درخت حوزه‌های تخصصی

While there are varying perspectives on the bases of reflective practice within the teaching context, there is a broad consensus that reflection is fundamental to building a teacher's professional identity and improving their development. This study sought to investigate the perceptions of EFL teachers of reflective skills of Iranian effective teachers. To this end, a grounded theory design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, semi-structured interview and written reflective journal were used. Data analysis was done through manual thematic analysis via open, axial and selective coding. The results showed the following perceptions of EFL teachers of reflective skills of Iranian EFL effective teachers: 1. Behaving in a socially acceptable manner; 2. Being able to motivate students; 3. Managing classroom; 4. Attending to students' diversity of needs; 5. Planning appropriate teaching and evaluation methods and strategies; etc. Moreover, according to the results, the least important reflective skills of Iranian EFL effective teachers were attending to students' diversity of needs, and being able to motivate students. In addition, the most important reflective skills of Iranian EFL effective teachers were evaluating one's own teaching, making appropriate modifications in one's own teaching, thinking skillfully, planning appropriate teaching and evaluation methods and strategies, and managing classroom. The results have some implications for policymakers, teacher educators, authorities in charge of recruiting teachers.

Teachers' and students’ perceptions play a crucial role in textbook evaluation. This paper examines English teachers' and students' perception of sociolinguistic features of Vision text books at senior high schools in Iran. To do so 5 male English teachers from various provinces of Iran, namely: Ilam, Lorestan, Kermanshah and Khouzestan, with an age range between 25 and 44, with 4 to 20 years experience and with a variety of academic degrees (1 PhD, 2 masters, 2 bachelors) were chosen to participate in the study, along with 5 high school students (1 grade 10, 2 grade 11 and 2 grade 12). The semi-structured interview consisted of 7 items, used to obtain participants' perceptions regarding textbook sociolinguistic features. An inductive and deductive thematic analysis was used to analyze the data. The target culture, gender and religion were represented in the deductive phase of analysis, and new themes emerged from the data in the inductive phase, including representation of races and ethnicities, dress codes, and traditions and customs. According to the findings, the majority of teachers and students believe that newly published EFL textbooks do not provide opportunities for students to improve their communicative competence and cultural awareness in the target language. Furthermore, they believed that male characters dominated the Vision series' texts and illustrations and Islamic ideology was dominant in the Vision series. Teachers, students, and ELT administrators, as well as textbook designers and materials creators, may benefit from the results of this study.

Due to the major political and economical changes in the world, international relations have expanded significantly, and English is widely recognized as a global language by many countries. Hence, in order to succeed in international relations, the non-native writers should be proficient in using English in different types of discourses including their letter writings. The purpose of this study was to analyze features of complaint letters written by native English speakers and explore the politeness strategies of those letters which learners of English may fail using appropriately. For this purpose, thirty authentic letters were chosen from the book “How to write better letters” edited by Chappell (2006). Through Halliday’s notion of lexical density, Cook’s expressed features of genre identification and Brown and Levinson’s model of politeness strategies, the collected data were analyzed. The analysis of the results showed that the native complaint letter writers mostly relied on ‘personal references’, ‘conjunction cohesion’, ‘repetition’, ‘substitution cohesion’, and ‘indirect negative politeness strategies’ in their writings. Language teachers and syllabus designers can use these results to make the foreign learners of English learn about social aspects of language and direct them to use the pragmatic elements in their letters.

The present study aimed to determine the impact of the school ethical climate on academic engagement, emphasizing the mediating role of achievement emotions in students. This research was applied in terms of purpose and descriptive-correlational in terms of method. The statistical population included all female 11th and 12th-grade students in Zahedan during the 1404-1403 academic year, totaling 29,588 students. Based on the Krejcie-Morgan table, a sample size of 379 students (198 from 11th grade and 181 from 12th grade) was selected. The research tools included the Victor and Cullen Ethical Climate Questionnaire (1988), the Achievement Emotions Questionnaire by Pekrun et al. (2005), and the Academic Engagement Questionnaire by Reeve and Tseng (2011). The validity of the questionnaires was established through content validity, and their reliability was assessed using Cronbach's alpha coefficients: 0.88 for the ethical climate questionnaire, 0.86 for the achievement emotions questionnaire, and 0.80 for the academic engagement questionnaire. Data analysis involved Pearson correlation coefficient and path analysis tests. The findings indicated that the school ethical climate had a direct positive effect on academic engagement and positive achievement emotions and a direct negative effect on negative achievement emotions. Additionally, positive achievement emotions had a direct positive effect on students' academic engagement, while negative achievement emotions had a direct negative effect. The results also highlighted that achievement emotions play a mediating and indirect role in the influence of the school ethical climate on students' academic engagement.

The purpose of this research was to determine the effect of emotional self-regulation training on assertiveness skills and motivational beliefs in students.The research method was a semi-experimental pre-test-post-test type with a control group.From the statistical population, which included all sixth grade female students of Mirjaveh in the academic year of 1997-1998, using the purposeful sampling method, 40 people were randomly replaced in two experiment and control groups.The tools used were Gambrill and Ritchie's Daring Questionnaire (1975) and Motivational Strategies for Learning Questionnaire (1990).Covariance analysis method was also used to analyze the data. The results of the research showed that emotional self-regulation training was effective on students' assertiveness skills and motivational beliefs (p<0.01). Also, the effect of emotional self-regulation training on the components of motivational beliefs such as increasing self-efficacy and reducing exam's anxiety has also been positive and significant (p<0.01). But the results of the effect of emotional self-regulation training on internal valuation were not significant (p<0.05).Considering the negative consequences of weak motivational beliefs and assertiveness skills in students; Therefore, in order to strengthen these variables, it is suggested that emotional self-regulation be taught to students by teachers and education planners in the form of class discussions or empowerment workshops.

This study aimed to investigate the effect of teacher–student interaction quality on academic motivation in neurodivergent learners, with social relatedness examined as a mediating variable. A descriptive correlational design was employed using a sample of 403 neurodivergent secondary school students in Slovenia, selected based on Krejcie and Morgan’s sampling table. Standardized instruments were used to assess teacher–student interaction quality, social relatedness, and academic motivation, all measured on 7-point Likert scales. Data were analyzed using Pearson correlation in SPSS-27 to explore bivariate associations and Structural Equation Modeling (SEM) in AMOS-21 to test the hypothesized mediating model. Model fit was evaluated using multiple indices, including χ²/df, GFI, AGFI, CFI, TLI, and RMSEA. The results indicated significant positive correlations among all variables: teacher–student interaction quality was positively correlated with social relatedness (r = .61, p < .001) and academic motivation (r = .55, p < .001), while social relatedness was strongly correlated with academic motivation (r = .67, p < .001). The SEM analysis showed an acceptable model fit (χ²/df = 2.35, CFI = 0.97, RMSEA = 0.057). Teacher–student interaction quality had significant direct effects on both social relatedness (β = .61, p < .001) and academic motivation (β = .26, p < .001). Social relatedness significantly predicted academic motivation (β = .58, p < .001), and also mediated the relationship between teacher–student interaction and academic motivation (indirect β = .35, p < .001), confirming a partial mediation model. The findings underscore the critical role of social relatedness in explaining how supportive teacher–student interactions enhance academic motivation among neurodivergent learners. Educational interventions that strengthen relational dynamics in inclusive classrooms may foster higher motivation and academic engagement in this population.