Experienced and Novice EFL Teachers’ Cognition and Practices on Intercultural Communicative Competence: A Mixed-Methods Study in Iranian Context

Ashraf Sadat Hosseyni; Moussa - Ahmadian; Majid Amerian

Articles in Press, Accepted Manuscript, Available Online from 20 February 2024

https://doi.org/10.30479/jmrels.2024.19354.2265

Abstract
  Teachers as the backbone of education need to commit themselves to expanding their perception, sensitivity, and awareness toward intercultural communicative competence (ICC). By taking full advantages of quantitative and qualitative research methods, this study examines if novice and experienced EFL ...  Read More

Developing EFL Teachers’ Cognition of Corrective Feedback Using a Task-Based Approach

Meisam Mirzaei Shojakhanlou; Abdulbaset Saeedian

Volume 10, Issue 2 , April 2023, , Pages 69-90

https://doi.org/10.30479/jmrels.2022.17313.2075

Abstract
  Investigating language teacher cognition and ways of promoting their cognition are the building blocks of teacher education because their practices are highly contingent on their cognition about underlying concepts in language pedagogy. This study explored the development of novice teachers’ cognition ...  Read More

Sources of Demotivation among English Language Learners: Novice and Experienced Teachers’ Beliefs

Asghar Afshari; Zia Tajeddin; Gholam-Reza Abbasian

Volume 6, Issue 4 , October 2019, , Pages 81-59

https://doi.org/10.30479/jmrels.2019.10475.1305

Abstract
  Motivation is a crucial factor in learning a foreign language. However, some learners may become demotivated during their experience of learning a language. Demotivation among learners has rarely been addressed from the teachers’ perspectives. The purpose of the current study was to investigate ...  Read More