عزیزه چالاک

عزیزه چالاک

مطالب
ترتیب بر اساس: جدیدترینپربازدیدترین

فیلترهای جستجو: فیلتری انتخاب نشده است.
نمایش ۲۱ تا ۴۰ مورد از کل ۴۴ مورد.
۲۱.

Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus

نویسنده:
منبع: Research in English Education Volume ۷, Issue ۲(۲۰۲۲) 119-133

کلیدواژه‌ها: Attitudes collaborative writing edmodo Social Network writing accuracy

حوزه‌های تخصصی:
تعداد بازدید : ۵۸۴ تعداد دانلود : ۳۴۸
Technology-supported collaborative writing has gained popularity in L2 writing pedagogy. The study investigated the effects of Edmodo as an online social platform on the writing accuracy of 50 Iranian intermediate EFL learners, who were chosen through the convenience sampling method. The researchers utilized a quasi-experimental pretest-posttest design and assigned the participants to an experimental and a control group. The participants of the control group sent their assignments and received feedback asynchronously through email; whereas, the learners of the experimental group used Edmodo to work collaboratively on their writing assignments. Finally, after eight treatment sessions, the scores of the pretest and posttest were analyzed through using a paired-sample t-test and MANOVA. The results revealed that the application of Edmodo had a significant effect on writing accuracy. Moreover, the participants’ attitudes were assessed by running a Likert-scale questionnaire. According to the findings, they had a positive attitude towards integrating Edmodo into their writing curriculum. This study could bring about pedagogical implications for EFL writing courses.
۲۲.

Power Dominance and Interaction Features in Iranian EFL Teachers’ Classroom Discourse(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم آذر و دی ۱۴۰۰ شماره ۵ (پیاپی ۶۵) 404-385

کلیدواژه‌ها: Classroom discourse display/referential questions interaction features monologic/dialogic patterns IRF pattern power dominance

حوزه‌های تخصصی:
تعداد بازدید : ۵۷۶ تعداد دانلود : ۲۹۷
Classroom discourse refers to the language and interaction used by the teacher and the students to communicate and shape learning in the educational context. The present study focused on Iranian EFL teachers’ classroom discourse by observing their dominancy, teacher talk, question types, and interactions in their classes. To do so, through a non-experimental, descriptive research design, 20 female experienced teachers with the age range of 30-40, teaching at an upper-intermediate level in different language institutes in Isfahan, Iran were selected based on the convenience sampling. Two classes of the teachers were observed, the sessions were recorded, and their classroom discourses were transcribed and later analyzed. Moreover, to increase the validity and reliability of the research, a semi-structured interview was conducted with volunteer participants; their reflections on their communication with the learners and discourse types were collected and analyzed using descriptive statistics in terms of frequency and percentages. The findings of the study showed that the teachers made use of specific discourse to ascertain their dominance and control in their classes. The findings also revealed that the teachers used more monologic discourse patterns in their classes rather than dialogic ones. Teacher talk far exceeded student talk, Initiation-Response-Feedback pattern dominated the classroom discourse; and display questions were used more frequently than referential ones. These findings could benefit teachers to be more conscious about type of CD and its effect on student-to-student and teacher-to-student interactions. It could also serve the purpose of critical classroom discourse analysis
۲۳.

Impact of Inquiry Learning Method on the Grammatical Accuracy of Iranian EFL Learners’ Writing

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۳ (۲۰۲۱) 86-95

کلیدواژه‌ها: Conventional Method Inquiry-Learning Method Iranian EFL learners Language learning writing

