The Mediating Role of Teacher Burnout and School Climate in EFL Teachers’ Commitment: Focus on Iranian Teachers

Akram Bagheri; Masood Siyyari; Mojgan Rashtchi

Articles in Press, Accepted Manuscript, Available Online from 03 February 2024

https://doi.org/10.30479/jmrels.2024.19486.2273

Abstract
  The psychological constructs of teachers have become the focus of a growing line of research in numerous studies in both mainstream and second language teacher education over the recent decades. Many studies have addressed the relationship between teacher commitment and other variables; however, its ...  Read More

Development and Validation of an EFL Teachers’ Quality Assurance Questionnaire

Giti Sabadoust; Kobra Tavassoli; Gholamhassan Famil Khalili

Articles in Press, Accepted Manuscript, Available Online from 29 March 2024

https://doi.org/10.30479/jmrels.2024.19667.2299

Abstract
  There is a consensus among researchers and educators that teachers need to be well prepared to improve the quality of education and students’ learning. Nevertheless, little attempt has been made to implement the trends in teachers’ quality assurance (TQA) in the field of language education. ...  Read More

Exploring the Relationship among EFL Teachers' Critical Thinking, Autonomy and Experience in Public and Private Schools

Mahzad Keyvanloo; Mohammad Reza Amirian; Marjan Vosoughi; reza Bagheri Nevisi

Volume 10, Issue 1 , January 2023, , Pages 101-131

https://doi.org/10.30479/jmrels.2022.17438.2085

Abstract
  The main purpose of the study was to explore the connection between teachers' critical thinking, autonomy, and their teaching experience among public and private English as a Foreign Language (EFL) teachers. In addition, the differences between the two main contexts of English language learning (public ...  Read More

An Evaluation of English Textbook “Prospect 2”: Teachers and Teacher Educators’ Perceptions in the Spotlight

Behrooz Ghoorchaei; Ali Derakhshan; Alemeh Ebrahimi

Volume 8, Issue 2 , April 2021, , Pages 90-59

https://doi.org/10.30479/jmrels.2020.13156.1624

Abstract
  This study endeavored to evaluate the local English textbook named “Prospect 2” taught in junior high schools in Iran based on a group of Iranian EFL teachers and teacher educators’ perspectives. For this purpose, 10 (6 males and 4 females) teacher educators and 117 (54 males and 63 ...  Read More

Developing and Validating an EFL Teacher Imposed Identity Inventory: A Mixed Methods Study

Azra Gholamshahi; Minoo Alemi; Zia Tajeddin

Volume 8, Issue 2 , April 2021, , Pages 116-91

https://doi.org/10.30479/jmrels.2020.12739.1578

Abstract
  Teacher-others relationship is one of the main features of teacher identity. As an aspect of this relationship, in some educational contexts, teachers experience imposition in their work place. As there is no survey tool to measure imposed identity, the present study developed a questionnaire based on ...  Read More

The types of scaffolding used by EFL Teachers in Isfahan

Somayeh safdari; Momene Ghadiri; Zohreh Kashkouli

Volume 8, Issue 2 , April 2021, , Pages 220-199

https://doi.org/10.30479/jmrels.2020.11753.1462

Abstract
  Scaffolding helps students improve their skills and handle complex materials (Cloud, Genesee, & Hayaman, 2009). Although a number of studies have been done on scaffolding in Iran, few studies have identified the types and techniques of scaffolding used in English language classes. Due to the importance ...  Read More

Investigating the Barriers to Teachers’ Professional Development in an EFL Context

Hassan Soodmand Afshar; Shabnam Ghasemi

Volume 7, Issue 2 , May 2020, , Pages 101-122

https://doi.org/10.30479/jmrels.2020.11862.1472

Abstract
  As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. ...  Read More

Validating a Continuing Professional Development Scale among Iranian EFL Teachers

Anis Behzadi; Mohammad Golshan; Sima Sayadian

Volume 6, Issue 3 , August 2019, , Pages 129-105

https://doi.org/10.30479/jmrels.2019.10848.1358

Abstract
  Some EFL teachers have tragically fossilized in their career and have reluctantly participated in teachers' in-service classes. Teachers Continuous Professional Development (CPD) is an indispensable part of teaching career. Accordingly, the current study was to design, develop, and validate items for ...  Read More

The Interplay among Self-efficacy, Perceptions of Instructional Supervision, and Teaching Performance: A Case of Iranian EFL Teachers

Afsaneh Baharloo; Saeed Mehrpour

Volume 3, Issue 1 , February 2016, , Pages 130-111

Abstract
  This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy. In addition, it intended to delve into the interplay among self-efficacy, perception of supervision, and teaching performance of Iranian EFL teachers. Employing ...  Read More