الیاس برآبادی

Given that reformulation is an integral component of scientific texts in which the explanation of terms and ideas is prevalent (Candel, 1984; Thoiron & Bejoint, 1991), this study aims at examining the form, frequency, and function of reformulation markers in three sub-corpora, namely, L1 English, L2 English, and L1 Persian research articles of psychology. The study is based on a corpus of 60 research articles amounting to a total size of 1,105,433 words. Drawing on the list of reformulation markers provided in Hyland (2005) in the case of English sub-corpora and a list of Persian reformulation markers prepared by three experts in the Persian language, we searched the corpus automatically for all the instances of reformulation markers. In the next step, all the instances were examined in their textual context in order to identify their function. The results indicated that L1 English sub-corpus contains the highest frequency of reformulation markers followed by L2 English and finally L1 Persian. There were also differences with regard to forms and functions, as well as parenthetical uses of reformulation markers across the three sub-corpora, specifically between L1 English and L1 Persian, suggesting the existence of intercultural variation in the use of reformulation. Besides, Iranian researchers writing in L2 English tend to adapt their writing style to the norms and conventions of English at least as far as reformulation is concerned. The study concludes with some implications for EAP writing and teaching.

Teacher efficacy is an essential psychological variable which is linked to student achievement, motivation, and even student self-efficacy. Moreover, teachers' self-efficacy beliefs play an essential role in the context of reform initiatives by mediating any behavioral change. The relevant literature reports conflicting findings on the sources, however. Such being the case, the present study aimed at speculating on the sources of self-efficacy among Iranian EFL teachers who participated in this study. To this aim, individual interviews were conducted with 18 English language teachers teaching in middle schools up to the point when data saturation was achieved. Moreover, the participating teachers were asked to keep journals in order to keep a record of the significant experiences that captured their attention concerning their self-efficacy beliefs during one semester. The data were analyzed using grounded theory procedures in which open, axial, and selective coding were applied to extract the themes (Corbin & Strauss, 1990). The results of the study indicated that Bandura's (1997) four sources of self-efficacy information including mastery experiences, vicarious experiences, social persuasion, and physiological/emotional states played a crucial role in forming Iranian EFL teachers' efficacy beliefs. In addition to these sources, "teacher competence" and “contextual factors” appeared as two other influential factors affecting Iranian EFL teachers’ efficacy beliefs.

The present study takes Engeström human activity system model (1987, 1999) as a theoretical framework to investigate the CLT-based English curriculum reform in Iran which was initiated in 2013 by the Ministry of Education in public schools. With the premise that human activity is artifact-mediated and goal-directed, activity theory makes it possible to demonstrate the complex and dynamic relationship between various institutional, social, and individual factors by revealing different contradictions that language teachers would experience as they attempt to implement CLT in their classroom contexts. In addition to 23 language teachers who consisted the main participants of this study, three other groups including 17 teacher directors, 23 students, and 20 parents took part. Document analysis, semi-structured interview, and classroom observation comprised the data collection instruments. The results indicated that despite their optimism about and keen interest in CLT-based reform, Iranian language teachers could not successfully implement CLT due to their inability to successfully resolve the contradictions that emerged in their activity system. These contradictions in turn stemmed from a number of difficulties that emanate from various sources including teachers themselves, students, their parents, school staff, educational system, and the new package. Based on the findings, a number of implications and suggestions are provided for the Iranian curriculum developers, language teachers, parents, and teacher directors