مروارید سعیدی

Instagram, a widely popular platform, has become an influential tool for teaching and learning English by delivering daily updates of new language content on various Instagram pages and accounts. This study examines the effect of Instagram on learners' motivation to learn English and evaluates its advantages and disadvantages for educational purposes. A mixed-methods approach was utilized, incorporating quantitative data collected through a questionnaire distributed among 100 Iranian EFL learners and qualitative data gathered via semi-structured interviews with five teachers who actively employ Instagram in English instruction. Findings revealed that Instagram significantly boosts learners' motivation, with participants expressing positive views about the platform. Key advantages include its engaging and diverse content, as well as its potential to enhance skills and subskills like speaking and vocabulary. In spite of these benefits, certain drawbacks were identified, such as the presence of distracting non-educational content, limited interaction opportunities, and restrictions in fostering deep learning and comprehensive teaching. The study concludes that Instagram offers notable benefits for English education, particularly in motivating learners and providing varied content. However, to fully benefit from its educational potential, it is important to implement strategies that address the challenges identified. Balancing its strengths and limitations is essential to make Instagram more useful in English language education.

This study evaluates the technological proficiency of Iranian EFL teachers in alignment with the TESOL Technology Standards, addressing both their familiarity and application of these standards in the unique Iranian context. Utilizing a mixed-method approach, 122 teachers completed a questionnaire to assess their knowledge of the TESOL standards, while 15 participants engaged in semi-structured interviews to discuss the applicability of these standards in Iran. Results show that while most teachers are proficient in basic technology use, they demonstrate moderate familiarity with advanced pedagogical applications such as professional collaboration and assessment using technology. The study also identifies challenges unique to Iran, including internet censorship, restricted access to online platforms, and inadequate infrastructure. These factors limit the full implementation of TESOL standards. Moreover, the study suggests that TESOL standards should be updated to reflect the growing importance of online teaching and AI integration. Recommendations are made to modify the standards to better suit local constraints, while emphasizing the need for institutional support and ongoing professional development. The findings contribute to improving technology integration in language teaching, particularly in contexts facing technological barriers.

With the rapid growth of online education, many language teachers are seeking to gain the necessary skills and knowledge to teach English language courses online. This study investigates the effectiveness of an online training program designed to enhance the pedagogical competencies of teacher trainees in online environments. A qualitative approach was adopted, and four experienced teacher trainers and 25 student-teachers who participated in the program during different semesters were selected as participants for in-depth, semi-structured interviews. The findings reveal that while both trainers and student-teachers expressed some level of satisfaction with the program's quality, some areas required improvement. The program's strengths included its well-organized course structure, comprehensive training on online platforms, and effective development of online teaching materials. However, participants reported a lack of training on different teaching methods, writing skill, and adequate real teaching practice for future online teachers. These results have significant implications for online teacher training programs in general. Although the online format has numerous advantages, it also poses particular challenges for teacher education. To better prepare teachers for the unique demands of online teaching, future online language teacher training programs should address these challenges. The insights gained from this study can inform the development of more effective online training programs and contribute to the advancement of online educational policies and reforms.