حوزه‌های تخصصی:
تعداد بازدید : ۵۵۷ تعداد دانلود : ۲۸۳
Writing as one of the important skills needed for communication has always been the topic of research in English teaching contexts. To improve the writing of English students, teachers employ different methods. This study was designed to investigate the impact of the inquiry learning method on the grammatical accuracy of Iranian EFL learners’ writing. To do so, 90 intermediate EFL learners from Abadan Medical University were selected through the Oxford Placement Test (OPT) and participated in a quasi-experimental study, and then they were randomly divided into experimental and control groups (EG & CG). Their ages ranged between 20 to 30. A pretest was administered to compare the results of their performance at the beginning of the study. The inquiry learning method was taught to the EG as the treatment, while the conventional method was employed for the CG. In the experimental class, the teacher did not teach everything directly, and the learners were expected to discover the knowledge and generate rules, but the presentation of materials in the CG was conventional without any discussion, and the students in the CG were mainly passive. After the instruction, a posttest was given to both groups to observe the impact of the inquiry learning method on the grammatical accuracy of their writings. The analysis of the data was accomplished through the application of a dependent sample t -test and an independent-samples t- test to compare the mean scores, and the results indicated that the inquiry learning method improved the EGs̕ writing, and they outperformed the CG. The findings of this study could have implications for the EFL learners, teachers, and material designers that may help them in EFL language learning and teaching.
۲۴.

Utilizing Scaffolding Strategies to Improve Iranian Intermediate EFL Students’ Grammatical Knowledge

نویسنده:
منبع: Foreign Language Teaching and Translation Studies, Vol. ۷, No.۱, ۲۰۲۲ 61 - 80

کلیدواژه‌ها: Bridging Contextualizing Grammatical Knowledge Intermediate EFL learners Metacognitive scaffolding Modeling Scaffolding Strategies

حوزه‌های تخصصی:
تعداد بازدید : ۵۲۷ تعداد دانلود : ۳۲۳
Teaching grammar has always created some challenges for EFL teachers. Therefore, this study explored the effect of four scaffolding strategies as contextualizing, modeling, metacognitive scaffolding, and bridging on Iranian EFL students’ grammatical knowledge. Moreover, this study examined Iranian EFL learners’ attitudes towards scaffolding strategies. To fulfil the purpose of this study, 40 language learners were chosen based on convenience sampling as the participants of this study. They were both males and females between 20 to 30 years old divided into two groups as the control and experimental groups. After assuring the homogeneity of the students in terms of their English proficiency in general and grammatical knowledge in particular, a parallel achievement test was administered to both groups as the pre-test. Following that, as the treatment, scaffolding strategies were applied for the experimental group to teach grammar and a traditional way of teaching grammar for the control group. After running the classes, a parallel achievement test was administered to both control and experimental groups as the posttest. The data analysis revealed that the experimental group that received scaffolding strategies significantly outperformed in the grammar part compared to the control group which received a conventional way of teaching grammar. It is believed that utilizing scaffolding strategies can motivate learners and facilitate the tough task of grammar learning and thereby make teachers aware of their ability to obtain success in their teaching process.
۲۵.

ss sessnn the Quality of Persian Translation of Orwell’s Nineteen Eighty-Four Based on House’s Model: Overt-Covert Translation Distinction

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۲, Summer ۲۰۱۳ 11 - 21

کلیدواژه‌ها: Translation quality Assessment House nineteen eighty-four orwell

حوزه‌های تخصصی:
تعداد بازدید : ۵۲۵ تعداد دانلود : ۵۲۰
This study aimed to assess the quality of Persian translation of Orwell's (1949) Nineteen Eighty-Four by Balooch (2004) based on House's (1997) model of translation quality assessment. To do so, 23 pages (about 10 percent) of the source text were randomly selected. The profile of the source text register was produced and the genre was realized. The source text profile was compared to the translation text profile. The result of this comparison was dimensional mismatches and overt errors. The dimensional mismatches were categorized based on different dimensions of register including field, tenor, and mode. The overt errors which were based on denotative mismatches and target system errors were categorized into omissions, additions, substitutions, and breaches of the target language system. Then, the frequencies of occurrences of subcategories of overt errors along with their percentages were calculated. The overt errors and dimensional errors were analyzed carefully. The dimensional mismatches as well as a large number of major overt errors such as omissions and substitutions indicated that the translation was not in accordance with the House's view stating that literary works needed to be translated overtly. In other words, mismatches on different levels of register showed that the cultural filter was applied in translation and the second-level functional equivalence required for overt translation was not reached. As a result, the Persian translation of Nineteen Eighty-Four did not fulfill the criteria to be an overt translation. Instead, this translation tended to be a covert one.
۲۶.

