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Teacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship with language learners’ effort and attitude for language learning. In order to foster teacher enthusiasm, the highly novel concept of vision was utilized and a vision enhancement program was conducted to improve language teacher enthusiasm. Four EFL teachers and their 46 students participated in the research project. Two of the teachers were assigned to the six-week visionary intervention and the other two received no treatment. A Likert-scale questionnaire measuring perceived teacher enthusiasm, intended effort, and attitude to language learning was administered to all the students before and after the treatment. Results of ANCOVA revealed that those students whose teachers were subjected to vision enhancement were significantly different from the students whose teachers did not receive the treatment. Moreover, linear regression analyses demonstrated that students’ perception of teacher enthusiasm can positively predict their effort and attitude. The efficiency of visionary training for improving teacher enthusiasm gained empirical support. Besides, the findings underscore the link between teacher enthusiasm and students’ effort and attitude.

The study examined the impact of high school English teachers’ awareness of pedagogical competence on student learning. A psychometric measurement instrument of English language teachers’ pedagogical competence (ELTPC) was first developed through factor analysis with 320 high school teachers in Guilan, northern Iran. Based on the developed instrument, 36 teachers were divided into two groups of aware and unaware teachers of pedagogical competence (PC) according to Contrasting Groups Method. Then, 160 high school third graders received instruction from the aware and unaware teachers for 7 weeks. Finally, a survey regarding the teachers’ implementation of pedagogical competence in classrooms was conducted with 30 students. The findings showed that the students in the aware teacher group outperformed the students in the unaware group of teachers. Although based on the survey results, the aware teachers were reported to act better with regard to the students’ learning achievements, they were not reported as highly practicing the pedagogical competence. The findings can be practically used by teachers, teacher educators, and education administrators.

The primary aim of this study was to shed light on the impact of a new instruction model, reflective reciprocal teaching (RRT), on English as a foreign language learners' (EFL) reading comprehension ability. Its mode of inquiry was a mixed-method, and it took on a quasi-experimental design, including a pretest, treatment, and posttest paradigm. The sampling techniques were both convenience and random sampling by which 100 EFL freshman learners were selected and assigned into three groups of reflective reciprocal teaching (RRT), reciprocal teaching (RT), and control. Two tests, namely Oxford Quick Placement Test and Michigan English Language Assessment Battery, were used to measure EFL learners' proficiency level and reading comprehension ability in its quantitative phase. ANOVA was utilized to analyze the collected data. Also, during the next step, which aimed to explore the learners' perceptions of RRT instruction, semi-structured interviews were used to collect qualitative data. The results indicated that the RRT group outperformed the control group regarding their reading comprehension ability; however, the RT instruction did not significantly impact this issue. Accordingly, the qualitative data analysis findings indicated that self-regulated learning, perceived competence, metacognitive awareness, confidence, and intrinsic motivation were the significant results of the RRT instruction model, contributing to the learners' reading comprehension ability.

The present study set out to investigate the effect of a newly-developed model of writing instruction in comparison with Swalesian genre approach, and the traditionally-favored product-oriented approach on Academic Writing Motivation of Iranian EFL learners. The devised model was called System-Nested, Genre-Oriented, Structurally-Mediated Model of Writing Instruction. Next, with a quasi-experimental design, three groups of learners received writing instruction via traditionally-favored product-oriented approach (N = 8), Swales’ genre-based approach (N = 8), and the newly-developed model (N = 7). The participants received an academic writing motivation questionnaire prior and subsequent to their treatments as pretest and posttest. The results of ANCOVA revealed that the participants in the newly developed model group outperformed the other two groups on the posttest of writing motivation. Additionally, the learners in the Swalesian genre approach group performed significantly better than those in the product-oriented approach group. Language teachers are encouraged to incorporate the system-nested, genre-oriented, structurally-mediated model of writing instruction or other genre-based models to improve learners’ academic writing motivation.

Language learners receive different types of corrective feedback during the process of second language acquisition. Recast, as an approach to corrective feedback, is one of the most-frequently error correction techniques in classroom contexts. A plethora of research has addressed recast; however, the present study focused on comparing learners’ grammar achievement via oral and writing modalities through two perspectives, cognitive and ecological, who received recast. One hundred and twenty language learners, all first-year college students at Islamic Azad University and Applied Science University in Tehran participated in this study. They were assigned to four groups. The participants in all groups were exposed to different instructional programs based on the cognitive and ecological perspectives to language learning orally or in writing, and all learners received recast orally. Results obtained by a pretest and a posttest indicated that all groups made progress in their grammar achievement, while there was a statistically significant difference between the groups in the posttest. The participants in the ecological group had higher gains of grammatical structures than those in the cognitive group. However, data analysis revealed that there was no statistically significant difference between two oral and writing groups in their grammar achievement.

Learning to teach is conceptualized as a complex process of identity development. To address this process, this study explored Prospective Teachers’ (PTs) professional identity development at different stages of learning to teach within a four-year Second Language (L2) initial teacher education program. Participating in a sequential explanatory mixed-methods approach, 140 PTs filled out the English language teacher professional identity questionnaire three times: at the end of the second year, third year, and fourth year. Then, after each round of the questionnaire administration, 12 PTs were asked to participate in the interview phase to gain further insight into the participants’ professional identity development. Three separate sets of Freidman test and grounded theory were employed to evaluate the questionnaire and interview data, respectively. The results of both quantitative and qualitative data analyses revealed that the second-year PTs’ language awareness had a major contribution to the enactment of collective identity of language analyst and language user roles as part of their professional identity. Teaching practicum experiences also helped the third-year PTs develop a sense of belonging to the school community by aligning themselves with its rules and policies, which helped them develop their professional identity in a prescribed manner, informing institutionally situated identity of formal teachers. The fourth-year PTs’ identification of themselves with regard to their prospective learners’ needs was also the identity development observed in the form of learner-oriented attitude toward learners as whole persons, all conducive to imagined future identity of needs analysts. The results and implications are further discussed.