Practicum and Professional Role Identity (Re)construction: A Longitudinal Mixed Methods Study on Iranian EFL Student Teachers

Mohammad Zeinali; Manoochehr Jafarigohar; Mahmood Reza Atai; Hassan Soliemani

Volume 10, Issue 3 , July 2023, , Pages 39-69

https://doi.org/10.30479/jmrels.2023.18235.2169

Abstract
  The empirically-validated link between teachers’ professional role identity and explicit manifestations of teacher efficacy has resulted in a burgeoning literature on educational programs/settings influential in teacher identity formation. In an attempt to expand on this strand of research, the ...  Read More

Exploring the Impact of Scaffolded Written Corrective Feedback on Iranian EFL Learners’ Writing Quality: A Sociocultural Theory Study

Ehsan Abbaspour; Mahmood Reza Atai; Parviz Maftoon

Volume 8, Issue 4 , October 2021, , Pages 53-84

https://doi.org/10.30479/jmrels.2020.12116.1508

Abstract
  The prevalence of Sociocultural Theory (SCT) as a major theory in SLA has spurred a considerable number of studies to investigate the various aspect of L2 acquisition through the lens of this theoretical framework. The present study aimed at investigating the impact of Scaffolded Written Corrective Feedback ...  Read More