مطالب

This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion), teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables . Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.

The present study set out to investigate if informed Peer Dynamic Assessment (P-DA), as an alternative to Dynamic Assessment (DA), can cultivate grammar learning of Iranian intermediate EFL learners. To accomplish the objectives, two intact classes including 15 female students, aged from 16 to 20, were selected and randomly assigned into two groups, namely, experimental and control at Iran Language Institute in Khorram Abad City, Lorestan Province. The experimental group was trained on principles and procedures of P-DA during two sessions to make sure that the participants know how to provide their peers with graduated feedback appropriately. Next, they were teamed up in groups of three in order to work on a number of grammatical structures embedded in their course book for ten sessions. In contrast, the control group worked on the same grammatical structures according to traditional approaches wherein feedback was given unsystematically by the teacher. Furthermore, three parallel grammar tests, designed and developed by a panel of well-experienced EFL teachers, were administered as pre-test, post-test, and delayed post-test to measure the participants’ grammar knowledge prior and after the instructions. The collected data were analyzed using ANCOVA test. Results revealed that there was a statistically significant difference between the experimental and control groups in terms of gain scores on the post-test. In addition, the findings indicated that the experimental group outperformed the control group on the delayed post-test. In light with the findings, some pedagogical implications were presented for EFL teachers and learners.