ایرج خوشنویس

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.

This study explored the effect of teaching Self-Regulated Strategy on the writing accuracy and cohesion of Iranian EFL learners. In so doing, this study followed the SRS instruction model, using a transition word chart, examples, and a graphic organizer. To achieve the objectives, 50 intermediate Iranian EFL learners participated in this study. The design was experimental which used a proficiency, pretest-posttest and random sampling. The analyses of writing tests in the control and experimental groups revealed that SRS instruction had a positive impact on the participants’ writing ability. The effect of SRS instruction was significant on the participants’ writing accuracy and cohesion. The findings draw language instructors’ attention to the meta-cognitive dimension of writing and importance of teaching self-regulatory strategies as a way for achieving autonomy in writing.