EFL instructors

The present study intends to probe the impediments for the practicality of Critical language pedagogy (CLP) in higher education system of Iran. To do this, 20 Iranian university instructors, holding Ph.D. degrees in TEFL, were asked to read a passage reflecting the main characteristics of transformative pedagogy. To explore the main obstacles, they were invited for a semi-structured interview. All interviews were audio-recorded and transcribed verbatim. The data were analyzed using Thomas (2006) inductive approach including frequent, dominant, or significant themes. The results revealed a number of themes that illustrate macro and micro inhibiting factors Iranian EFL instructors encounter toward implementing the principles of CLP. The findings are discussed and suggestions are provided for teachers to transform transmission approaches into transformative and dialogic ones.

Within the framework of professional development, teachers adapt, develop, and complement their pedagogical competences and behavior, and they become an agent of change. In this regard, teachers’ awareness of the components of pedagogical competence plays an important role. The current paper addressed the components of assessment strategies and teaching skills and investigated Iranian university instructors’ awareness of these components with regards to their personal, professional, and educational backgrounds. In so doing, a 29-item questionnaire already established in terms of validity and reliability was administered to 72 university instructors practicing teaching in Guilan universities. Analysis of the results revealed that the instructors used different assessment strategies and employed various teaching skills with regard to their gender, teaching experience, fields of study, and university degrees. The results may be practically utilized by education authorities to provide instructors with appropriate trainings to augment the instructors’ teaching and learners’ learning in the end.

The present study scrutinized the association between learners’ perceptions of EFL instructors’ interpersonal behavior and their English language achievement in Amhara regional state public universities, Ethiopia. In this correlational research, 177 participants who were first-year English Language and Literature students were selected using purposive and random sampling. The data were gathered through a questionnaire and an English language achievement test. Besides, the data were analyzed quantitatively using descriptive and inferential statistics, and multiple regression. The findings showed that understanding behavior was perceived as the frequent interpersonal behavior of EFL instructors followed by strict, student freedom, and leadership behavior, respectively. Apart from this, uncertain behavior was found to be the least perceived behavior in the classrooms. In addition, the findings indicated that instructors in the sample areas were less prevailing but more cooperative in the communique process with their learners. In line with relationships, it was found that optimistic and noteworthy correlations between students’ English achievement and their teachers’ understanding and leadership behavior. In the case of its contribution, understanding followed by leadership interpersonal behavior was found to be the most prevailing and substantial variable on the learners’ English achievement. It was, therefore, recommended that instructors should be given training continuously on instructors’ interpersonal teaching behavior and its relationship to students’ language learning.    

Writing a thesis is crucial in the master's or PhD study process. There is no denying the supervisor's responsibility in this situation. Therefore, this study attempts to investigate the Kurdish students` perceptions toward their supervisors at various universities in Iraqi Kurdistan. In this study, two groups of students took part: 13 master students and 11 PhD students. Students, both male and female, who were studying at different universities in Kurdistan were included. They were all in their last year of studies and writing their theses and dissertations. A questionnaire and interviews were conducted to collect the data. The results revealed that students perceived the supervisors as a supporter, a leader, and a knowledgeable person who give them continuing feedback. The major point regarding the characteristics of effective supervisors was their knowledge of students` research topics, requiring supervisors to acquire enough knowledge and information on the topics of students` theses.