درخت حوزه‌های تخصصی

This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based lens for evaluating Iranian EFL teachers’ programs. To this end, two current EFL teacher-education programs (i.e., State and Islamic Azad universities on the one hand and Farhnagian Teacher Education University on the other), each with its specific approach to developing EFL teachers’ PCK, were selected. Along with administering a glocally developed and validated PCK questionnaire among 263 student-teachers, this study ran a one-on-one semi-structured interview with 80 student-teachers to capture a crystal-clear evaluation of the outcomes the programs were to cultivate. The results of running qualitative and MANOVA analysis methods showed the student-teachers trained in the program with a more finely-tuned PCK instruction, which was accompanied by four continuous courses of teaching internship, were more cognizant of the role of PCK in their professional development and enjoyed a statistically significant index of developed PCK. Although there existed some similarities between these programs in terms of reviewing high school English course books, evaluation and assessment, and applying technology in teaching English, student-teachers in both programs were not completely aware of different components of PCK, including curriculum design and materials development, language teachers’ technological knowledge, and professional development. The results imply that content knowledge, PCK, and internship should be fettered together. The findings suggest that EFL teachers’ PCK can be applied as an effective lens for delving deeply into teacher training programs.

Despite the surge of interest in exploring the interface between second/foreign-language (L2) learners’ pragmatics and motivational profiles, empirical research that holistically captures their interrelationship remains in its infancy. The current study explored the interplay between L2 learners’ motivational selves and their sociopragmatic and pragmalinguistic competence using structural equation modeling (SEM). It sought to elucidate the mechanisms within the theoretical framework of the L2 Motivational Self-System that underpin this relationship. A cohort of 260 participants learning English-as-a-foreign-language (EFL) from three public universities in Iran was assessed using an online L2 motivation questionnaire and an oral discourse completion test (ODCT) to evaluate their L2 motivational selves as well as sociopragmatic and pragmalinguistic knowledge. The SEM analysis indicated that the learners’ sociopragmatics and pragmalinguistics were associated with some motivational subcomponents. Specifically, the students’ Ideal L2 Self exhibited significant positive predictive power in relation to their sociopragmatics. Their L2 Learning Experience contributed significantly to their pragmalinguistic knowledge. However, the participants’ Ought-to L2 Self appeared to predict their sociopragmatics negatively. Overall, those students who possessed a more robust Ideal L2 Self and an enriched L2 Learning Experience exhibited greater sensitivity to sociopragmatic and pragmalinguistic aspects and demonstrated better pragmatic production. Conversely, their Ought-to L2 Self which is inundated with obligations had a preventative function. These findings underscore the significance of integrating motivational constructs into L2 language pedagogy to enhance the learners’ Ideal L2 Self and their L2 Learning Experience, thereby optimizing their performance pragmatically.

The mushrooming of private bilingual schools (PBSs) in large cities of Iran highlights the importance of equipping English teachers in these schools with the required knowledge to hold high-quality English classes. In the absence of publications on the status of English language teaching (ELT) and hence English language teacher education (ELTE) practices in PBSs of Iran, the present inquiry was initiated to explore these neglected aspects in five PBSs in Tehran. In-depth semi-structured interviews with two principals, four English supervisors, and 16 English teachers were used for data collection. Thematic analysis of the data revealed how topics such as teaching methods, materials development, religious values, native and foreign cultures, technological literacy, English accents, use of mother tongue, and teacher reflection were perceived in teacher education practices of the selected schools. This finding can provide policymakers, school principals, English supervisors, and teachers with insights into the value of ELTE programs and the areas needing refinement.   