Implementation of Hybrid and Pure Problem-based Learning in EFL Context: The case of speaking skill and self-confidence of Iranian undergraduate participants(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 81 - 94

کلیدواژه‌ها: Hybrid Problem-based Learning Pure Problem-based Learning self-confidence Speaking Skill

حوزه‌های تخصصی:
تعداد بازدید : ۵۱۸ تعداد دانلود : ۳۵۶
Problem-based Learning (PBL) as one of the newest teaching methods in the area of language teaching in second and foreign contexts, has been used by teachers in the last two decades in different institutes. In the current study, attempts were made to find out the effect of the two PBL subcategories, i.e. Hybrid Problem-based Learning (H-PBL) and Pure Problem-based Learning (PPBL) in comparison to a traditional lecture-based method, on Iranian EFL university learners’ speaking skill and their self-confidence, by implementing these two methods in the EFL classroom using eight teacher-made real-world problems. To this purpose, 56 undergraduate participants of Payam Noor university (PNU) in Abadan, Iran, were randomly selected, divided into a control group and two treatment HPBL and PPBL groups. The statistical analysis of the obtained results of the participants’ pretest-posttest scores, through one-way ANCOVA and Man-Whitney U test, revealed that the treatment groups outperformed the control group in speaking skill and self-confidence The findings of the study might bear implications for teachers and university curriculum designers to take more proper approaches towards the instructing university participants.
۲۷.

English Needs Analysis of Iran Air Airport Services Personnel at Isfahan Airport(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۵, Issue ۱۹, Autumn ۲۰۱۷ 79 - 89

کلیدواژه‌ها: Airport services employees aviation English for Specific Purposes Iran Air Needs analysis

حوزه‌های تخصصی:
تعداد بازدید : ۴۹۸ تعداد دانلود : ۳۳۵
Although English language plays an important role in the job of aviation personnel, language needs of these employees have been taken for granted. This study aimed at investigating the extent to which English is used by the employees at Iran Air airport services at Isfahan Airport, the required level of basic language skills in performing their jobs effectively, and the employees’ attitude towards their English professional courses. A questionnaire consisting of 24 items was constructed and distributed among all the employees working at three sections of Iran Air airport services (Ramp Control, Customer Services, and Baggage Services). Besides, Observation was done by the researcher at the airport to find out the basic language problems of the aviation personnel, and interviews were done with the head of each sections. The findings proved that English language is highly used in the employees’ jobs and they are not satisfied with their training courses. Also, the Ramp Control and Baggage Services employees considered speaking as the most important skill, while Baggage Services employees considered reading and writing as the important ones. Finally, it can be concluded that revision of the current professional training programs seems to be necessary to offer appropriate ESP course curriculum.
۲۸.

Equivalence in Technical Texts: The Case of Accounting Terms in English-Persian Dictionaries

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱, Issue ۳, Autumn ۲۰۱۳ 37 - 44

کلیدواژه‌ها: English-Persian equivalence accounting terminology word-formation Translation Strategy transposition

حوزه‌های تخصصی:
تعداد بازدید : ۴۶۸ تعداد دانلود : ۲۸۶
Translating accounting documents, in general, and accounting terminology, in particular, is not a simple task, especially when the new terms keep created in pace with accounting developments. This study was carried out to find the most common and preferable ways to translate accounting terms from English into Persian. Also, an attempt was made to identify the frequently used patterns of word-formation in the rendition of technical terms in English and Persian. To this end, Mir dictionary was selected and the accounting terms were identified and categorized. Then, patterns of word-formation in English and Persian were identified. Also, a comparison was made between the English accounting terms and their Persian equivalents in order to determine the translation strategies used. The results of the study revealed that the most frequently employed patterns of word-formation for rendering the accounting terms in English and Persian are noun+noun and adj+noun and the most commonly used translation strategy is transposition.
۲۹.

