English language teachers

Recent innovations in formative assessment have turned the spotlight on the implementation of assessment for learning in the classroom. Notwithstanding a considerable wealth of research on assessment for learning in mainstream education, few research studies in the field of language teaching thus far have touched upon assessment for learning. This quantitative study investigated Iranian English language teachers’ perceived monitoring and scaffolding practices in respect of their gender and class size. To achieve this purpose, 384 Iranian EFL teachers who were selected using convenience sampling completed a 28-item Likert scale questionnaire on assessment for learning entailing two main constructs, namely monitoring and scaffolding. Our findings revealed a statistically significant gender difference with regard to perceived scaffolding. Likewise, the results showed that EFL teachers’ perceived monitoring and scaffolding practices did not differ with respect to class size. The key implications of the findings for the application of scaffolding and monitoring practices in the classroom were also addressed.

Despite many studies on the concept of learner autonomy and the relationship between teacher autonomy (TA) and learner autonomy, scant attention has been devoted to TA on its own. To bridge this gap, the present study used narrative accounts to discover language teachers’ autonomy in terms of self-directed professional development (PD), capacity for self-directed PD, and freedom from control over PD. To this end, eight English as a foreign language (EFL) teachers narrated their past stories regarding these three dimensions. The thematic analysis of their narratives showed that their main activities for self-directed PD included peer observation, peer coaching, making use of technology, continuing education, action research, interacting with professionals, and attending workshops. Regarding capacity for their self-directed PD, the teachers claimed they had the capacity and willingness to self-direct their teacher learning. External support, experience, motivational factors, and reading books and articles were instrumental in teachers’ capacity development. Moreover, the findings revealed that although teachers viewed financial problems, conference attendance, lack of time to do PD activities, and rules of the institutes as obstacles to their freedom over PD, they employed strategies to change them into opportunities. The findings suggest implications for teachers and teacher educators to acquaint themselves with different PD strategies and to raise teachers’ awareness about the value of PD, respectively. The findings might bear implications for institute managers as well.

The present study aimed at realizing and developing a scale and a model of English language teachers’ pedagogical competence (ELTPC). By reviewing the related literature and adapting Thomas’s (1987) langugae teacher competence, TESOL (2010) standards of professional EFL teachers, and teaching skills and model of pedagogical competence developed by Olsson, Martensson, and Roxa (2010) resulted in a 5-point Likert scale questionnaire consisting of seven constructs, namely preparation, management, teaching, subject mastery, assessment, attitude, and belief with 87 variables. The questionnaire underwent the scrutiny of experts’ opinion and reliability estimates, which resulted in an instrument of 60 variables for the constructs. Next, the constructs were validated with 320 high school English teachers through a principal components analysis carried out via exploratory factor analysis. The result showed the constructs enjoyed high factor loadings, and with seven variables removed from the questionnaire, a 53-variable scale was developed. Finally, a model was developed based on the seven-construct questionnaire of ELTPC. The researcher hopes that English teachers and the educational system monitor, assess, and improve the quality of teaching based on the developed scale and model of ELTPC

Purpose: Considering the importance of media literacy and competency development in this field, the present research was conducted with the aim of assessing the suitability and prioritization of the components of the media literacy competency development model of English language teachers. Methodology: This study in terms of purpose was applied and in terms of implementation method was mixed (qualitative and quantitative). The research population in the qualitative part was the experts of Farhangian University and principals of the first and second period schools of Tabriz city, which based on the principle of theoretical saturation number of 15 people were selected as a sample. The research population in the quantitative part was English language teachers of the first and second period schools of Tabriz city, which based on Cochran's formula number of 384 people were selected as a sample. The research tool in the qualitative part was a semi-structured interview, which its data was coded in MAXQDA software, and in the quantitative part was a researcher-made questionnaire, which its data was analyzed by structural equation modeling and weighted matrix in SPSS and SmartPLS software. Findings: The findings showed that the media literacy competency development of English language teachers has 50 sub components in 12 main components, including the media access, production and communication, technology development at the global level, media literacy promotion infrastructure, provision of educational equipment, management of students' entry into the virtual world, lack of possibilities of educational assistance, lack of acceptance of virtual media among teachers, critical thinking training, creating a learning environment and learners' participation in the educational structure, media literacy competency development, establishing educational justice and developing and updating teachers' skills. Also, all the main components had an average variance extracted higher than 0.50 and Cronbach's and combined reliability higher than 0.70, and the media literacy competency development model of English language teachers had a good fit and their effects on each other were significant (P<0.05). In addition, respectively the components of technology development at the global level, establishing educational justice, media literacy competency development, developing and updating teachers' skills, media access, production and communication, lack of acceptance of virtual media among teachers, management of students' entry into the virtual world, creating a learning environment and learners' participation in the educational structure, critical thinking training, media literacy promotion infrastructure, provision of educational equipment and lack of possibilities of educational assistance were of higher importance. Conclusion: According to the identified components for the media literacy competency development and their prioritization can be taken an effective step to media literacy competency development of English language teachers.