مطالب مرتبط با کلیدواژه

EFL Teachers


۴۱.

Relationship between Professional Identity and Reflectivity: A Case of Iranian EFL Teachers

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۴, Spring ۲۰۲۱ (۱) 11 - 23

کلیدواژه‌ها: Teacher Professional Identity teacher reflectivity EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۳۸۳ تعداد دانلود : ۲۵۱
EFL teachers’ professional identity is a multi-dimensional and complicated concept. It is influenced by many other issues in the educational context such as reflective practice. This study intended to explore the relationship between professional identity and reflectivity of Iranian EFL teachers. It also aimed to examine how high and low reflective teachers perceive the professional identity components. The participants were 89 EFL teachers teaching at three universities in Shiraz, Iran. Their selection was based on convenience sampling. The participants were asked to fill out two questionnaires including teacher professional identity questionnaire (Liou, 2008) and teacher reflectivity questionnaire (Akbari et al., 2010). Pearson product correlation coefficient revealed that there was a positive relationship between EFL teachers’ professional identity and reflectivity. Furthermore, the findings of regression analysis indicated that reflectivity could predict EFL teachers’ professional identity. Furthermore, the participants were categorized into two high and low reflective groups. Two groups were interviewed to examine the professional identity perceptions used by high and low reflective teachers. The thematic analysis showed that high reflective teachers used and implemented much more professional identity components in their teaching practice in comparison to the low reflective teachers.
۴۲.

Relationship Between Iranian EFL Teachers’ Self-Efficacy and Their Burnout Level in Universities and Schools

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 25 - 38

کلیدواژه‌ها: Burnout EFL Teachers Self-Efficacy

حوزه های تخصصی:
تعداد بازدید : ۴۵۶ تعداد دانلود : ۲۸۸
In every field of teaching and learning, there are some factors that have an important role in both teachers’ and students’ performance. Two of these effective psychological factors in the context of education include self-efficacy and burnout. This research was conducted to examine the statistical relationship between English as a foreign language (EFL) teachers’ self-efficacy and burnout levels in the universities and schools of Iran. The data collection instruments were two questionnaires, ‘Teacher Sense of Efficacy Scale’ and ‘Maslach Burnout Inventory’. The participants included 152 randomly selected teachers working in universities and schools. After data collection, the SPSS software was applied to convert the obtained data into numerical and interpretable data. To quantify the statistical relationship between teachers’ self-efficacy and burnout levels, correlational analysis was used. Results indicated, there was negative correlation between teachers’ self efficacy and burnout levels. Furthermore, multiple regression analysis was conducted to estimate the relationship between self-efficacy and burnout better, which indicated that teachers’ self efficacy was a negative predictor of their burnout.
۴۳.

Iranian Language School Managers’ Attitudes towards EFL Teacher Supervision

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۵, Spring ۲۰۲۱ (۲) 53 - 69

کلیدواژه‌ها: Language teacher supervision language school managers EFL Teachers teacher-supervisors

حوزه های تخصصی:
تعداد بازدید : ۲۸۷ تعداد دانلود : ۲۴۵
Almost all language schools in Iran enforce teacher supervision with the purpose of promoting good teaching practices and higher standards of quality education. Despite its widespread practice, the body of research on language teacher supervision in Iranian EFL setting is scant. The present qualitative study explored language school managers’ attitudes toward EFL teacher supervision in Iranian language schools. Based on a researcher-developed protocol, semi-structured interviews were conducted with seven language school managers from Tehran and Karaj, Iran, whose managing experiences ranged from 5 to 18 years, with the purpose of identifying their attitudes, experiences, and challenges regarding supervision. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into five major attitudinal themes of becoming a supervisor, the requirements and responsibilities of a teacher-supervisor, evaluating a supervisor’s performance, challenges regarding teacher supervision, and supporting supervisors. The findings revealed that there are not any transparent criteria and rubrics for language school managers to draw upon to select teacher-supervisors, and supervisors are mostly selected based on their teaching potentials, experience, and merits. Moreover, the findings demonstrated that apart from observing classes and providing feedback, too many other responsibilities are assigned to supervisors in Iranian language schools. To improve the ongoing supervisory practices, the interviewees suggested the need for the development of transparent criteria and rubrics for supervisor selection.
۴۴.