Online classes, among other things, may require confidence, persistence, use of effective strategies, managing distractions, and maintaining focus on the part of the learners. Due to the prevalence and unique nature of this mode of instruction, it seems necessary to examine the factors that contribute to successful learning outcomes. This study examined the function of internet self-efficacy and online self-regulated learning in an online reading course. 264 university students completed the Persian versions of the Online Self-regulation Questionnaire (Cho & Cho, 2017) and the Online Learning Self-Efficacy Scale (Zimmerman & Kulikovich, 2016). Their reading performance was evaluated by the reading section of the TOEFL. The results, analyzed by a bivariate correlation, showed a significant correlation between internet self-efficacy and reading comprehension. Also, a significant positive connection was found between reading comprehension and self-regulated learning. Learners confident in using online environments and active in regulating their cognitive processes during reading tasks showed better comprehension outcomes. The regression analysis findings, however, show that self-efficacy (β = 0.47, t = 8.15, p < 0.00) is a stronger predictor of reading performance than self-regulation (β = 0.16, t = 2.89, p < 0.00). The findings highlight the importance of promoting self-regulation and internet self-efficacy to improve reading comprehension. Further research should explore other factors, such as cultural perspectives, teaching methods, cognitive abilities, and technological advancements.

The present study aims to explore negation patterns in Ardalani, a variety of central Kurdish (Sorani) spoken mainly in Sanandaj, within the typological framework proposed by Miestamo (2005). This framework explains the main negation patterns found in the languages of the world as symmetric, asymmetric, and symmetric-asymmetric. Although Miestamo applied this stypological framework to analyze a wide range of languages, none of the Kurdish dialects are represented in his study. The data used in the present study comprises 263 negative sentences with their affirmative counterparts, which were obtained from the spoken Sorani material broadcast on Kurdistan Radio and Television. The results indicate that Ardalani follows a symmetric-asymmetric pattern. It reveals a symmetric pattern in the past tense with perfective and imperfective habitual aspect but displays an asymmetric pattern in the imperfective continuous aspect and modal structures. For the sentences in the imperfective continuous aspect, the speakers apply either A/Fin/Neg-LV or A/Cat/ATM. In the former, the verb loses finiteness and the features move to the available copula in the structure. In the latter, the aspect changes from continuous to habitual, a more common strategy. Modal structures also follow A/Cat/ATM, in which the modal marker is removed and replaced with the negation marker. However, the modal content remains semantically the same as its affirmative counterpart. 

This investigation aimed to inform instructional practices that foster linguistic development and enhance the overall language learning experience by unraveling the nuanced dynamics at play. To this end, the researchers explored the influence of two distinct vocabulary books, "Keyword for Fluency" and "1100 Words You Need to Know," on language growth, willingness to communicate (WTC), and academic engagement within the upper-intermediate learner demographic. With 40 participants in the experimental group (EG) exposed to "Keyword for Fluency" and 40 participants in the control group (CG) using "1100 Words You Need to Know", all demonstrating upper-intermediate language proficiency, a concurrent mixed-methods research design was employed. A comprehensive teacher-made test was designed and administered to gauge language growth. The EG received targeted instruction based on "Keyword for Fluency," while the CG adhered to conventional language teaching methods centered on "1100." Our findings showcased substantial language growth, increased WTC, and enhanced academic engagement among participants in the EG as opposed to the CG. This study offers valuable insights for educators, curriculum designers, and researchers seeking to optimize vocabulary instruction strategies for upper-intermediate learners.

Reviewing the literature, there is an evident lack of appropriate research on the potential difficulties of assessing speaking skill and the urgent need of more rigorous assessment of speaking skill and its intricacies. Therefore, this study aimed to develop a collaborative local rubric for assessing Iranian high school students’ speaking skill constructed through the school-university members' collaboration. The participants of this study were 3 high school English teachers and 3 university instructors. They had at least 5 years of experience in English teaching and familiarity with rubrics and how to use and develop them.To gather data, a semi-structured interview was conducted with the participants. After coding and analyzing the data, it was revealed that the participants mentioned some similar criteria such as the importance of pronunciation, grammar, vocabulary, fluency and the use of a 0-4 assessment scale. However, some contradictions arose between the participants about the scores and the strictness/flexibility of those levels. The currently-developed speaking rubric, which is a simulation of the IELTS and TOEFL speaking rubrics, intended to help high school teachers undertake a more thorough assessment resulting in students’ enhanced learning of speaking. This study proposed practical implications for teachers and instructors in particular test constructors and examiners.

