درخت حوزه‌های تخصصی

Critical thinking is one of the main functions of education and it is considered as learners’ use of prior knowledge to make judgments and solve problems. This study aimed, firstly, to examine the relationship between university EFL teachers’ critical thinking tendencies and their problem-solving skills, and secondly, to explore the prediction of university EFL teachers’ critical thinking tendencies by problem-solving skills, gender, and teaching experience. The study was designed in a correlational survey method. In total, 70 university EFL teachers (35 males and 35 females), from Azad and Payame Noor universities located in Isfahan and Ilam provinces teaching undergraduate students majoring in English, participated in this research. Data were collected via the California Critical Thinking Disposition Inventory and the Problem-Solving Inventory. The collected data were analyzed using descriptive statistics, the Pearson Product-Moment Correlation Coefficient, and stepwise regression analysis. The relationship between critical thinking tendencies and problem-solving skills was investigated through the Pearson Product Moments Correlation Coefficient, and stepwise regression analysis was run to determine whether university EFL teachers' problem-solving skills, gender, and teaching experience can significantly predict their critical thinking tendencies. The findings indicated that there was a positive, moderate, and significant relationship between university EFL teachers' problem-solving skills and their critical thinking tendencies, while there was no significant difference according to gender. In terms of teaching experience, the correlation coefficient for novice teachers showed a weak, positive, and non-significant relationship, yet the correlation coefficient for experienced teachers indicated a moderate, positive, and significant relationship. This study has both theoretical and practical implications for EFL teachers, practitioners, learners, and policymakers.  

The emergence of technological advances dramatically changed the status of foreign language teaching forever, making computer-assisted language learning (CALL) into a key area in foreign language teaching and later a distinct academic discipline at higher education level. The present study describes the intended curriculum of a two-year post-graduate technology-enhanced language teaching program launched at Al-Zahra University, a women’s university in Tehran, Iran, as well as the national context within which the program was developed. It begins with a background on the significance of technology in education followed by a brief history of education in Iran. The main part of the paper describes the intended curriculum of the program from different perspectives including the aims and rationales, significance of the program, student profile (who takes it) and sources of the M.A. admission examination, abilities intended for graduates, courses of the program, syllabus and recommended readings, and assessment of the course outcomes. The paper finally concludes by discussing what is not included in the curriculum as well as the implications for teacher educators and suggestions for further research.

Despite its recognized importance in preparing prospective teachers for the realities of the classroom, the practicum in Iranian TEFL programs faces several challenges that can significantly impact its effectiveness and hinder the development of competent and confident TEFL teachers in the country. This study, characterized as a comprehensive nationwide triangulated project, aimed at exploring and comparing the perception of the Iranian TEFL Preservice Teachers (PSTs) and the corresponding stakeholders on major issues, problems and challenges of the practicum program at Farhangian University. To these ends, a researcher-made practicum evaluation questionnaire was distributed among the participants (including 230 PSTs and 215 stakeholders) whose answers were analyzed through factor analysis. Based on factor loadings, nine major extracted factors in the two participant groups were compared through Independent Samples t-tests. The results showed that PSTs and stakeholders shared common perceptions on six factors while they held different perceptions only on three other factors. A semi-structured interview was additionally designed and conducted with 15 PSTs and 15 stakeholders. Finally, 10 practicum courses were observed to obtain an accurate understanding of the current situation of ELT PSTs’ internship education in Iran. The findings uncovered major issues and challenges with regard to ELT practicum including (a) limited adaptability and innovation in instructional approaches, resources, and materials utilized by the cooperating teachers who served as a role model for PSTs, (b) insufficient collaboration between educational institutions and universities, (c) lack of proper supervision by university advisors, d) insufficiency of time allotted to PSTs for teaching,  and e) huge gap between theoretical concepts related to the practicum principles studied in university courses with the practical realities faced by PSTs in the school environment, to name a few. The findings of the study might firstly give some insight to universities and schools in developing and implementing high-quality practicum programs that might contribute to the advancement of ELT teacher education programs. Moreover, the study can contribute to our understanding of the extent to which PSTs can integrate theoretical knowledge into their teaching practices.

This research aims to develop a questionnaire that measures students’ attitudes toward collaborative course design and identifies any barriers that might hinder student participation in course design. The questionnaire was developed in four phases. First, an item pool was created based on experts’ opinions, relevant literature, and the researchers’ experience. Second, the items were classified into two main sections: “attitudes” and “barriers”, with the latter further divided into five subcategories (social and cultural, educational and institutional, individual, practical, and attitudinal). The content validity of the questionnaire was assessed, with all items and subcategories achieving CVR>0.59 and CVI>0.79, thus surpassing the minimum required threshold. Third, the questionnaire was piloted with 330 students. The construct validity of the Collaborative Course Design Questionnaire (CCDQ) was confirmed through exploratory factor analysis (EFA) using Principal Component Analysis (PCA) as the extraction method, along with Varimax rotation, which identified six factors explaining 71.536% of the variance in the data. Finally, Cronbach’s alpha was calculated, yielding reliability indices ranging from 0.971 to 0.627, indicating internal consistency and reliability of the items within each construct. The findings suggest that the Collaborative Course Design Questionnaire is a valid and reliable instrument suitable for use with senior high school students.