رحمان صحراگرد

Emotion labor is defined as any conflict between institutional demands and teachers’ professional beliefs and preferences. Engaging in emotion labor is an inevitable aspect of becoming a language teacher. Scholars agree that language teacher agency and identity are closely tied to emotion labor. This fact particularly looms large for novice language teachers, who tend to perceive contradictions between what they imagine prior to entering the profession and what they actually experience in their teaching contexts. This case study applied activity theory (Engeström, 2015) and Gee’s (2000) identity framework to explore how the emotion labor experienced by a novice Iranian female teacher of English as a foreign language (EFL) over a five-year career period at three private language institutes affected her language teacher agency and identity. The findings, obtained from class observations and semi-structured interviews, highlight two major sources of emotion labor: 1) profit-oriented policy, and 2) performance-constraining factors within the institute, which caused the participant to contemplate quitting her job. Implications and further research are discussed in line with the interplay among emotion labor, language teacher identity, and well-being.  

The present study investigated the interplay between language anxiety, locus of control, and language proficiency of EFL students in online classes. The participants of the study were 67 upper-intermediate students between 18 to 30 years old and were selected randomly from a few language institutes in Shiraz. Two questionnaires and a proficiency test were used: Chametzky’s Online World Language Anxiety Scale, Rotter’s Locus of control questionnaire, and The Examination for the Certificate of Proficiency in English. Pearson-product-moment correlation, multiple regression analysis, and independent-samples t-test were run to answer the research questions. The results of the study revealed a strong negative correlation between locus of control and language proficiency, meaning that those who had higher scores on the proficiency test were internal. In addition, a strong negative correlation was found between language anxiety and language proficiency, indicating that anxiety has adverse effects on language proficiency. Thirdly, both locus of control and language anxiety could predict language proficiency, but the former was a better predictor. This means that the effect of locus of control is much higher than anxiety on the language proficiency of Iranian EFL learners in online classes. This research can help students and teachers to recognize individual differences better.

Therapeutic discourse is a special type of organizational discourse which is used by psychotherapists when treating their patients. The present study uses the conversation analysis approach to find the principles of turn taking in the therapeutic situation. This study specifically examines the therapeutic discourse of treatment sessions for patients with generalized anxiety disorder (GAD) based on the Cognitive-Behavioral Therapy (CBT) approach. The method used in this research is qualitative. The corpus used in this study included 2520 minutes of conversation in psychotherapy sessions. The participants in this study were 16 people of both sexes. ATLAS ti. computer software has been used to construct and present the verbal pattern. The results of this study show that most of turn taking were related to female clients and psychotherapists. This result is related to the relationship between clients and psychotherapists, women's verbal habits, excessive curiosity, and their challenging personality. The presence of overlap in the speech of female psychotherapists and clients and pause in other conversations have been the most widely used signs of turn taking in this type of conversation. The present study has faced some limitations. One of the most important limitations of this research was the prevalence of Covid 19 virus. Also, obtaining the consent of some psychologists and clients to record their videos and voices in psychotherapy sessions has been another limitation of this research. Given the importance of communication and linguistic studies in psychotherapy, it is suggested that future research be conducted on the following topics: “Comparison of GAD Patients’ Speech Pattern with Speech Pattern of Other Anxiety Disorders” and “The effect of direct and indirect expression on anxiety in patients with anxiety disorders”.

The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset for teachers, in their endeavor for self-empowerment, by creating a mediational space in which they can exercise their agency and achieve more productive instructional practices. The purpose of this longitudinal study was to investigate the professional development of ten Iranian EFL student teachers through narrative inquiry, “which is conducted for and by the teacher” during one year of attending practicum. To this end, 100 reflective writings of 10 EFL student teachers, which were written during one year, were analyzed based on three functions of narratives as “externalization”, “verbalization” and “systematic examination” (Johnson & Golombek, 2011). The results indicated the importance of narrative inquiry in the development of the professional identity of student teachers. The results also implied the value of responsive mediation in L2 teacher education. 

