مهدی مهرانی راد

The ongoing debate surrounding the effectiveness of instructional models, particularly within the context of English as a Foreign Language (EFL) education, underscores the need for empirical investigation. This study sought to address this discourse by examining the differential impact of two pedagogical approaches on the production of idiomatic expressions. Employing a quasi-experimental design, the research compared the performance outcomes of two groups of learners, one exposed to deductive instruction and the other to inductive instruction. The participants engaged in a comprehensive exploration of 64 English idiomatic expressions over the course of the study. Data collection included a pre-test, eight immediate post-tests, a delayed post-test, and an open-ended questionnaire. The 20-session experiment, integrated seamlessly into the regular classroom instruction, involved the alternation of deductive and inductive approaches in teaching eight idiomatic expressions per session. Findings revealed significant improvements in both groups’ scores, yet a noteworthy distinction emerged in favor of the inductive instruction. This outcome implies that an inductive pedagogical approach may exert a significant influence on the production of idiomatic expressions among EFL learners. The study contributes insights into the ongoing pedagogical discourse and underscores the potential benefits of adopting inductive strategies in the teaching of idiomatic expressions.

The purpose of the present study was to examine the accuracy with which young children respond to different types of questions. Additionally, the study explored whether the children’s language development affects their response accuracy. They study was conducted in two kindergartens in Neyshabur, Iran, and the sample consisted of 25 Persian-speaking young children aged 3 to 6 years, who participated in the study by listening to a short story and answering 24 questions of varying types. The analysis of the results revealed that children's language proficiency significantly influenced the accuracy of their responses, with more proficient children providing more accurate answers. Further analysis of the results showed that children provided the most accurate answers to yes/no questions. Forced-choice questions elicited more accurate responses than open-ended questions. These findings suggest that children's limited language proficiency and their restricted memory span may constrain the reliability of their responses to certain types of questions.

Within the last few decades the conception of research engagement has been widely considered vital in teachers’ professional development. The literature is replete with numerous arguments both about the benefits of doing and reading research and the reasons for doing so. Within these discussions, however, the opinions of teachers are mostly ignored or reflected only circumstantially. The present study was conducted to investigate the reasons for which Iranian English teachers engage in research. First, a provisional survey questionnaire was designed, using experts’ opinion and a comprehensive review of the related literature. The instrument was then validated through conducting exploratory factor analysis on teachers’ responses to the survey instrument. Analysis of the results showed that teachers’ reasons and motivations for research engagement can best be categorized in four groups: benefits for professional development, instrumental and personal motivations, organizational expectations, and pedagogical benefits. Subsequent analyses also revealed that research engagement among Iranian English teachers is mainly shaped for personal and professional reasons. The findings point to the importance of developing a holistic perspective toward educational research in order to promote research engagement, making it a sustainable path to professional excellence for language teachers.