The proficient use of parallel structures in essay writing plays a vital role in enhancing language proficiency among English as a Foreign Language (EFL) learners. Exploring effective instructional strategies, such as input flooding, can contribute significantly to improved writing outcomes. This study investigates the impact of input flooding techniques on the utilization of parallel structures in essay writing among EFL learners, comparing two instructional settings: flipped online and flipped face-to-face. A total of 73 participants were randomly assigned to three groups: the flipped online group (n=24), the flipped face-to-face group (n=22), and a control group (n=27). In the flipped online approach, the participants were exposed to input flooding through pre-recorded videos and received online feedback on their essays, allowing for extensive exposure to parallel structures. In the flipped face-to-face approach, the participants received the same instructional materials emphasizing relevant structures and engaged in activities to promote the use of parallel structures. The control group followed their regular instructional method without any specific intervention. Following the treatment sessions, all participants underwent a post-test essay assessment to evaluate their proficiency in utilizing parallel structures. The results indicate that the flipped online group demonstrated the highest level of proficiency, highlighting the effectiveness of input flooding techniques in promoting the use of parallel structures in essay writing. Nevertheless, the flipped face-to-face group also exhibited improvement compared to the control group, suggesting the potential benefits of incorporating input flooding in the face-to-face approach. The study indicates that employing input flooding techniques, particularly in a flipped online instructional environment, can significantly improve EFL learners' proficiency in using parallel structures in essay writing. Moreover, the implications extend beyond the classroom, offering valuable insights for educators and policymakers to refine instructional strategies and shape language learning policies effectively.

What we know about the vision of an ideal Young Learners of English (YLE) classroom environment is only limited to a number of small-scale qualitative studies that have explored the development of teachers’ vision throughout their careers. This gap prompted the researchers of this study to pursue the development of a psychometrically valid measure of the factors involved in teachers’ vision of an ideal YLE classroom environment. To this end, an item pool was developed based on an extensive literature review, expert opinion, and interviews with 60 YLE teachers. Next, the first version of the questionnaire was administered to 366 YLE teachers from different cities of Iran. Confirmatory factor analyses through structural equation modeling procedures were applied to the data obtained to test the validity of the hypothetical model. Rounds of statistical analyses and the follow-up remodeling led to a final measurement model of a questionnaire with 23 items tapping into five factors of learner characteristics, attitudes toward the course, teacher characteristics, classroom environment, and organizational impact. The results of this study empirically support the multidimensionality of YLE teachers’ vision of an ideal classroom environment and yield a relatively concrete measure of the construct.

The present study was an attempt to examine the relationship between EFL students' sense of self-efficacy and their pedagogical success. For this purpose, 150 female EFL students studying English in two institutes in Ardabil city were selected according to convenient sampling method. The selected learners were given a standard version of Oxford Quick Placement Test (OPT) which showed that the 150 participants were at the lower intermediate (n=47), upper intermediate (n=56), and advanced levels (n=47). The participants were also asked to complete the “Students' Sense of Efficacy Scale”. Then, the collected data were analyzed through SPSS version 25 and Pearson correlations and linear regressions were run to answer the research questions. The results revealed significant relationships between sense of self-efficacy and pedagogical success of the EFL learners at lower intermediate, upper intermediate, and advanced levels. Likewise, the results indicated that sense of self-efficacy predicted a significant amount of pedagogical success at lower intermediate, upper intermediate, and advanced levels of L2 achievement. The findings can have implications for the EFL classroom and can pave the way for further studies focusing on the relationship between other personality traits and EFL learners’ pedagogical success.