Assessment Perceptions and Practices in Academic Domain: The Design and Validation of an Assessment Identity Questionnaire (TAIQ) for EFL Teachers

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۱, Issue ۱, Winter and Spring ۲۰۲۱ 103 - 131

کلیدواژه‌ها: Assessment identity EFL Teachers questionnaire design teacher identity Validation

حوزه های تخصصی:
تعداد بازدید : ۲۹۳ تعداد دانلود : ۴۳۸
The present research aimed to conceptualize the construct of Teacher Assessment Identity (TAI) by designing and validating a questionnaire in the Iranian EFL context. In so doing, a tentative scale with 96 items was piloted on 340 novice and experienced Iranian EFL teachers using Exploratory and Confirmatory Factor Analysis (EFA, CFA). The results of the analyses led to the removal of 33 items, leaving the questionnaire with 61 items on a five-point Likert scale. Moreover, the results revealed that the construct of TAI has 12 factors including assessment “knowledge”, “beliefs”, “attitudes”, “skills and confidence”, “practices”, “use assurance”, “feedback”, “rubric/criteria”, “consistency and consequence”, “grading/scoring”, “question-types”, and “roles”. Likewise, the convergent validity and reliability of the instrument to measure the construct of concern was statistically confirmed (p>.05). The findings have various implications for EFL teachers, teacher trainers, course designers, and language researchers by raising their awareness of assessment identity and its underlying components.
۴۵.

تأثیر یادگیری معکوس بر توسعه حرفه ای نومعلمان زبان انگلیسی: میزان مشغول بودن و نگرش آن ها(مقاله علمی وزارت علوم)

نویسنده:
منبع: پژوهش های زبانشناختی در زبانهای خارجی دوره ۷ پاییز و زمستان ۱۳۹۶ شماره ۲ 471 - 496

کلیدواژه‌ها: flipped professional development Engagement attitude novice EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۴۱۰ تعداد دانلود : ۲۵۳
یادگیری معکوس رویکرد نسبتاً جدیدی در تدریس است. در این رویکرد، برای ارتقاء یادگیری فعال و افزایش میزان مشغولیت ، جایگاه سخنرانی معلم در کلاس و تکلیف منزل با هم جابهجا می شود؛ بهعبارتدیگر، سخنرانی و تدریس معلم به منزل و تکلیف و فعالیت به کلاس انتقال مییابد. این مطالعه به بررسی تأثیر روش معکوس در آموزش نومعلمان زبان انگلیسی پرداخته است؛ روش معکوس تا چه میزان بر مشغولیت و نگرش نومعلمان در توسعه حرفه ای آنها اثرگذار است. به این منظور تعداد 150 معلم زن که زبان انگلیسی تدریس می کردند، از مؤسسه های مختلف و مدارس غیرانتفاعی شهر تهران به روش هدفمند انتخاب شدند. معلم ها به طور تصادفی در دو گروه آزمایش و کنترل قرارداده شدند. دوره «مدیریت کلاس» به مدت شش هفته برگزار شد. برای جمعآوری داده از پرسشنامه استفاده شد. نتایج بهدستآمده نشان داد که میزان مشغولیت معلم هادر کلاس معکوس در مقایسه با کلاس سخنرانیمحور یا کلاس سنتی بیشتر بودو نگرش معلم ها به مدل توسعه حرفه ای معکوس مثبت بود.
۴۶.

Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۱ , ۲۰۲۱ 1 - 32

کلیدواژه‌ها: Hidden Curriculum Validity Rasch model scale adaption EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۳۵۷ تعداد دانلود : ۳۲۶
Whether acknowledged or neglected by educators, the hidden curriculum is present in every institute. Therefore, studying the hidden curriculum is essential to understand how it functions within an English language institute’s setting and among those within it. The purpose of this study was to design and validate a scale to measure language teachers’ perspectives on English as a Foreign Language (EFL) hidden curriculum by the application of the Rasch model. The review of the literature indicated the lack of sufficient research on the investigation of EFL hidden curriculum components in the view of EFL teachers. To fill the existing gap in the literature, a 40-item questionnaire was devised and validated, then 164 Iranian EFL teachers, teaching at different language institutes were asked to reply to the questionnaire. In this study, hidden curriculum components were based on Saylor, Alexander, and Lewis’ (1981) perspectives. Accordingly, items were classified into three different constructs, namely the social atmosphere (including 15 items), the organizational structure of the English Language Institute (consisting of 14 items), and the interaction between teachers and learners (including 11 items). The results showed that the questionnaire items fitted the Rasch model after removing six items from the scale. Moreover, it was confirmed that the scale enjoyed suitable reliability. This proposes that the questionnaire is potentially valid and can be used as a measure of EFL hidden curriculum. One of the study implications is that the questionnaire designed and validated in this study can be used as a research tool in future research to assist policymakers and material designers, institutions’ administrators, and language teachers to be considered for future decision making, and designing materials. It also can be used as a research tool to measure the relationship between EFL hidden curriculum and other variables in future research.
۴۷.

Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۱ , ۲۰۲۱ 81 - 104

کلیدواژه‌ها: EFL Teachers emotion regulation strategies Principal Component Analysis Structural Equation Modeling multiple regression analysis

حوزه های تخصصی:
تعداد بازدید : ۲۵۰ تعداد دانلود : ۲۴۹
The Persian translation of the emotion regulation strategies inventory (Gross & John, 2003) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational background, working experience, gender, and age was also appraised. To do so, 250 EFL teachers with at least five-year teaching experience at the universities of two states, Isfahan and Fars, were invited to take part in the study. The non-random convenient sampling technique was then adopted. Filling out the inventory was done after the class time. The results of the principal component analysis (varimax rotation) verified the original two-factor model. The multiple regression analysis done by AMOS software also revealed that demographic variables could significantly affect teachers’ emotion regulation, though their effect in the present sample was small (R2=0.08 and R2=0.02). The results also suggested that the teachers disagreed about the use of expressive suppression in their classes (m=3.28) and were rather undecided as to the use of cognitive reappraisal in their teaching (m=4.49).
۴۸.

مدل سازی رابطه ی ساختاری بین حمایت سازمانی ادراک شده و کیفیت زندگی کاری در بین معلمان دوره ی متوسطه ی زبان انگلیسی به عنوان زبان خارجی(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۹, No. ۲, ِDecember ۲۰۲۰ 285 - 309

کلیدواژه‌ها: EFL Teachers Perceived organizational support Quality of work life Secondary School and social exchange

