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Stated key words after the abstract section in research articles are among those lines of inquiry which have received less attention in Applied Linguists (AL) studies. In this paper, the researcher explored the distribution of stated key terms and expressions as used by 73 researchers in AL domains in both local (NOORMAGZ) and global database publishers (SAGE, ELEVIRE, SINCENCE DIRECT) Those Scimago journal lists, which were abstracted in Thomson Reuters Web of Science [WoS] journals were precisely screened in terms of their compatibility with title vs. topic match index as well as their position in the research articles throughout the whole sampled research papers including Introduction, Review of Literature, Method, Results & Discussion (IRMRD) to explore authors’ tendencies towards art-based utilization of key word selection/assignment for research writing aims. The results over title-topic match indicated that at least one or two stated key words significantly appeared in the title of research paper within both local and global databases with the higher preference for keyword-title match among Iranian researchers. Regarding the most probable positions in the sampled research articles, gained data in this research could not significantly show any differences between local and global researchers. Possible implications were discussed in the light of critical, art-based approaches for key word elaboration/explanation in English Language Teaching (ELT) and AL research.   

این تحقیق سه نوع تفکر کلامی که در روش تدریس ادراکی جامع رایج است را مورد بررسی و مقایسه قرار داد تا تاثیر این سه شیوه به زبان آوری فکر را در فراگیری وجه مجهول در بین فراگیران زبان دوم مشخص کند. بنابراین چهار کلاس پایه دوازدهم از یک دبیرستان انتخاب شدند و به بطور تصادفی به سه گروه آزمایش و یک گروه گواه تقسیم شدند و به تمام دانش آموزان وجه مجهول آموزش داده شد. در واقع به هر کدام از سه گروه آزمایش به یکی از شیو ه های رایج آموزش ادراکی سیستمی: الف) تفکر کلامی درونی، ب) تفکر کلامی بیرونی، ج) تفکرکلامی درونی و بیرونی آموزش داده شد وبه گروه گواه به روش معمول استقرایی آموزش داده شد. نتایج تحقیق نشان داد که هر سه شیوه ادراکی سیستمی در یادگیری وجه مجهول توسط فراگیران موثربود. البته شایان ذکر است که از سه روش فوق دو روش تفکر کلام بیرونی و روش تفکر کلامی بیرونی و درونی از روش تفکر درونی موثرتر بودند. در حقیقت علت این برتری را می توان در ماهیت منحصر به فرد روش تفکربیرونی جست که همزمان به دو شکل باعث توسعه ذهنی می شود. شکل اول توسعه ذهنی از طریق مفاهیم می باشد که از ویژگی بارز آموزش ادراکی سیستمی است و شکل دوم حالت توسعه ذهنی از طریق تعامل می باشد که از ویژگی های بارز ارزیابی پویا است. به عبارتی دیگردر روش تفکر بیرونی بستری فراهم می شود تا دو مدل آموزش ادراکی سیستمی و ارزیابی پویا نمایان شوند.

The promotion of language assessment literacy (LAL) among teachers and assessment developers has been deadly called and emphasized by professionals and scholars in the field of language assessment. In line with this urgent call for research, the present study sets out to investigate the EFL teachers’ literacy assessment with the aim of bringing modifications for teacher education reforms. To meet the objectives of the study, a total of 200 EFL teachers (N=88, with a TEFL background and N=112, with a non-TEFL background) with B.A. (N=125) and M.A. (N= 75) degrees were selected through stratified random sampling at high schools of West Azerbaijan Province, Iran. The required data were gathered using Plake, Impara, and Fager’s (1993) Teacher Assessment Literacy Scale (TALS). Hence, the participants’ knowledge concerning components of assessment literacy (AL) was sought for. A multivariate analysis of variances (MANOVA) was run and the results, in general, revealed that the participants were not significantly familiar with assessment literacy principles and procedures. Specifically, the results indicated that EFL teachers with a TEFL background and those with a non-TEFL background differed in terms of their assessment literacy competence, especially in terms of their perceptions of AL components. The implications of the findings for teacher education programs, teacher educators and EFL teachers are discussed and some suggestions for further research are offered.