The present study was primarily aimed at investigating how Processing instruction would affect the Iranian EFL learners’ grammatical knowledge and how the effectiveness of this method would be modulated by the learners’ individual differences in grammatical sensitivity. To this end, three senior intact high school classes were selected and randomly assigned to two experimental and one control group. Each of the experimental groups was treated with one operationalization of Processing instruction, namely, full PI (n=24), and Structured input (n=24) while the control group (n=20) received traditional output-based instruction (TI) on the English passive structure over three weekly sessions. The results illustrated that Processing instruction was more effective than TI since it improved learners’ both interpretation and production while TI only could improve learners’ production. Additionally, the results demonstrated that the positive impact of Processing instruction was not affected by the learners’ differences in grammatical sensitivity. All in all, this suggests that as long as a grammatical structure is affected by an underlying processing problem, Processing instruction is possibly a more effective pedagogical option compared to traditional output-based instruction. Furthermore, Processing instruction seems to work for all learners irrespective of their differences in terms of grammatical sensitivity.

This study examined the combined effects of two task complexity levels (i.e., high- and low-complex) and two planning conditions including pre-task planning and on-line planning on Iranian intermediate language learners’ speech production regarding complexity, accuracy, and fluency. To this end, 90 intermediate EFL learners from a language institute in Shiraz were randomly assigned into two control and four experimental groups. At first, the language learners in all groups participated in the speaking pretest. Presented with a series of picture description tasks, the participants were asked to narrate a story. During 10 treatment sessions of picture description task performance, the experimental and control groups attempted different planning time conditions including pre-task planning, online planning, and no-planning along with task complexity levels. Finally, following the last session, the posttest was administered to all participants. The narrations analysis, as well as the results of Mixed between-within groups ANOVAs and a series of one-way ANOVAs, manifested that language learners in the pre-task high complexity group outperformed all other groups in terms of complexity. Moreover, the online low complexity group and online high complexity group outperformed the pre-task planning low complexity, no-planning low complexity, and no-planning high complexity groups regarding accuracy. With regard to fluency, the pre-task planning low complexity group significantly outperformed the no-planning low complexity, no-planning high complexity, and online high complexity groups. It was also concluded that pre-task planning affected language learners’ speech fluency. The implications of the results are also addressed.

The main priority for university translation educators is to improve the quality and outcomes of translation courses. To achieve such a goal, the instructors are required to integrate learners' needs, identified with the help of a needs survey, into syllabus content. Accordingly, the present study was conducted to identify the Iranian English majors' difficulties in translating English texts since once a problem is identified, exploring the best pedagogical solutions would follow. The aim was accomplished through qualitative descriptive research conducted at Islamic Azad University, Shiraz Branch tracing the errors committed by the English majors in their exam papers in academic years 2016-2019. Following the model proposed by Miremadi (2008), the syntactic and lexical problems were identified in the exam papers collected during six semesters. Moreover, three more categories were added to the list as the data analysis moved forward: culture problems, stylistic problems, and miscellaneous errors with detailed subdivisions. What appeared to be worthy of attention in the results was the students' weakness in text and sentence segmentation to find the function of the components to approach textual meaning, resulting from the students' poor English language proficiency. The results also revealed the students' poor topical knowledge as well as the lack of knowledge of translation techniques and strategies.

Flipped learning is an instructional approach that underlines the efficient use of classroom time by shifting the conventional activities of learners and educators in and out of the class. In flipped learning, students' roles as passive listeners change to active participants in classroom activities. The present study was designed to build a model of flipped classroom instruction (FCI) for the general IELTS writing. Additionally, this research intended to examine if there is a meaningful difference between the students’ general IELTS writing scores in the flipped class and those in the conventional class. An FCI model was carefully developed based on the thematic analysis of the previous flipped classroom studies about writing. Then it was operationally explained for a general IELTS writing class. The participants of the study consisted of 100 male and female Iranian EFL learners. Fifty learners were randomly selected to experience FCI and the other fifty learners received conventional classroom instruction. The findings revealed that the learners in the flipped classes, on average, acquired higher scores than the learners in conventional classes.   

Abstract The present investigation is an endeavor to scrutinize the Iranian EFL professors’ and teachers’ viewpoints towards the status quo as well as the constituents of the current Iranian EFL national curriculum. Two questionnaires based on teachers and experts’ focus groups and study’s objectives were designed. The participants of the study included 306 Iranian EFL teachers and 13 Iranian EFL professors. The teachers’ questionnaire was analyzed through SPSS version 21 and the professors’ questionnaire was analyzed through coding. The findings revealed that both teachers and professors do not have positive attitudes towards the new curriculum. In spite of the educational reform in Iran and writing the new curriculum and the new textbooks, time allotment, load of skills in each English book, and untrained teachers hinder the new curriculum to reach its target, i.e. communication with the world. Therefore, to fulfill the objectives of the new curriculum, Educational Department of Iran should remove the difficulties.

