درخت حوزه‌های تخصصی

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.

Automated Writing Evaluation (AWE) systems are used to evaluate measurable characteristics of written texts, thereby creating a scoring model based on a compilation of essays. While considerable research has focused on the feedback provided by AWE systems, there is a conspicuous absence of studies examining these tools specifically in the Iranian context. Therefore, this research aimed to investigate the consistency of scores obtained from automated systems and human raters. Furthermore, it sought to explore the perceptions of EFL learners regarding the application of AWE in their writing practices. To facilitate this investigation, 30 male and female IELTS students participated, each writing two essays: one selected from topics provided by the AWE system and the other derived from Cambridge Official IELTS past papers. The essays were assessed by both My Access and three human raters. For the topics designated for the AWE system, a significant and robust positive correlation was identified between the ratings assigned by human raters and the machine. A similar significant and strong positive correlation was also found for the second essay, which did not utilize pre-defined topics. The results of two linear regression analyses demonstrated that the scores produced by the machine could significantly predict human scores for both pre-defined and non-pre-defined topics. Additionally, the findings indicated that My Access Home Edition is perceived to significantly enhance students' accuracy and autonomy, although it does not contribute to improved interaction. This study presents important implications for writing instructors and the field of second language education.