حوزه های تخصصی:
تعداد بازدید : ۳۳۵ تعداد دانلود : ۴۵۷
کیفیت زندگی کاری (QWL) معلمان یک چترواژه است که به میزان رضایت معلم از شغل خود و شرایط کلی کار اشاره دارد که تحت تأثیر سه عامل حمایت سازمانی از جمله مشارکت در تصمیم گیری، انصاف درپاداش و فرصت رشد می باشد (ویلگاس-ریمرز، 2003). مطالعه حاضر رابطه بین حمایت سازمانی درک شده (POS) و QWLرا در بین معلمان دوره متوسطه زبان انگلیسی به عنوان زبان خارجی بررسی کرده است. برای این منظور از روش همبستگی توصیفی استفاده شده است که در آن تعداد 173 معلم شرکت کردند که به روش نمونه گیری خوشه ای چند مرحله ای از بین جمعیتی متشکل از معلمان زبان انگلیسی به عنوان زبان خارجی در مدارس متوسطه ی تهران (N=1826) انتخاب شدند. ابزار گردآوری داده ها شامل پرسشنامه نگرش مبتنی بر مدل POS آلن، آرمسترانگ، رید، و ریمنشنایدر(2008) و همچنین پرسشنامه QWLوالتون (1973) بوده است. برای تجزیه و تحلیل داده ها از روش های همبستگی پیرسون و رگرسیون خطی چندگانه استفاده گردید. رابطه بین POSو QWL0.71 یافت شد. به عبارت دیگر، سه بعد POSمی تواند QWL را 71 درصد تحت تأثیر قرار دهد. به طور خاص، سه بعد مشارکت در تصمیم گیری با 21.4، انصاف درپاداش با 24.7، و فرصت رشد با 64.1 درصد می تواند برای پیش بینی QWL استفاده شود. این یافته ها از آن جهت حائز اهمیت است که نشان می دهد POSبه طور قابل توجهی با QWLمعلمان زبان انگلیسی به عنوان زبان خارجی ارتباط دارد که آن نیز به نوبه خود می تواند بر عملکرد این معلمان در مدارس تأثیر بگذارد.
۴۹.

Interactionist and Interventionist Dynamic Assessment Approaches to Teaching Argumentative Writing: Do Complexity, Accuracy, and Fluency Develop?(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۳, No.۲۷, Fall & Winter ۲۰۲۰ 100 - 128

کلیدواژه‌ها: Feedback Mediation teaching writing writing proficiency EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۲۵۷ تعداد دانلود : ۳۰۳
Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups to the control group. The first conclusion was that DA processes have a decisive role in improving writing skills and the CAF triad. Second, CAF components do not develop in a linear process, and employing DA procedures can be useful for its improvement. The paper has implications for language teachers and SLA researchers.
۵۰.

Participatory Approach from both Teachers and EFL Learners’ perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian journal of educational sociology, Vol ۱, Number ۲ (۲۰۱۷) 157-175

کلیدواژه‌ها: Participatory approach EFL Learners EFL Teachers perspective

حوزه های تخصصی:
تعداد بازدید : ۳۹۳ تعداد دانلود : ۲۰۹
Purpose: In participatory approach to second language teaching and learning, students actively engage in their own learning process and collaborate with others (Cobb, 1994; Greeno, 1998) to achieve their goals. Also, collaborative learning has been shown to encourage the growth of student interdependence (Bruffee, 1999), responsibility (Totten, Sills, Digby, & Russ, 1991), interpersonal skills (Rymes, 1997), and cognitive and critical thinking skills (Johnson & Johnson, 1986). Methodology: Adopting a sociocultural perspective, the present study has attempted to explore the attitude of teachers and learners toward the effectiveness of the method. In so doing, 60 Iranian EFL learners from two intact classes participated in the study, in which the learners from the two classes were randomly assigned to one control group and one experimental group. For fourteen sessions, the researcher in the control group class followed her regular teaching practice through the conventional book-based method of conducting an English class. In the experimental group class, however, the researcher adopted the participatory approach tasks and activities, in which she applied various participatory approach-based techniques, activities, role play, and problem solving activities, group work and collaborative tasks in the classroom instruction. Findings: Results of the comparison of the effects of the experimental participatory group and the control conventional group revealed that although the students in both groups improved their scores on the IELTS posttest, there was no statistically significant difference between the experimental group’s overall performance and that of the control group. Conclusion: Results of the interview with the students and teachers also revealed that both the students and the teachers had positive attitudes towards implementing the participatory approach and they were willing to use at least some of the tasks and activities in their future courses.
۵۱.