In recent years, the line of research on the socio-pragmatic aspects of language and language use has been increasing very rigorously. In this regard, taboos as well as euphemisms, due to their significant role in impacting on the interactions among interlocutors, have been the subject of research in various societies and cultures from a vast variety of aspects. That being so, the present study was an attempt to explore the perceptions of Iranian adult speakers of linguistic taboos and euphemisms in Iranian society. To achieve this aim, a convenient sample of 48 Iranian adult speakers, 24 males and 24 females, from Shiraz, Iran was recruited to participate in the study. The researcher interviewed them one by one and audio recorded their answers for further analysis and to determine their perceptions of linguistic taboos and euphemisms in Iranian society. The findings indicated that: a. Most of the participants believed that sex is the most offensive topic in Iranian society; b. All of the participants believed that people should use euphemisms in their speech and should take after of their speech especially in formal situations; c. Most of the Iranian adult speakers believed that the most important factor which leads to the use of taboo words is anger; and d. Most of the participants, both male and female, said they do not discuss taboo topics in mixed-sex groups.

In an attempt to liberate teachers from deficiencies of the conventional methods, Kumaravadivelu (1994) proposed the concept of “post method condition” to overcome the challenges caused by the very nature of methods. The literature regarding post-method pedagogy has indicated that most of the studies focus on its theoretical aspect, while the practical realization has been largely untouched. To this end, the present study was an endeavor to unveil the perspective of Iranian EFL teachers concerning the applicability of this pedagogy. 21 male and female in-service EFL teachers from different cities in Iran (Shiraz, Marvdasht, Bushehr, Tehran, and Gonbad-e-Kavus) participated in this qualitative research where data came from semi-structured interviews as the primary source of data collection. The interview data were transcribed and coded using Straus and Corbin’s (1998) constant comparative method, including three codification processes of open, axial and selective codings. The finding indicated that absence of required autonomy among teachers, teacher’s job security, students’ passivity, absence of critical thinking skills among students, dominance of transmission model of teacher education, inefficiency of the textbooks, teacher’s focus on coverage and grade pressure, and demanding nature of post-method pedagogy as the main pedagogical barriers which prevent language teachers from applying this pedagogy in their teaching practices.

This study sought to compare Iranian EFL novice and expert teachers regarding their professional knowledge at Iranian language institutes and universities. To achieve the aim of study, a questionnaire was developed based on the literature, the theoretical framework and the results of a qualitative study carried out by Yazdanpanah and Sahragard (2017). This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, six factors emerged under the main category of professional knowledge for Iranian EFL teachers. The findings of this study revealed that: (a) Iranian EFL expert teachers have higher levels of professional knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of knowledge about language and knowledge of language skills and components than novice teachers (c) expert and novice participants of this study are more or less similar in the modification they make in their teaching presentation, and d) there was not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of language teaching, knowledge of teaching methods and knowledge of language learning.

This investigation set out to look into the issue of teachers’ exercise of agency in the Iranian EFL context. More specifically, as part of a larger study, it reports on the ways two Iranian Ministry of Education teachers make sense of and operate in the country’s educational setting under the demands of a centralist system of education. Priestley, Biesta, & Robinson’s (2013) framework of teacher agency formed the conceptual backbone of the present study as well as guiding the data collection/analysis of the study. Qualitative data, from semi-structured interviews as well as follow-up data collection procedures, were gleaned from the participants over the course of an academic year and were subjected to analytical interpretation in the light of the said framework. The researchers came up with findings which, in the main, gave more weight to the well-roundedness of Priestly, Biesta, & Robinson’s model of teacher agency. The results also pointed to the highly situated nature of teacher responsiveness and action, thereby undermining the still prevalent views of the essentialist and idealized character of (teacher) agency. The results of the study are liable to be of use, among others, to case-based teacher education programs.

This study sought to compare Iranian EFL novice and expert teachers regarding their procedural knowledge in Iranian language institutes and universities. A questionnaire was developed based on the literature, the theoretical framework, and the results of a qualitative study. This questionnaire was administered to the whole sample of the study who was 200 Iranian EFL teachers from different genders and educational contexts. The participants were selected conveniently as going through random sampling was not possible. Based on the results of the exploratory factor analysis, seven factors emerged under the main category of procedural knowledge for these teachers. The findings revealed that: (a) Iranian EFL expert teachers have higher levels of procedural knowledge than Iranian EFL novice teachers (b) expert teachers have higher levels of classroom management knowledge, topic management knowledge and students involved in learning knowledge than novice teachers (c) expert teachers have the knowledge to make rapport (good emotional relationship) with their students more easily and effectively than novice teachers (d) there is not a significant difference between Iranian EFL expert teachers and Iranian EFL novice teachers due to knowledge of talk management, knowledge of strategies while teaching and knowledge of teachers’ learning strategies for learners in the classroom.