As online learning gains popularity in educational settings, online exams have become efficient tools for evaluation. However, more research is needed on students' perceptions of online exams in developing countries like Iran. This study investigates the perceptions of 153 undergraduate students who have taken or are taking online general English courses at Yasouj and Shahrekord universities. The research aims to understand university students' perceptions of online English tests, including the ease and frequency of cheating, various forms of cheating, and reasons for cheating. A mixed-method approach was employed, incorporating interviews followed by a 19-item questionnaire. Parallel exams were conducted to compare students' performance. The analysis also examined differences in perceptions based on participants’ gender. The results indicate that cheating is easier and more prevalent in online exams than in traditional face-to-face exams. However, it does not occur more frequently in online English as a Foreign Language (EFL) exams than in other subject exams. The study identified various forms of cheating used by students and the reasons for cheating in online assessments. Additionally, gender was found to influence students' perceptions of cheating in online exams significantly. Based on these perceptions, strategies to combat cheating are proposed. The implications of this study are significant for educational stakeholders, particularly teachers and students, in their efforts to promote and maintain academic integrity.

In recent years, dynamic assessment and positive psychology have attracted the attention of many researchers. This phenomenological study explores Iranian intermediate English as a Foreign Language (EFL) learners' perception of academic buoyancy, reflective thinking, and academic resilience in response to dynamic assessment. Data were gathered through narrative inquiry, observation, and focus group discussion involving 18 intermediate EFL learners at a language institute in South Iran. Member checking, peer debriefing, and audit trail were used to ensure the credibility and dependability of the instruments. Thematic analysis of the qualitative data revealed that dynamic assessment positively influenced learners' academic buoyancy by providing tailored scaffolding and support, fostering resilience in the face of academic challenges, and enhancing reflective thinking abilities. These findings suggest that integrating dynamic assessment techniques into language teaching practices contributes to students' adaptive coping mechanisms and ability to navigate academic setbacks, enhancing their academic success and overall well-being. The study underscores the importance of incorporating dynamic assessment approaches to cultivate resilient and empowered learners within EFL settings. This study contributes to understanding dynamic assessment's role in fostering academic resilience and reflective thinking in language learning contexts. The implications of the study are discussed.

This article aims at contrasting the conceptualization of space in Persian and English. Using three semantic primes of 'space', namely 'below', 'side' and 'touch' proposed in Natural Semantic Metalanguage (NSM), as one of the cognitive semantics approaches to study language, this cross-linguistic design intends to uncover the similarities and differences of conceptualizations in the two languages. The data came from the Hamshahri corpus of Persian-written data and the Corpus of Contemporary American English (COCA).The data were compared to see whether or not the NSM theory is viable to explain the spatial conceptualization. The results indicated that the semantic primes have more than one exponent in Persian and English, with their particular function and conceptual range. Besides, the prime of 'touch' has not spatial correspondence in Persian language. This means that the NSM approach does not provide enough analytical toolkits to satisfactorily explain the similarities and differences in cross-cultural cognitive semantic comparisons and cannot exhaustively explain the conceptualization of ‘space’. Nonetheless, this approach provides us with some insight into the cognitive properties in the minds of the speakers.

The current study was conducted to examine Iranian EFL students’ listening comprehension and writing performance after receiving auditory and audiovisual input. With a quasi-experimental test-retest design, a listening comprehension test was administered in auditory and audiovisual formats to 51 intermediate EFL students from two intact classes. The results indicated that the students’ mean scores in the audiovisual listening test were significantly higher than that in the auditory test administered after a six-week interval; however, no significant difference was found in the accuracy and fluency of summary writing. The analysis of the participants’ responses to the questionnaire indicated that 75% of the students preferred the video format of the test and only 22% found it distracting. Most participants believed that visual input helped them remember details for a longer period and stay more concentrated, engaged and interested in the topic. To conclude, in addition to auditory input, audiovisual material is recommended as a preferred instrument to assess learners’ listening comprehension.