Iranian English Language Teachers’ Conceptions Towards Research(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian journal of educational sociology, Vol ۲, Number ۲ (۲۰۱۹) 1-11

کلیدواژه‌ها: research EFL Teachers teachers’ conceptions

حوزه های تخصصی:
تعداد بازدید : ۲۲۴ تعداد دانلود : ۲۲۳
Purpose: The purpose of the study was to examine teachers’ perceptions towards research by first investigating teachers’ conceptions about research and second, by examining the extent to which teachers read and do research. Methodology: To this end, the participants of the present study were 98 English language teachers from language institutes and schools. Utilizing Borg’s (2009) questionnaire, at first, the questionnaire responses were analyzed to determine the teachers’ view of research; in this section, the teachers were asked to point out to what extent they felt the activities described in 10 scenarios were or were not research. Findings: The results indicated that three scenarios were considered to be “probably research” and scenarios 4, 5 and 6 were regarded as “definitely research” by the participants. On the other hand, two scenarios were recognized as “definitely research”. The results of the second research question showed that among 98 English teachers only 24 teachers “often or sometimes” read published research which is a very high index. Teachers’ reasons for the answers to the second research question were lack of time, knowledge, access to resources, and institutional support. The findings of this research indicate that teachers’ conceptions of research are very near to conventional scientific theories. Only 12.2% of the teachers mentioned that they “do research”. Conclusion: the findings of the present study may be useful for teachers who want to promote their English teaching as such findings are suggested to improve their level of engagement in research activities, and consequently the quality of their research.
۵۲.

Presenting a Model for Promoting the Professional Competency among EFL Teachers: A Grounded Theory Approach(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian journal of educational sociology, Vol ۳, Number ۴ (۲۰۲۰) 127-139

کلیدواژه‌ها: Professional Competency Cognitive/ Language Skills Competence Attitudinal/Behavioral Competence Management Competence EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۳۳۴ تعداد دانلود : ۳۵۳
Purpose: This paper addressed this issue by presenting a model for promoting the professional competency of EFL teachers in Iran. Methodology: In order to accomplish the purpose of the study, the grounded theory was adopted to investigate EFL expert teachers’ (key informants) articulations, experiences, and concerns about the subject and to develop a theoretical model across the participants; therefore, semi-structured interviews were conducted to 21 EFL experts (EFL faculty members, teacher trainers, supervisors and EFL teachers) who were selected by snowball sampling. Interview data, were analyzed with a grounded theory approach using constant comparison method. Findings: Major findings of the study suggested a multi-dimensional model of professional competency highly relevant to EFL teachers: cognitive/language skills competence; attitudinal/behavioral competence; and management competence. The interviewees also suggested that these competencies are under the effect of such influential factors in Iran as curriculum, individual characteristics, management and organization support, community, information technology, and media Conclusion: Furthermore, as a consequence of professional competency, it was clarified that EFL teachers' competencies affect their values, enthusiasm, communications and practice and most importantly supports their professional life long development. Policy makers and teacher training programmers can hopefully benefit from the presented competency model while making adaptations in teacher training both at pre-service and in-service levels.
۵۳.

Life Satisfaction and Empathy in Iranian EFL Teachers: A correlational study

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۸, Autumn ۲۰۲۱ 109 - 129

کلیدواژه‌ها: effective teaching EFL Teachers Empathy life satisfaction

حوزه های تخصصی:
تعداد بازدید : ۴۴۸ تعداد دانلود : ۲۶۶
This study intended to explore Iranian EFL teachers’ life satisfaction as well as their empathy levels. Furthermore, the relationship between Iranian EFL teacher’s life satisfaction and their empathy was investigated. To achieve these objectives, a group of 245 male and female Iranian EFL teachers with the age range of 20 to 55 years old participated. Data were collected through Life Satisfaction and Empathy Questionnaires. Results revealed that EFL teachers were satisfied with their life and were empathic teachers. Moreover, a significant relationship was found between these two variables. The main conclusion is that life satisfaction can have positive impacts on certain aspects of life; hence, it is recommended that proper conditions be provided for the EFL teachers. Additionally, having empathy with students may create happiness in both students and the teacher. Such happiness can presumably make the student bear a positive perspective towards language learning, thereby making them more motivated to learn English.    
۵۴.

