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The researchers in the current study were pinpointing the factors contributing to teacher motivation. Among the myriad of variables which were deemed liable to influence teacher motivation, the researchers opted for teacher motivation, namely teacher burnout, self-efficacy, emotional intelligence, and teaching style as the main predictive variables for teacher motivation. To conduct the study, a total of 200 English language teachers were asked to fill the study questionnaires. The target group encompassed teachers from both public school and language school contexts. The teachers were from both genders and came from a variety of age groups, years of experience, and language backgrounds. The participants were recruited from 10 cities across West Azarbaijan. To facilitate the data collection process, the questionnaires were sent to participants via Google forms link. The obtained data were analyzed through SEM (Structural Equation Modeling) to find the exact interrelationships between the four variables considered as predictors and teacher motivation. The findings pointed toward the existence of significant paths from burnout, self-efficacy, emotional intelligence (EI), and teaching styles toward teaching motivation. Additionally, EI, self-efficacy, and teaching styles were depicted to be significant predictors for burnout. The path from EI to self-efficacy was also significant. Furthermore, teaching style was significantly predicted by EI and self-efficacy. Finally, the findings obtained via interview analysis demonstrated that teacher motivation can be influenced by a variety of factors including low income and lack of environmental/social support, which can, in turn, lead to increased levels of burnout and hence diminish teaching efficacy and hence motivation. The implications of the findings are discussed throughout the paper.

The teacher’s professional identity (TPI) defines their perception of how to behave in their teaching profession, and it may have a significant role in determining their place in educational advancement. Yet, the moderator influence of L2 Teacher Grit (L2TG) , Critical Thinking (CT), Teacher Resilience (TR), and Teacher Self-efficacy Beliefs (TS-EB) on TPI has not been extensively documented in the literature. To fill this lacuna, this study developed a model to show the interplay between TPI, L2TG , CT, TR, and TS-EB. The Teacher’s Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), the Watson–Glaser Critical Thinking Appraisal Form (WGCTAF), the Teacher Resilience Scale (TRS), and the Teacher Sense of Efficacy Scale (TS-ES) were given to 437 English as a foreign language (EFL) teachers for the intention of collecting this data. Following the findings of Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM), L2TG , CT, TR, and TS-EB can enhance TPI among EFL teachers. Finally, the implications and future direction were offered to enthusiastic educators and researchers which may enhance their awareness of the link between TPI, L2TG , CT, TR, and TS-EB and the way it can generate great results for the educational system.

This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.

This article aims to analyze Patrick McCabe’s The Butcher Boy (1993) in light of Mikhail Bakhtin’s theory of dialogism. The present study explores the significance of dialogism in the given novel which tells the story of a marginalized young boy living in neo-colonized Ireland in the 1960s. Bakhtin believes that the development of signification between the “self” and the “other” is called dialogue through which human beings define their existence as individuals in polyphonic societies. The protagonist of The Butcher Boy is a non-conformist, unwilling to follow social rules. He creates his very own way of dialogism with his surroundings and ends up in a mental hospital and finally a prison, showing the author’s approval of Bakhtin’s viewpoint towards the importance of dialogue in shaping human beings’ consciousness and existence in the world. Moreover, this article attempts to clarify the resistance of the main character before his society’s hierarchical structure that makes him a perfect example of a marginalized hero disobeying rules and regulations imposed by the authorities to gain an independent resolution.

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.

Developing a learner’s ability to communicate in a second language is the goal of communicative language teaching (CLT). Many EFL teachers now accept and employ CLT as a teaching method. Although teachers’ views have a significant influence on how they practice CLT, there haven’t been many studies about teachers’ attitudes about CLT in a specific context, such as Iran. This was revealed through a study of related literature. The current study sought to examine how EFL teachers felt about CLT. The first aim of the present study is to ascertain how EFL teachers feel about CLT. Examining the fundamental causes of instructors’ attitudes is the second goal. Thirdly, determining whether there is a disconnect between instructors' perceptions about CLT and their classroom behavior. The researchers employed a mixed-methods strategy in this study. The study included 30 EFL instructors. Three phases made up the research design: firstly, a questionnaire for gathering quantitative data was used, then interviews and observations were used for gathering qualitative data. The findings of this study showed that, in general, EFL teachers had positive attitudes about the CLT’s tenets and exhibited CLT’s traits in their teaching. There was not much of a discrepancy between the teachers’ perceptions about CLT and their actual classroom actions. This study offers valuable insights that can inform curriculum development, teacher training, and policy decisions, ultimately enhancing the quality of English language education in Iran and similar contexts around the world.