جلیل فتحی

The primary objective of this research was to explore how the mindsets and perseverance of English as a Foreign Language (EFL) teachers in Iran impact their well-being. Using Structural Equation Modeling (SEM), data from 375 EFL teachers, selected through convenience sampling, were analyzed. The results revealed a direct and positive correlation between a teacher's growth mindset and their well-being. Additionally, the study found that the relationship between a teacher's growth mindset and well-being was influenced by their level of grit. These findings suggest that educators can significantly contribute to fostering growth mindsets and perseverance among EFL teachers, thus improving their well-being. Ultimately, this research underscores the importance of these teacher characteristics in enhancing the well-being of EFL instructors and offers practical guidance for educators aiming to support them.  

Since the 1990s, an accumulated body of empirical studies have investigated the main and differential effects of various approaches to second language (L2) pragmatic instruction. To contribute to this line of research, the present study aimed at investigating the effect of deductive and inductive instruction on the development of the speech acts of requests by Iranian EFL learners. In so doing, 51 Iranian EFL English-major students were randomly assigned to either the deductive group (DG) group (n = 24) or the inductive group (IG) group (n = 27). (IG).  Both groups were provided with video clips of short conversations including the speech acts of request. The experimental treatment for the DG followed explicitness and deduction accompanied by a variety of drills, whereas the instruction for the IG involved input enhancement techniques. Both deductive and inductive methods of instruction adopted in the present study were operationalized according to the principles underlying the paradigms of Focus on Forms (FonFS) and Focus on Forms (FonF). Speech act development of the two groups was measured through a 10-item Written Discourse Completion Test (WDCT) at the pre-treatment and post-treatment phases of the study. The results obtained from administered WDCT revealed that both deductive and inductive instruction had a significant effect on the learners’ development of requests. Further analysis of the findings revealed that inductive instruction was more effective than deductive instruction. The findings offer theoretical and pedagogical implications.

Since teachers’ creative behavior or innovation-promoting inclination affects the quality of education, some recent studies have aimed to explore teachers’ willingness to practice teaching for creativity (TfC) in various education contexts. As an attempt to identify the correlates of TfC, the aim of this research was to test a model of model of TfC in EFL contexts based on teachers’ creative self-efficacy and their growth mindset. A number of 472 Iranian English as a Foreign Language (EFL) teachers partook in this survey as the participants. The electronic versions of the questionnaires for the three latent variables were administered to the participants. Structural equation modelling was utilized to test the suggested model of TfC in the EFL context. The results indicated that both teachers’ creative self-efficacy and their growth mindset substantially influenced EFL teachers’ TfC although the contribution of creative self-efficacy was greater than. Additionally, teachers’ growth mindset had a slight effect on their creative self-efficacy. These findings can offer remarkable implications for EFL teacher educators

his study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TEQ in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.

In the demanding environment of English as a Foreign Language (EFL) instruction, fostering student well-being has become a critical pedagogical objective. This study examined the predictive relationships between mindfulness, perceived teacher support, and psychological well-being, with a specific focus on the mediating role of student engagement. Adopting a quantitative, cross-sectional design, the researchers collected data from 342 intermediate-level EFL learners in Iran using validated self-report scales. Structural Equation Modeling (SEM) was utilized to test the hypothesized model. The results demonstrated that both mindfulness (β = 0.31, p < 0.001) and perceived teacher support (β = 0.39, p < 0.001) were significant positive predictors of student engagement. Furthermore, student engagement was found to significantly predict psychological well-being ( β = 0.44, p < 0.001). Mediation analysis using bootstrapping confirmed that student engagement partially mediated the effects of mindfulness and teacher support on well-being. Overall, the structural model explained 41% of the variance in student engagement and 38% of the variance in psychological well-being. These findings underscore the importance of integrating internal psychological resources with interpersonal environmental supports to foster learner flourishing. The study concludes with practical implications for EFL practitioners, highlighting the need for mindfulness-integrated instruction and affective scaffolding to enhance learner engagement and holistic development.

Due to the fact that job satisfaction plays a crucial role in teacher attrition, numerous scholars have investigated the predictive variables for occupational well-being in educational contexts. However, this research area has been relatively ignored in higher education contexts. To fill this lacuna, this research employed an explanatory sequential mixed-methods design to examine the predictive roles of teacher mindfulness and self-efficacy in impacting the job satisfaction of English instructors in various Iranian universities. In the quantitative phase, data from 226 EFL instructors were analyzed following a rigorous screening of an initial pool of 234 participants who completed measures of the focal constructs. Structural equation modeling (SEM) confirmed that teacher mindfulness and self-efficacy significantly predicted job satisfaction, with self-efficacy emerging as the strongest predictor. Furthermore, mindfulness exerted a significant indirect effect on satisfaction through the mediation of self-efficacy. In the subsequent qualitative phase, follow-up semi-structured interviews were conducted with a purposive subsample of 12 instructors to clarify the mechanisms underlying these statistical paths. Thematic analysis revealed that mindfulness facilitates a "psychological pause" through affective detachment, while self-efficacy provides the pedagogical agency necessary to maintain value-action congruence despite institutional stressors. These results suggest that mindfulness acts as a cognitive precursor that enhances pedagogical presence and professional resilience. The implications for developing targeted onboarding strategies and mindfulness-based interventions in higher education are discussed.

With the widespread use of technology in today's society, the effective integration of technology in education has become a vital area of research, particularly in teacher education. Teacher variables play a crucial role in the successful incorporation of technology in the classroom. Consequently, several empirical studies have explored the factors influencing teachers' intentions to use technology. This study aims to contribute to this research by examining the roles of teacher self-efficacy and technology self-efficacy in predicting technology use among Iranian EFL instructors. A sample of 353 Iranian EFL instructors participated in an online survey, completing three self-report scales measuring the mentioned constructs. Structural Equation Modeling (SEM) was employed to analyze the collected data and test the relationships between the variables. The findings indicated that teacher technology self-efficacy had a more significant impact on intentions to use technology compared to teacher self-efficacy. Both predictor variables, however, showed unique effects on intentions to use technology. The paper concludes with practical implications and recommendations for further research.