درخت حوزه‌های تخصصی

This study bridges cognitive theory and learners’ perspectives to investigate the effectiveness of Processing Instruction (PI) in teaching causative constructions within EFL grammar contexts. A mixed-methods design was employed to capture both quantitative results and qualitative insights. The participants consisted of 123 undergraduate EFL students, assigned to two groups: one receiving PI and the other taught with a conventional method. The statistical results from the quantitative phase revealed that the PI group showed significant improvements in comprehension and retention of causative constructions compared to the conventional group. In the qualitative phase, semi-structured interviews were conducted with 12 students from the PI group to examine the efficacy of this instruction through the learner’s lens. They reported that PI improved cognitive engagement and sustained interest, which contributed to their grammatical awareness and, as they perceived, their productive language use. The findings demonstrate that PI may effectively support grammar teaching, with practical implications for EFL learners, teachers, and syllabus designers.

Directed Motivational Currents (DMCs) refer to periods of sustained motivational momentum characterized by clear direction, structured pathways, and ongoing feedback. This study examined how teacher cognition shapes DMC-like engagement in exam-driven EFL classrooms and how these processes appear in learners’ moment-to-moment engagement. Using a longitudinal multiple-case design, we followed five upper-secondary EFL teachers in public schools over one academic year. Data collection included repeated teacher interviews, classroom observations and field notes, teacher reflections, focus groups, including a follow-up session, learner interviews, and paper-based motometers tracking within-lesson engagement trajectories. Data were managed in MAXQDA (2022) for coding and organization and analyzed through reflexive thematic analysis guided by Braun and Clarke’s (2006) six-phase model, with systematic triangulation across teacher- and learner-side sources. The findings showed that teachers valued DMC principles but often saw full DMCs as hard to sustain under exam cycles and pacing demands. Instead, their cognition centered on route-building practices, i.e., clarifying direction, sequencing subgoals, maintaining routines, and providing frequent low-stakes feedback, which supported episodic DMC-like engagement as shown in motometers and observation field notes. However, institutional route-change events and learner-level fragility repeatedly disrupted continuity, shifting engagement toward exam-framed persistence, reducing learner-owned momentum. The study sharpens the boundary between DMC-like engagement and exam-driven persistence and offers practical guidance for designing flexible motivational routes that protect continuity in constrained school contexts. By linking teacher accounts to learner-side engagement signals, the study provides a mechanism-level explanation of the interplay between teacher cognition and learner engagement trajectories across a school year.

The main objective of the present study was to design a social responsibility curriculum model for the second grade of secondary school based on the Akker model. It is applied in terms of purpose and, from the perspective of data collection method, qualitative and conducted using research synthesis. The statistical population consisted of all domestic and international studies between 2004 and 2024, among which 40 studies were purposefully selected as a sample and analyzed using Marsh’s six-step research synthesis model. The research findings were summarized and thematically analyzed based on Akker’s proposed curriculum model, and the following elements were identified: curriculum logic; content topics; goals and objectives; teaching-learning activities including principles and methods, teacher’s role, educational materials and resources; grouping; space and environment (physical and emotional); instruction time; and evaluation including: respect for social and environmental values; preservation of ethical values; and principles and methods. The proposed model moves social responsibility beyond a fragmented moral concept and frames it as an integrated curriculum logic that connects objectives, content, pedagogy, environment, and assessment. It can support curriculum policymakers and teachers in designing learning experiences that systematically cultivate students’ ethical judgment, civic agency, environmental awareness, and responsible social participation.