اعتبار فعالیت ها و مواد آموزشی درس کارگاه ترجمه در دوره کارشناسی ارشد رشته مطالعات ترجمه(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۴ بهار و تابستان ۱۳۹۳ شماره ۱ 47 - 62

کلیدواژه‌ها: اعتبار فعالیت های آموزشی دانشجویان مترجمی دوره کارشناسی ارشد واحد درسی کارگاه ترجمه مواد آموزشی

حوزه‌های تخصصی:
تعداد بازدید : ۴۶۲ تعداد دانلود : ۳۰۰
امروزه آموزش ترجمه در دانشگاه، هدفی فراتر از ترجمه متن مبدا دارد. این پژوهش به بررسی فعالیت ها و مواد آموزشی می پردازد که در واحد درسی کارگاه ترجمه دوره کارشناسی ارشد رشته مترجمی به کار گرفته می شود. هم چنین میزان تاثیر این آموزه ها در به دست آوردن مهارت های بایسته نیاز دانشجویان در محیط واقعی بررسی می شود. بدین منظور، دانشجویان کارشناسی ارشد رشته مترجمی که واحد درسی مزبور را گذرانده اند، جامعه آماری پژوهش ما را تشکیل می-دهند. برای مطالعه نمونه آماری، ابتدا پرسشنامه ای آزمایشی، هم سوبا پرسش های پژوهشی به دانشجویان کارشناسی ارشد رشته مترجمی داده شد. سپس داده ها بررسی و طبقه بندی شدند و 44 سوال بسته پاسخ در 4 گستره، مطابق با مقیاس پنج درجه ای لیکرت تهیه شد. یافته ها حاکی از آن است که شرکت کنندگان در این تحقیق از مواد آموزشی و فعالیت های این واحد درسی رضایت کافی ندارند و آموزش ترجمه در درس عملی کارگاه ترجمه از نیاز های واقعی دانشجویان فاصله دارد.
۳۰.

English Needs Analysis in the Workplace: The Case of Engineers in Esfahan Steel Company(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۷, Autumn ۲۰۱۹ 41-58

کلیدواژه‌ها: Engineers’ needs English for Specific Purposes ESCO Needs analysis workplace courses

حوزه‌های تخصصی:
تعداد بازدید : ۴۲۹ تعداد دانلود : ۳۵۰
Nowadays, English language plays an important role in the job of engineers and it is necessary to become familiar with engineers’ objectives, attitudes, and expectations in order to have an appropriate course design. The purpose of this study was to explore the needs analysis of English learning of engineers in Esfahan Steel Company (ESCO). This study aimed at investigating the required level of language skills in performing their jobs effectively, the employees’ attitude towards their English professional courses, their professional needs, their language skills and tasks, and the difficulties they face while studying a language. A questionnaire consisting of 25 items was distributed among the engineers working at ten sections of ESCO. In addition, interviews and observations were done in order to increase the reliability of the research. Time, financial resources, and worker expectations ask for more reliable methods to provide a better situation in the workplace. Based on the findings obtained from this study, it can be concluded that receptive skills were perceived as a bit more important than the productive skills to perform the job effectively and the revision of the current professional training programs seems to be necessary to offer appropriate ESP course curriculum.
۳۱.

