess the writings of their peers.  Two timed-writing essays and the Writing Self-Efficacy Scale (WSES) wereadministered to collect the data. The results obtained from performing paired-samples t-tests and ANCOVA indicated that both self- and peer-assessment activities significantly contributed to improving writing performance and writing self-efficacy of the participants. Nevertheless, it was revealed that the participants of the peer-assessment group performed better than those in the self-assessment group in terms of both writing performance and writing self-efficacy, showing that peer-assessment activities were more effective than self-assessment activities in increasing writing competencies and self-efficacy of the participants. The findings of the study offer theoretical and pedagogical implications for L2 researchers and practitioners.

The aim of this study was to investigate the Iranian English as a Foreign Language (EFL) teachers' willingness to implement postmethod pedagogy in the Iranian context. In so doing, a mixed methods approach was employed in which first a validated postmethod questionnaire was administered to a nationally representative sample of 711 Iranian EFL teachers. Then, a series of focus group discussions and individual interviews with 30 teachers were carried out in the qualitative phase of the study. The findings of quantitative data analyses revealed that the Iranian EFL teachers were not willing to implement postmethod principles in their classrooms. Furthermore, the result of the content analysis for the qualitative phase indicated that Iranian EFL teachers do not implement any particular method in the strict sense of the word. Moreover, the teachers mentioned knowledge and experience of teachers; lack of adequate teacher training program; time and financial constraints of teachers; idealistic nature of postmethod; resistance of language institutes; little support of textbook developers; and cultural tradition as the impediments to the implementation of postmethod pedagogy in Iran. Finally, the theoretical and practical implications of this study are discussed.