Reconciliating the logics of Post-method Era, Critical Pedagogy, and Sociocultural Theory in its conceptual framework, this study postulated Iranian EFL teachers’ socio-pedagogical identity as comprising conformity, criticality, and conformity-criticality mediation in order to explore and model the different aspects of Iranian EFL teachers’ “transformative teaching self,” probably contributing to their pedagogical ZPD and sociocultural identity development. To this end, Systematic Reflexive Constructivist Grounded Theory was utilized as the methodology of this 63-participant study managing both the data collection procedures, i.e. interview, focus group, observation, field notes, and document analysis, and the data analysis procedures, i.e. tabulation, open coding, initial memoing, axial coding, intermediate memoing, selective coding, advanced memoing, and theoretical sampling. The findings of the study were put into a putative model, delineating Iranian EFL teachers’ transformative teaching self at its core, which can constantly stimulate the teachers’ three interactive triplex identity types, i.e. conformative, critical, and mediational identities. Finally, this study entailed some implications such as updating teachers’ knowledge of mediational identity, professional retraining about mediation, encouraging teachers to achieve an understanding of their transformative teaching self, and preparing them to be efficient transformative teaching learners and practitioners of the model in this study.

The structure of socio-culture encouraged the following study to investigate the ways participation in collaborative learning tasks can have an effect on the overall English proficiency of EFL students’ academic achievement. The learners’ engagement in learning and collaboration with others for achieving their goals often happen in participatory approach to second language teaching and learning (Cobb, 1994; Greeno, 1998). In a same way, collaborative learning plays a good role in increasing learners’ interdependence (Bruffee, 1999), responsibility (Totten, Sills, Digby, & Russ, 1991), interpersonal skills (Rymes, 1997), and cognitive and critical thinking skills (Johnson & Johnson, 1986). Therefore, both the control and study group were randomly selected from 60 Iranian EFL learners of two intact classes. The first group which was the control group was exposed to regular teaching process through the conventional book-based method. While, in experimental group activities such as role play, problem solving, group work and collaborative tasks in the classroom instruction were mostly used. Accordingly, scores on the IELTS posttest in both groups improved but, the statistics of their overall performance showed that there is no significant difference. However, separate skills on the IELTS exam needed some analyses the result of which contended that the scores of experimental group on the speaking skill was significantly higher. Clearly, the scores on the vocabulary and grammar posttest in experimental group were significantly higher. In conclusion, higher mean scores indicate that EFL learners’ vocabulary and grammar learning will be facilitated through both participatory approach and collaborative activities. In fact, the more interactions among learners in classroom activities are used, improvement of speaking skills can be encouraged. As the results of the students’ and teachers’ interview revealed, both students and teachers’ attitudes towards participatory approach were positive and were also highly inclined to receive such tasks and activities in future

Purpose: In participatory approach to second language teaching and learning, students actively engage in their own learning process and collaborate with others (Cobb, 1994; Greeno, 1998) to achieve their goals. Also, collaborative learning has been shown to encourage the growth of student interdependence (Bruffee, 1999), responsibility (Totten, Sills, Digby, & Russ, 1991), interpersonal skills (Rymes, 1997), and cognitive and critical thinking skills (Johnson & Johnson, 1986). Methodology: Adopting a sociocultural perspective, the present study has attempted to explore the attitude of teachers and learners toward the effectiveness of the method. In so doing, 60 Iranian EFL learners from two intact classes participated in the study, in which the learners from the two classes were randomly assigned to one control group and one experimental group. For fourteen sessions, the researcher in the control group class followed her regular teaching practice through the conventional book-based method of conducting an English class. In the experimental group class, however, the researcher adopted the participatory approach tasks and activities, in which she applied various participatory approach-based techniques, activities, role play, and problem solving activities, group work and collaborative tasks in the classroom instruction. Findings: Results of the comparison of the effects of the experimental participatory group and the control conventional group revealed that although the students in both groups improved their scores on the IELTS posttest, there was no statistically significant difference between the experimental group’s overall performance and that of the control group. Conclusion: Results of the interview with the students and teachers also revealed that both the students and the teachers had positive attitudes towards implementing the participatory approach and they were willing to use at least some of the tasks and activities in their future courses.