محمد بوالی

EFL teachers’ professional identity is a multi-dimensional and complicated concept. It is influenced by many other issues in the educational context such as reflective practice. This study intended to explore the relationship between professional identity and reflectivity of Iranian EFL teachers. It also aimed to examine how high and low reflective teachers perceive the professional identity components. The participants were 89 EFL teachers teaching at three universities in Shiraz, Iran. Their selection was based on convenience sampling. The participants were asked to fill out two questionnaires including teacher professional identity questionnaire (Liou, 2008) and teacher reflectivity questionnaire (Akbari et al., 2010). Pearson product correlation coefficient revealed that there was a positive relationship between EFL teachers’ professional identity and reflectivity. Furthermore, the findings of regression analysis indicated that reflectivity could predict EFL teachers’ professional identity. Furthermore, the participants were categorized into two high and low reflective groups. Two groups were interviewed to examine the professional identity perceptions used by high and low reflective teachers. The thematic analysis showed that high reflective teachers used and implemented much more professional identity components in their teaching practice in comparison to the low reflective teachers.

Meta-discourse markers are an inevitable part of oral proficiency which improve both the quality and comprehension of learners’ speech. While studies of oral meta-discourse have been conducted since the 1980s in a European or US context, they have remained relatively untouched in Iran. Therefore, this study aimed to seek the impact of both explicit and implicit teaching of formal meta-discourse markers on EFL learners’ oral proficiency. To this end, the quantitative data were collected from ninety upper-intermediate students at Shiraz University Language Center. Two groups went through an instruction for an eight-session treatment. However the experimental group ‘B’ (N=45) were instructed the formal meta-discourse markers implicitly, the target formal meta-discourse markers were taught to the experimental group ‘A’ (N=45) explicitly. To compare the participants’ performances, an SOPI (Simulated Oral Proficiency Interview) posttest was administered. The results revealed that the instruction of meta-discourse markers had a positive effect on the learners’ oral outcome. Moreover, the findings showed that learners who received explicit method of teaching formal meta-discourse markers could perform better in speaking than learners who received implicit instruction. The findings can have pedagogical implications for EFL educators and materials developers to enhance learners’ oral proficiency. The findings also provide important insight into the effect of teaching discourse markers and raising learners’ awareness through explicit instruction to make pupils produce more cohesive and coherent speech.

This study focused on the effects dynamic form of text-based vocational vocabulary glosses: Dynamic glosses are a series of incremental mediations intended to support students in identifying correct word definitions. After running a pre-test (TOFEL i), 34 ESP learners in medical university were chosen to participate in the study, 17 students randomly assigned to the treatment group and 17 randomly assigned to the control group. Participants in treatment and control conditions received three short ESP texts with many vocational vocabularies using the computers in the language lab and the Adobe Connect application. As the participants in the dynamic gloss condition faced unknown vocational vocabulary items in the passages, the teacher provided the learners with a set of mediations from the most implicit to the most explicit prompts, and the learners tried to identify the correct meaning of the word. In the non-dynamic gloss condition, the learners were given the L1 definition for the target words. The post-test results indicated that the treatment group meaningfully outperformed the control group.    

This study intended to explore the effect of Augmented Reality (AR) on lowering foreign language anxiety (FLA) in adult Iranian EFL learners. To this end, a triangulation study including a quasi-experimental pre-test post-test design in the first phase, and an oral interview in the second phase was designed and implemented. Forty adult Iranian EFL learners took part in the quantitative study and were randomly assigned to experimental and control groups. The authors developed and delivered the AR-infused materials through the Zappar application, an AR platform. The treatment involved the conventional language teaching method for the control and the AR-integrated one for the experimental group for 20 sessions. The anxiety level of learners in both groups was assessed before and after the treatment to check for any effects. Data on participants’ FLA has been gathered through Horwitz’s (1986) Foreign Language Classroom Anxiety Survey (FLCAS) questionnaire and analyzed via ANCOVA in SPSS. Also, the participants in the experimental group were interviewed at the end of the experiment to provide feedback on their AR-integrated language learning experience. Results revealed that AR did not affect learners’ foreign language anxiety levels. Also, some learners found it not very relaxing and easy to use. This could be attributed to the novelty of the experience and the cognitive load imposed on learners. The study’s outcomes were in contrast to several previous research findings; however, since research in this area is still in its infancy, more research should be done on the impact of AR on language education.

Purpose: This paper follows a two-fold objective: First it examines the relationship between the external factors of compensation, support, empowerment, boundaries and expectations, pre-service and in- service training and Iranian EFL teachers’ performance. Second, it searches for the moderating effect of self-regulation on the relationship between teachers’ external assets and their performance. Methodology: To achieve the above aims, a quantitative approach to research was employed. The samples included two hundred Iranian EFL teachers of universities and English institutes of Kerman, Iran. The data were collected by means of self-administered questionnaires and analyzed by AMOS software. The direct structural model was employed to determine the path relationships between the external factors and teachers’ performance. Findings: The result showed that external assets had a positive and significant effect on the Iranian EFL teachers' performance as dependent variable (β = .372, C. R= 6.211, P <.05). Moreover, self-regulation moderates the path relation between two of the variables: boundaries and expectation and the EFL teachers' performance. The path relation between the other four variables of the external assets including pre-service and in- service training, support, compensation and empowerment for low and high self-regulation was not found to be significant, i.e. self-regulation moderation effect for these relations was not supported. Discussion: Working conditions for teachers should be best promote effective learning and enable teachers to concentrate on their professional tasks.

Language education, among most other aspects of life, has been affected by the ever-advancing technology. To be most efficient, educators need to know the affordances technology brings to the teaching and learning process. Augmented Reality is a recent technology that can be accessed through the Internet and mobile phones and brings several advantages to the language classroom. This mixed-methods study aims to examine the effect of Augmented Reality on adult language learners’ attitudes and motivation. To this end, data were obtained through a questionnaire administered to 40 adult EFL learners in Iran of different ages and educational levels who participated in a pre-test post-test design, followed by a semi-structured interview. Results confirmed that adult learners, disregarding their age and educational background, benefit from AR in the sense that it enhances their attitudes and motivation towards learning the language. The themes revealed in the interviews clarified that this enhancement is because AR is exciting to learners since it gets them engaged in the learning process and attracts them through gamification. Results of the current study have implications for language specialists and teachers to design and incorporate AR-infused materials in teaching to increase learners’ motivation, and consequently, their learning.

This study aimed at developing and designing a new model and instrument to explore attitudes of Iranian EFL Teachers towards reflection-for-action through their teaching. In so doing, the researchers followed several rigorous steps including extensive literature review, content selection, item generation, designing the rating scales and personal information part, item revision, and detecting factor structure. An initial draft of the questionnaire consisting of ten dimensions along with 49 items, investigating teachers’ attitudes towards the components of reflection-for-action scale based on the literature and interview with a panel of experts. Then, it was distributed to a group of 150 Iranian EFL teachers to refine it more. Finally, Exploratory factor analysis (EFA) of the obtained data revealed that the questionnaire consisted of a seven-factor structure including Academic Qualification as the (first factor), Experience (second factor), Professional Development (third factor), Collaboration (fourth factor), Perception (fifth factor), Efficacy (sixth factor), Motivation (seventh factor).