درخت حوزه‌های تخصصی

De toutes les fonctions assumées par les enseignants, celle qui suscite le plus de souci est probablement l’évaluation des apprentissages dans le cadre d’une perspective actionnelle, surtout l’approche par compétence. L’évaluation est une phase essentielle du processus d’apprentissage et contribue à la fois à l’approfondissement de l’apprentissage et à la satisfaction des apprenants. Dans cette visée, l’évaluation est liée au processus d’apprentissage, est intégrée à la progression et se situe à l’intérieur du processus et dans son déroulement. Mais, cette partie très importante de l’apprentissage reste parfois cachée aux yeux des enseignants et sa qualité n’est pas tenue en considération de la part des enseignants et des institutions. De ce fait, afin de soutenir l’apprentissage et de reconnaître l'état de développement des compétences lors du bilan des apprentissages de fin d’un cursus d’apprentissage, le processus d’enseignement du FLE suppose un ajustement des pratiques évaluatives qui favorise la progression des apprentissages. Dans ce but, connaître les pratiques d’évaluation des enseignants du FLE semble indispensable. Dans cette étude, nous aborderons l’agir évaluatif des enseignants lors de prendre des décisions sommatives. Cette étude a été menée auprès de soixante-dix enseignants de différents instituts des langues en Iran.Les résultats de cette recherche démontrent que les pratiques d’évaluation des enseignants ne sont pas bien adaptées aux perspectives nouvelles d’évaluation. Les résultats permettent donc de concevoir des programmes de formation de professionnalisation de l’évaluation des enseignants du FLE.

In this research, we carried out a meta-analysis of the effects of teacher scaffolding on EFL learners’ reading proficiency in which 28 experimental and quasi-experimental studies published from 2008 to 2022 and 39 effect sizes were reviewed and synthesized. Three questions guide this analysis: What is the overall effect of teacher scaffolding on EFL learners’ reading proficiency? To what extent moderator variables such as learners’ educational levels and proficiency levels modify the effect of the teacher scaffolding? What is the magnitude of publication bias in this analysis? The overall effect size was found to be 0.89, which represents a large effect size based on Cohen, Manion and Morrison’ (2007) scale. The effect sizes of moderator variables were calculated and it was reported that the scaffolding has the most effect in elementary learners and elementary school level. The symmetrical funnel plot together with the fail-safe N test indicates that publication bias does not have any significant effect on the effect size reported in this study. The findings of this meta-analysis have implications for EFL teachers, researchers, policy makers and curriculum developers.

Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and the higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated EFL students' perceptions of English language education policy, current educational policies, and the purposes for learning in Kurdish contexts across genders and study fields. To this end, a version of Yang's (2012) questionnaire was adapted and administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%) at two private and state universities in Iraqi Kurdistan. The statistical analysis of the obtained data revealed students' positive attitudes toward learning English as an international language in both soft and hard sciences. Notably, students stressed that all Iraqi Kurdish students should learn the English language in English- and Kurdish-medium classes. They also considered English competence as a significant academic accomplishment. However, some of them felt dissatisfied with the status quo of English education in their institutions. The findings of this study offer insights and recommendations for English education policymakers, administrators, and instructors at tertiary levels.        

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.    

As an inseparable part of teachers’ education career, practicum supervision can function as a double-edged sword that can generate pedagogical improvement or even make the worse worst in the class depending on the time and manner of its implementation. Given its significance and crucial role in EFL contexts, supervision has captured the attention of some scholars in this line of research. However, few studies (if any) have focused on EFL teachers’ beliefs about instructional supervision and its role in pedagogical development considering their experience level. To fill this lacuna, the current study examined the perceptions of 100 Iranian EFL teachers with different experience levels toward various supervisory practices and their contribution to teacher pedagogical growth using an Instructional Supervision Questionnaire (Kayaoglu, 2012). Furthermore, a semi-structured interview was carried out with 10 EFL teachers taken from the same sample. The results of analyses indicated that both novice and experienced teachers had a negative view concerning the existing supervision system in Iran. Additionally, no significant difference was found between the novice and experienced EFL teachers’ beliefs about classroom supervision (p > .05). The qualitative findings also revealed that both novice and experienced EFL teachers considered supervision as bureaucracy, fault-seeking, confidence-minimizing, and with little to no instructional worth. They also had similar beliefs as per the characteristics of an effective supervisory act. Moreover, supervision was perceived useful only when teachers were novice instructors, but ineffective as they became experienced.