Effect of Animated Infographics on Vocabulary Gain and Retention of Iranian Intermediate EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۴, No. ۲, ۲۰۲۲ 17 - 30

کلیدواژه‌ها: animated infographic EFL Learner Retention vocabulary gain

حوزه‌های تخصصی:
تعداد بازدید : ۴۲۶ تعداد دانلود : ۲۶۰
With the rapid development of technology, multimedia comes into English classes and positively improves learners’ language proficiency. The present study attempted to consider the use of animated infographics on the vocabulary gain and retention of Iranian intermediate EFL students. The classes were held online through the Jitsi meet website in the autumn of 2021. To this end, 60 EFL students were selected among 90 students through a homogeneity test. At the beginning of the treatment period, a pretest was administered to both groups, and then, the participants attended 13 sessions. In these sessions, the animated group (AG) was taught through animated infographics, while the control group (CG) was instructed conventionally. The posttest and delayed posttests were administered to test the student’s vocabulary gain and retention. The findings indicated that the AG outperformed the CG significantly in the posttest and delayed posttest. Therefore, the animated infographics proved to be more effective in learning English vocabulary for these students. The results could have implications for teachers because it heightens their understanding of using technologies in general and animated infographics in particular and leads to more effective teaching methodologies.
۳۲.

Cultural-specific items in translation of the Holy Quran by Irving(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبان شناختی قرآن سال هشتم بهار و تابستان ۱۳۹۸ شماره ۱ (پیاپی ۱۵) 43 - 52

کلیدواژه‌ها: Cultural Specific Items Domestication English Translation of the Holy Quran Foreignization

حوزه‌های تخصصی:
تعداد بازدید : ۴۱۰ تعداد دانلود : ۲۳۳
Translation of cultural-specific items (CSIs) has always been a challenge for translators. To overcome this problem, they employ different strategies. The present study focused on the role of CSIs in English translation of the Holy Quran by Irving and how he has used different strategies in rendering them. The design of the study was a descriptive one and the data were collected from the second surah of the Quran (Baqara). The theoretical framework was Venuti’s (1995) domestication and foreignization Model. This study analyzed the differences in the use of these two strategies through descriptive statistics by presenting frequency and percentage of each alternative.  The analysis of the data showed that Irving used domestication as the main technique to render CSIs. The findings of this study could be beneficial for both students of translation and the practitioners in the field to get familiar with the most influential strategies in rendering cultural specific items.
۳۳.

Effect of Synchronous Virtual Learning Environment on the Reading Comprehension of Undergraduate EFL Students(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۵, Summer ۲۰۲۳ 71 - 83

کلیدواژه‌ها: Asynchronous Virtual Learning Environment Distance education Live Interactive Teaching Rooms Reading Comprehension Synchronous Virtual Learning Environment

حوزه‌های تخصصی:
تعداد بازدید : ۴۰۸ تعداد دانلود : ۲۹۲
Virtual learning has been defined as any system of education and instruction that brings together participants who are separated by geographical distances or time. Significantly, in a virtual learning environment, interactive telecommunications systems are utilized to connect learners, resources, and instructors. As such, the present study sought to investigate the possible effect of a synchronous virtual learning environment on the reading comprehension of undergraduate EFL university students. To this end, from the population of students majoring in English translation at Islamic Azad University, Isfahan, Iran, one control group, and one experimental group were non-probabilistically selected based on their availability. Indeed, thirty students were chosen for the control group and thirty students were nominated for the experimental group. Live interactive teaching rooms were utilized in the experimental group during the term, whereas asynchronous instructional practices were adopted in the control group within the study. According to the results of paired samples t-test, the experimental group, which was instructed by live interactive teaching rooms over the term, progressed at the end of the period as compared to the beginning of the term. Moreover, the independent samples t-test showed that the students' scores on the post-test in the experimental group were higher than that of the control group. Evidently, the results of the present study may have practical implications for EFL teachers, online instructors, distance education programmers, materials developers, and syllabus designers.
۳۴.

