ندا هدایت

Despite the increased research on various aspects of academic optimism (AO) in general education, this line of inquiry has not received adequate empirical attention in English language teacher education. The present mixed-methods study aimed to explore the role of AO in MALL-oriented listening instruction among Iranian EFL teachers, with a focus on variations in their experience ranges. A total of 168 teachers participated in the study and completed the study scales, and 15 teachers with higher levels of perceived AO were further interviewed to gather qualitative data. Descriptive and inferential statistics were used to examine the quantitative data, while thematic analysis was conducted to analyze the qualitative data. The quantitative results indicated significant differences between novice, experienced, and highly experienced language teachers, with the latter holding more positive beliefs about AO and MALL in relation to listening. Additionally, a significant correlation was found between AO and MALL. The qualitative findings complemented the quantitative results by highlighting the pivotal role of academic optimism in driving teachers’ motivation, the positive impact of teachers’ optimistic attitudes on student engagement and motivation, and the pedagogical strategies employed by optimistic teachers to effectively incorporate MALL in their instructional practices. These findings provide implications for teachers and teacher educators, emphasizing the importance of integrating AO principles in MALL-related professional development courses to positively contribute to teachers’ professional growth. The study contributes to the limited empirical research on AO within the context of English language teacher education and provides valuable insights into the complex interplay between academic optimism, MALL-oriented listening instruction, and teacher-student interactions.

This study followed discussion-based techniques using mobile phone technologies in order to compare Iranian EFL teachers' perceptions with their practices in higher education. Applying Convergent Parallel Mixed-Method Design, 73 English for Specific Purposes (ESP) instructors, teaching technical English courses to Law students at Islamic Azad University (IAU), South Tehran, Qods and Eslamshahr branches, completed a questionnaire, assessing teachers’ perceptions versus practices on the use of mobile phone technologies in discussion-based classes. Through typical-case purposive sampling, out of 73 ESP instructors, eight instructors (four traditional and four communicative), extracted through the questionnaire, joined semi-structured interviews, and their classes were observed during the semester by two observers completing the observation scheme. Afterwards, applying the grounded-theory-instigated analytical framework of Onwuegbuzie and Teddlie (2003), the triangulated observation-interview data were thematically analyzed through open, axial, and selective codifications congruent with Mishra and Koehler’s (2008) TPACK model components, i.e., technology, pedagogy and content knowledge. The results demonstrated EFL teachers' interest in interactional mobile phone technologies and in the content constituent, i.e., the second component of the questionnaire as well as the third module of TRACK model. Additionally, the results signified EFL teachers’ use of comparative translation activities for the reading comprehension skills via collaborative/cooperative reading strategies. Finally, this research represents some pedagogical implications for administrative executives in the Iranian Ministry of Science, Research and Technology to revise Law students’ curriculum, and positively alters material providers’ and ESP instructors’ attitudes toward using mobile phone technologies in discussion-based classes.