مطالب

The objective was threefold: (a) to investigate the difference among online teaching performance of EFL student teachers at Iran University of Science and Technology who received peer feedback, expert feedback, and reflected on their own teaching practice; (b) to examine the difference between rating scores given by student teachers and those by instructor to online teaching; and (c) to determine student teachers’ best experiences, challenges, and lessons they learnt from expert feedback, peer observation, and reflection. The results of this mixed methods experimental research revealed no statistically significant difference in the three group’s scores on their second teaching practice; however, there was statistically significant difference between the scores of the first and second practices for all three groups. The results also showed that student teachers mostly underrated their first teaching, while they overrated their second teaching. The findings also indicated that their best experiences were related to using technological tools, working with Adobe Connect, making interesting materials, and using games and songs. Their challenges included lack of face-to-face communication, engaging all participants, and preparing suitable materials, whereas teaching new vocabulary in context, simplifying songs by pre-teaching their unknown words, and using online games and websites were the lessons they learnt.

This study aimed at designing a problem-based model of writing development for Iranian EFL learners. To this end, a qualitative content analysis method was used. The participants included EFL teachers (N=10) and learners (N=15) with teaching and learning experience in writing courses at different language institutes of Iran. They were selected through purposive sampling. To collect the data, a semi-structured interview was used. More particularly, initially, the respondents in this study were interviewed to find out what their views about PBL is. The researchers began the qualitative data collection procedure and continued until data was saturated. The semi-structured questions administered to the respondents dealt with various aspects of PBL including: searching for answers, collaborative learning, cognitive thinking, learner-centered learning, diminished rule of the teacher, feedback dynamics in PBL, synthesis of data, and application of findings. By using the views of participants with regards to PBL, a new PBL model for the writing skill were designed. The findings can have implications for EFL teachers, learners, and curriculum planners.

The growing number of migrants from Iran to the Western World during the past decades represents opportunities as well as challenges for both migrants and host communities. One of the issues that challenge Iranian migrants who move to Western countries is their unrealistic ideas about their presumed destination. This study aims to measure how accurate were the expectations of Iranians about life in Germany before their migration. We conducted two quantitative surveys among Iranians already living in Germany, as well as Iranians who intended to migrate to Germany. Comparing the results of the two sets of data, the study argued that in most cases (74%) the expectations before migration were over-optimistic. In 17% of the cases, they were realistic, and only in some cases (9%), they were under-optimistic. In addition, we found some correlations that suggest that factors such as gender, level of education, the reason for migration, and the preferred source of information of the participants can impact on the accuracy of the expectation.