Exploring various dimensions associated with classroom Willingness to Communicate (WTC) appears to have become a focal issue among researchers. Despite previous studies on WTC, there still exists the paucity of research reflecting actual learners’ WTC behavior via the lens of the Sociocultural Theory (SCT). The present study, therefore, delved into the role task-mediation and teacher scaffolding might play in EFL learners’ WTC, juxtaposing STC, and task-based instruction. Through a multiple case study approach, six types of tasks were applied with 11 Iranian EFL learners over 9 weeks. Relying on triangulation, the authors of the present study collected the data using observation, stimulated recall interviews, and learners’ reflective journals. To treat the data, the qualitative method of analysis was utilized. The results showed that the learners behaved variably in their WTC with respect to the tasks. Furthermore, teacher scaffolding was found to contribute to the learners’ WTC. Mediation via task and teacher scaffolding carry implications for English teachers, which have been discussed at the end of this article.

In this research, the teacher-researcher (henceforth, I) presents a chronological report over some life-long educational experiences in an EFL setting and during a long period—twenty - five years aimed at verifying/authenticating role conflicts. In so doing, I decided to carve my earlier educational paths to describe my diverse roles/realities. To this end, I recounted my past and presented experiences, including my three roles as (A) Language learner, (B) Language teacher, and (C) Language researcher. Using life-history narrative research designs and in line with auto-ethnography approaches, I initially embarked on critically describing my English language educational experiences from a recollection of past events in my memory through my first two roles—language learner and teacher—and mapped them onto my recently assigned role as a language researcher. The findings were self-revealing to me in that while recounting my experiences, I found out how specific intuited conflicts involving ‘impotency in using the English language for non-educational aims’, ‘the gap between theories and practice’, ‘the influence of essential others on my future decisions’, ‘the duality of exposures with people having more vs. fewer authorities’ among others had inflicted me to a great extent. Then and there, during such a long period for demonstrating my professional identity construction, I summarized my intuited conflicts. This was to designate how the unpredictability of affairs in ELT and maintaining intricate interactions with people in the community of practice, which resulted from numerous aims and led to unpredictable directions, might have influenced me as a language practitioner in my future attempts to experience a new being. The findings may promise implications for professional identity construction as mapped on recent narrative accounts for English language teachers.

The increasing call for learning English as a foreign language has dramatically heightened the necessity to recruit effective English teachers. This is mainly because teachers have a key role in the success or otherwise of an educational program. Nevertheless, a comprehensive review of the related literature confirms the paucity of research studies on teacher characteristics which can influence their job satisfaction. The present research set out to investigate the association among EFL teachers’ self-efficacy, reflective thinking, and job satisfaction. Two-hundred and twelve Iranian EFL teachers from language institutes, schools, and universities participated in the study. They were asked to answer Teachers' Sense of Efficacy Scale, Reflective Thinking Scale and The Minnesota Satisfaction Questionnaire, as the main data collection instruments. The questionnaires were presented in three different ways: social networks, email, and in person. Structural Equation Modeling was employed to examine the hypothesized model of relationships. This model was confirmed following the application of the modification indices proposed by the software (Normal chi-square = 3.6; RMSEA =.03; RMR =.02; GFI =.93; AGFI =.90; NFI =.92; CFI =.93; IFI =.93). The results revealed that there were significant internal correlations between all the latent variables and their sub-scales. Moreover, results of multiple regression analysis represented that self-efficacy and reflective thinking positively predicted job satisfaction, with self-efficacy exerting more predictive power compared to reflective thinking. Pedagogical implications of the findings have been discussed.

Lesson Study is considered as a way of improving teachers’ professional development in foreign language teacher education courses. Integration of collaboration with focused observation within Lesson Study facilitates teacher professionalization and pedagogical practice. Therefore, this study aimed to explore Iranian EFL teachers’ perceptions of the practical implementation of Lesson Study, and examine novice and experienced EFL teachers’ comments about merging their theoretical knowledge with practice throughout the application of Lesson Study. To this end, four novice and three experienced language teachers, both female and male were selected as the participants of this study. Data collection was done through triangulation of teachers’ reflective notes, an unstructured interview, observation, and field notes. The findings indicated that EFL teachers have positive views toward Lesson Study as a means of professional development. Additionally, the novice and experienced EFL teachers have different attitudes regarding lesson planning, reflective teaching, and collaborating with other colleagues. The findings of this study can have implications for EFL teachers and teacher educators to promote ongoing learning in their profession through reflective teaching and collaboration.