On the Relation between Iranian EFL Teachers’ Sense of Professional Identity and their Responsibility(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۱, ۲۰۲۱ 67 - 76

کلیدواژه‌ها: responsibility Professional identity EFL Teachers motivation Occupational Commitment

حوزه های تخصصی:
تعداد بازدید : ۲۳۹ تعداد دانلود : ۱۱۷
Responsibility has always been one of the major concerns of teachers and those who are involved in the teaching-learning process. This is the way, since, if the sense of responsibility is improved and maintained in teachers, almost any other aspect of the teaching and learning environment would be considered safe. Therefore, the researchers tried to look for the possible relation between language teachers’ sense of responsibility and their professional identity. Thus, a group of 100 EFL teachers from language schools and different universities took part in the study. Two questionnaires that were previously proved to be valid and reliable were used as the instruments in this study. Regression was applied for the analysis of the data and the results indicated that there was a significant relationship between teachers’ professional identity and their responsibility. More specifically, it was revealed that there was a strong and positive relationship between teachers’ responsibility and motivation as one of the indicators of teachers’ professional sense of identity.
۵۵.

Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۲ , ۲۰۲۱ 89 - 110

کلیدواژه‌ها: Critical teacher education course critical language teacher identity Critical Pedagogy EFL Teachers Identity

حوزه های تخصصی:
تعداد بازدید : ۳۳۶ تعداد دانلود : ۱۳۱
The importance of language teacher identity has been widely recognized recently as teachers’ professional development is highly influenced by the ways teachers view themselves. Critical orientation towards identity has also received considerable attention recently. The present study, thus, investigated the effect of a Critical Teacher Education Course (CTEC) on EFL teachers’ identity (re)construction. The participants included thirteen teachers who were first interviewed using a 20-question interview checklist whose items enabled the researchers to elicit teachers’ professional identity with a focus on critical pedagogical orientation. The teachers then attended an in-service CTEC held for ten sessions. The course was primarily dialogue-based where different premises of transformative education and critical pedagogy were introduced and discussed. This was followed by the second interview session in which the teachers were asked the same questions as the first interview. In the meantime, the teachers were also required to critically reflect on their classroom practices through reflective journals. The data were subjected to content analysis (inductive category development). The findings revealed that prior to their participation, the teachers viewed teaching English as a neutral act unaffected by contextual factors, whereas after the CTEC, they became more aware of the social, cultural, economic and political factors that might affect the whole process. Secondly, compliance with the rules and regulations, policies, and the status quo marked teachers' identities. However, they changed to more integrative teachers with critical orientations after CTEC. The findings might imply that EFL teacher training/education programmes become more localized, dialogic, interaction-based, negotiation-oriented and integration-driven.
۵۶.

Structural Equation Model of Teachers' Mindsets, Self-Efficacy, and Emotional Experiences and Iranian EFL Learners' Willingness to Communicate and L2 Motivational Self System(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۸, Fall & Winter ۲۰۲۱ 1 - 17

کلیدواژه‌ها: EFL Teachers Implicit Theories of Intelligence Self-Efficacy Emotional Experiences EFL Learners ؛ Willingness to Communicate L2 Motivational Self System

حوزه های تخصصی:
تعداد بازدید : ۱۹۲ تعداد دانلود : ۱۳۷
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.
۵۷.

