مرجان معین وزیری

A good lesson plan will most probably end up in effective teaching performance. Despite the positive role of planning lessons in the success of any teaching and learning experience, it has not been fully addressed in the Iranian EFL context, and many teachers consider it an impractical or challenging performance. Hence, the present survey study aimed at investigating what EFL teachers conceived of lesson planning and implementation. Furthermore, the role of a series of demographic variables, namely, gender, teaching experience, and educational degree, were also considered. The study participants included 120 EFL teachers working at universities, schools, and language institutes of Sirjan, Iran. The instrument used for data collection was a closed-ended questionnaire developed by Ramaila and Ramnarain (2014). The results from descriptive as well as inferential statistics, including the independent samples t -test, one-way ANOVA, and one-sample t-test, demonstrated the EFL teachers' moderate willingness toward lesson plans in general and its different aspects in particular. It was also revealed that the participants’ perceptions of lesson planning did not differ, considering their demographic features. Educational administrators and authorities can utilize the obtained outcomes of the present study to take sound measures in this regard leading to better achievement of all language learners and even all learners in general.  

While listening plays an important role in the process of foreign/second language learning, different factors can affect this process. This study was designed to assess the relationship between listening anxiety and metacognitive strategy awareness with a special interest in the role of gender and proficiency level. In order to conduct this survey, two instruments including the Metacognitive Awareness Listening Questionnaire (MALQ) as well as Foreign Language Listening Anxiety (FLLA) questionnaire were utilized and distributed among 105 upper-intermediate and advanced level Iranian EFL learners. The analysis of data indicated that there was a negative correlation between the participants' listening anxiety and their use of metacognitive strategies, indicating as the use of metacognitive strategies increased, lesser degrees of listening anxiety were observed and vice versa. Moreover, the findings showed that there was no difference between males and females in this regard. Regarding learners’ level, it was revealed that upper-intermediate learners were more anxious than advanced level ones. However, no difference was detected between these two levels in their strategy use. It is hoped that this study can help teachers to consider their learners’ characteristics in the instruction of suitable strategies and learners to become more autonomous and self-regulated in their listening performance.