Effect of a Vision-Based Program on Willingness to Communicate among Iranian ADHD Adolescents Involved in Online English Learning(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۲, Issue ۲, Spring ۲۰۲۳ 25 - 50

کلیدواژه‌ها: ADHD EFL learners online learning vision ignition intervention willingness to communicate

حوزه‌های تخصصی:
تعداد بازدید : ۳۷۱ تعداد دانلود : ۳۲۳
Attention has been drawn to recent, expanding studies on Second Language (L2) online programs and problems with people with learning difficulties, including Attention Deficit Hyperactivity Disorder (ADHD). This group of learners suffers from feelings of detachment and low self-confidence due to their lack of Willingness to Communicate (WTC) in an online classroom. Thus, the current quasi-experimental study explored the impact of a supplementary intervention targeted at helping learners create, substantiate, and live up to their ideal L2 self-images on multivariate components of ADHD learners' WTC in online English classes. For this purpose, 29 Iranian ADHD learners selected through convenience sampling were divided into two equivalent groups based on their ADHD levels. The groups were then randomly assigned to an experimental (N = 15) and a control condition (N = 14). In the experimental group, the vision ignition intervention was integrated into a 10-week online English course, whereas the control group's learners received no vision-enhancement intervention throughout the course. The learners' WTC was measured through a standard psychometric survey at the outset and conclusion of the course. Multivariable Analysis of Covariance (MANCOVA) was conducted to determine whether a linear combination of the subcomponents resulted in significant differences between groups. Along with an overall significant between-group difference in WTC, the results revealed the intervention's significant impact on WTC's two subcomponents: communicative self-confidence and integrative orientation.
۳۵.

Exploring EFL Teachers' Cognition Of Language Curriculum Through Mixed-Methods Design(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۳, Summer۲۰۲۵ 233 - 251

کلیدواژه‌ها: Iranian EFL Teachers Language Curriculum Mix-Method Approach Teachers' Cognition

حوزه‌های تخصصی:
تعداد بازدید : ۳۲۴ تعداد دانلود : ۱۷۲
This study employs a mixed-method approach to investigate Iranian EFL (English as a Foreign Language) teachers' perspectives on the effectiveness of the current educational program. The participant cohort comprises 40 teachers, ensuring gender parity and a diverse range of educational backgrounds, with 37% holding bachelor's degrees and 63% holding master's degrees. The research reveals that creating a supportive learning environment and tailoring interactions to meet the diverse needs of students is crucial for effective teaching. The findings emphasize the importance of promoting cooperation, critical thinking, and social skills through various pedagogical strategies. These include group work, active participation, and providing constructive feedback, as well as offering targeted academic support. The study highlights that integrating qualitative and quantitative data provides a comprehensive understanding of teaching practices and student progress. This approach allows for a detailed analysis of how different strategies impact learning outcomes. The research underscores the necessity of continuous assessment to monitor student progress and identify areas for improvement. This ongoing evaluation is essential for adapting teaching methods and enhancing the overall effectiveness of English language instruction. By combining different methodological perspectives, the study aims to offer valuable insights into optimizing instructional strategies in Iranian high schools. Ultimately, this study seeks to advance the field of mixed-method research in EFL education, contributing to the improvement of student learning outcomes. By addressing both theoretical and practical aspects of teaching, the research provides a framework for enhancing educational practices and supporting more effective language instruction.
۳۶.

Interplay between Professional Identity and Emotional Quotient of Iranian Female EFL University Teachers in the Habitual Burnout Phase(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۴, Fall & Winter ۲۰۲۴ 97 - 112

کلیدواژه‌ها: Emotional quotient Female EFL teachers Gender Habitual burnout Professional identity

حوزه‌های تخصصی:
تعداد بازدید : ۳۰۸ تعداد دانلود : ۱۳۰
Following an explanatory sequential design, this study explored the possible association between the Professional Identity (PI) of Iranian female EFL university teachers in the Habitual Burnout (HB) phase and their Emotional Quotient (EQ). In the quantitative phase, a Structural Equation Model (SEM) was developed to investigate the promising relationships. In the subsequent qualitative phase, their comments regarding the associations determined were analyzed to evaluate the model and seek remedies to help female EFL university teachers in the HB phase. To collect the required data from 67 conveniently selected Iranian female EFL university teachers in the HB phase, the Burnout Assessment Tool, Emotional Intelligence Scale, and PI Scale for Iranian English Teachers were employed. The results showed a significant causal relationship between the PI and EQ of the participants, and the findings of the interviews confirmed the causal association, providing some suggestions for female EFL university teachers to help them handle their severe burnout levels. The findings may provide implications for university EFL teachers, curriculum designers of TEFL education, and educational psychologists.
۳۷.