A Brain-Friendly Teaching Inventory: A Rasch-based Model Validation(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۹, Fall & Winter ۲۰۲۱ 100 - 120

کلیدواژه‌ها: Brain-friendly teaching EFL Teachers Rasch model Scale development Validity

حوزه های تخصصی:
تعداد بازدید : ۳۲۱ تعداد دانلود : ۱۰۵
Teachers usually teach according to how brains naturally learn. In this way, not only do their learners learn, retain, and recall quickly, but also the teaching becomes more joyful. Increased attention to the worthwhile role of the mind in learning/teaching in recent times Due to the lack of a valid scale for estimating teachers' awareness of brain-friendly teaching, the current study intended to construct and validate a 54-item brain-friendly teaching inventory by the implementation of the Rasch model. The test was administered to 200 Iranian EFL teachers from different educational contexts. The results revealed that all the 54 items of the scale had a good fit to the Rasch model. Infit and outfit values were within the acceptable range which indicates unidimensionality of the scale. Furthermore, it is asserted that the inventory enjoyed suitable reliability. This demonstrates that the Brain-Friendly Teaching Inventory is valid and can be applied as a scale for assessing the teachers' awareness of brain-friendly teaching.
۵۸.

The Effectiveness of Wisdom-Therapy on EFL Teachers’ Occupational Burnout(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Learning and Memory, Volume ۴, Issue ۱۵, Autumn ۲۰۲۱ 15 - 28

کلیدواژه‌ها: Wisdom-Therapy Occupational Burnout wisdom EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۲۸۹ تعداد دانلود : ۱۳۷
Wisdom is a concept which has been extensively studied in many researches during recent years. On the other hand, occupational burnout is an issue that has affected teachers’ activities for many years. Occupational burnout is caused by increasing responsibility of teachers over the years. To study the effect of wisdom-therapy on teachers’ occupational burnout, 34 EFL (English as a Foreign Language) teachers who worked in Hamedan high schools were selected using convenience sampling method and assigned randomly into two groups of experimental and control, each including 17 teachers. Maslach Burnout Inventory-Educator’s Survey developed by Maslach, Jackson, and Leiter (1996) was used for examining teachers’ occupational burnout and using one of wisdom-therapy techniques, teachers of the experimental group received training in ten sessions. Finally, using the mentioned inventory, teachers’ occupational burnout was examined again. The results of ANCOVA revealed that wisdom-therapy had a significant effect in reducing the level of occupational burnout, depersonalization and emotional exhaustion among Iranian EFL teachers. In addition, the results also showed that wisdom-therapy had a significant effect in improving the level of personal accomplishment. Thus, it is suggested that wisdom-therapy techniques be used in education and be part of teachers’ training.
۶۰.

Digital Literacy Skills among Iranian EFL Teachers and Students

نویسنده:
منبع: Research in Techno-based Language Education, Volume ۱, Issue ۱, July ۲۰۲۱ 22 - 34

کلیدواژه‌ها: Keywords: Digital literacy skills EFL Teachers Information Literacy Information and communication technology literacy media literacy

حوزه های تخصصی:
تعداد بازدید : ۲۱۶ تعداد دانلود : ۱۲۸
Nowadays, digital literacy and the use of digital resources and communication tools in academic contexts have been promoted by the rise of digital civilization in the 21st-century. Thus, this research aimed to study the digital literacy of Iranian EFL teachers and students to find out any significant difference between them. One hundred and fifty Iranian EFL teachers, and 175 Iranian EFL students were invited to participate in this study. A 181-item standardized measure developed and validated by Khlaisang and Koraneekij (2019) was used to assess individuals’ three crucial 21st-century digital skills namely Information Literacy (IL), Media Literacy (ML), and Information Communication Technology Literacy (ICTL). To find that whether this difference is significant or not, a t-test was run. The results highlight that Iranian EFL teachers' scores were higher than students in all the three constructs of IL, ML, and ICTL, and ICTL had the highest mean score among all. The data regarding teachers’ and students’ digital literacy can be a reference for educational planners and decision-makers to identify digital skills which should be considered more seriously at the university level especially in these Coronavirus days.