Promoting Professional Identity Formation of Novice EFL Teachers in E-teaching Through Online Image Management (OIM) Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۵, No.۳۱, Fall & Winter ۲۰۲۲ 201 - 222

کلیدواژه‌ها: Distance education E-teaching Image management strategy Novice EFL teachers Professional identity

حوزه‌های تخصصی:
تعداد بازدید : ۳۰۱ تعداد دانلود : ۲۸۹
Although the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies.
۳۸.

Role of Iranian EFL Teachers' Biological Factors in Managing Learners' Misbehaviours(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 27 - 39

کلیدواژه‌ها: Gender EFL Learners Management strategies teachers Keywords Age Misbehaviour

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تعداد بازدید : ۲۳۳ تعداد دانلود : ۱۴۹
Classroom management is a key component of teachers' professional competent for promoting learning. This study investigated teachers' classroom management strategies in responding to Iranian EFL learners' misbehaviours in terms of teachers' biological factors including age and gender. The participants of the study were 75 (41 females and 34 males) teachers at universities and in language institutes of Fars Province, Iran. The study enjoyed a descriptive design using two sets of instruments encompassing a Five Likert-scale questionnaire and a semi-structured interview for collecting the data. The questionnaire determined teachers' classroom management strategies and the interview collected their opinions regarding classroom management. To analyze the data, one-way ANOVA and an independent sample t-test were run. The findings indicated that teachers' age and gender had significant effects on the types of strategies that they used when they faced misbehaviour. The findings also revealed that male teachers significantly used the strategies such as verbal warning, and female teachers removing the student from the class. The age groups were different in terms of using two strategies namely reward student with free time or activities and lower students' grade. The findings could have implication for curriculum designers, EFL teachers, and policymakers because it could enhance their skills in better management of learners' misbehaviours.
۳۹.

Navigating E-Learning Horizons: Exploring Challenges and Opportunities in Higher Education Integration from the German vs. Iranian EFL Teacher's Lens(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۳, N. ۴ , ۲۰۲۴ 163 - 206

کلیدواژه‌ها: Blended Learning Challenges Cross-Cultural study EFL Teachers E-learning Integration Higher education Opportunities

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تعداد بازدید : ۲۳۰ تعداد دانلود : ۱۴۱
The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from 26 German EFL teachers and 92 Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.
۴۰.

Short-term Impact of Reflective Practices on Language Assessment Literacy Among Iranian EFL Teachers: A Mixed-Methods Study(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۵۱, Winter ۲۰۲۴ 107 - 118

کلیدواژه‌ها: Reflective practices Language assessment literacy English as a Foreign Language (EFL) professional development mixed-methods design Iranian Education Cognitive dimensions

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تعداد بازدید : ۱۲۷ تعداد دانلود : ۹۵
This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context. Using a mixed-methods design involving 50 EFL teachers, the study employs adapted assessment literacy measurement tools and reflective practices assessment tools. The results, analyzed through descriptive and inferential statistics, paired t-tests, and qualitative exploration, highlight improvements in specific areas such as choosing appropriate assessment methods and using results for decision-making. Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.Implications point towards integrating reflective practices into professional development, while future research avenues include exploring long-term effects, contextual variations, and technology integration.This study investigates the immediate impact of reflective practices on the language assessment literacy of Iranian English as a Foreign Language (EFL) teachers. Combining quantitative assessment literacy measures with qualitative analysis of reflective practices, the research draws on the theoretical frameworks of Alderson, Fulcher, and Schön. Empirical insights from Akbari, Farrokhi, Shahnazari, and Karami and Rahimi provide a contextual backdrop within the Iranian EFL educational context.

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