research paper
Shahla Roshani Ghaleh Sheikhi; Ali Mohammad Mohammadi; Hooshang Yazdani
Abstract
Meaningful work, a personally significant, purpose-driven construct, plays a pivotal role in education, where faculty dedication directly influences student success. This qualitative study employed grounded theory to explore the experiences of EFL faculty and develop a paradigm model of meaningful work. ...
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Meaningful work, a personally significant, purpose-driven construct, plays a pivotal role in education, where faculty dedication directly influences student success. This qualitative study employed grounded theory to explore the experiences of EFL faculty and develop a paradigm model of meaningful work. The study utilized semi-structured interviews to collect data from 19 participants, selected through purposive and snowball sampling techniques. The data were analyzed using constant comparative analysis, and theoretical saturation was achieved, ensuring the comprehensiveness of the analysis. This indicated that no new themes or insights surfaced, confirming the depth and rigor of the findings. The analysis revealed that meaningful work emerged as the central phenomenon, shaped by a dynamic interplay of factors. These included causal conditions (e.g., personal attributes, professional identity), contextual factors (e.g., organizational culture, workplace climate, resource availability), and intervening factors (e.g., job demands, personal issues, bureaucratic issues, and student issues). The faculty employed job-crafting strategies to enhance the meaningfulness of their work, which led to positive outcomes for students, teachers, and the organization. The resulting paradigm model presents a multifaceted framework, emphasizing the essential role of supportive environments that align closely with faculty values and principles. The study underscores the necessity of addressing causal, contextual, and intervening factors to cultivate meaningful work effectively. These findings have significant implications for faculty development programs, highlighting the importance of creating environments that reflect faculty values. By fostering meaningful work, institutions can better support faculty in their roles, ultimately benefiting both educators and students.
Research Paper
Rasoul Mohammad Hosseinpur; Mohammad Ali Goli
Abstract
While the strategies utilized by bilingual or multilingual learners during the process of acquiring and employing an additional language have been a focal point of extensive research among SLA scholars, interlanguage pragmatics—specifically the application of speech act strategies—has remained ...
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While the strategies utilized by bilingual or multilingual learners during the process of acquiring and employing an additional language have been a focal point of extensive research among SLA scholars, interlanguage pragmatics—specifically the application of speech act strategies—has remained underexamined. To address this gap, this study leveraged Cohen and Ishihara’s (2005) Speech Act Strategy Inventory (SASI) to analyze variations in the usage frequency and perceived effectiveness of speech act strategies among 200 Iranian learners of English. The participants included L2 and L3 (Azeri/Persian and Arab/Persian) learners of English of both genders. The results demonstrated that L3 learners exhibited greater proficiency in employing speech act strategies compared to L2 learners. However, no statistically significant distinctions emerged between the two L3 groups in terms of strategy usage frequency or their perceived success in utilizing these strategies. The findings indicate multilinguals often enjoy more effective communication strategies in L2 contexts; however, the findings suggest that the influence of L1 on L2 proficiency might not be as straightforward as previously thought. This highlights the intricate nature of bilingual language acquisition and the importance of considering sociolinguistic factors in bilingualism research.
Research Paper
Farshad Azimifar; Ali Roohani; Aliakbar Jafarpour
Abstract
While grit and achievement emotions (AEs) have been separately studied, their interplay in second/foreign language (L2) learning, particularly its impact on L2 achievement, remains underexplored. This study investigated this interplay in a sample of Iranian L2 learners, employing Q-methodology to show ...
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While grit and achievement emotions (AEs) have been separately studied, their interplay in second/foreign language (L2) learning, particularly its impact on L2 achievement, remains underexplored. This study investigated this interplay in a sample of Iranian L2 learners, employing Q-methodology to show shared perspectives on how grit would interact with positive and negative AEs in shaping their L2 learning journey. By using a nonprobability purposeful sampling approach, data from 43 L2 (English) learners were collected through Q-sorting, accompanied by think-aloud protocols to provide deeper insight into their subjective viewpoints. Three factors were identified through varimax rotation and manual adjustment statistical techniques. Factor arrays and qualitative analysis were then used to elucidate participants’ perspectives on the interplay between grit and achievement emotions in L2 learning. The Q-sorts analysis revealed three distinct factors: (1) grit-strengthening negative emotions, highlighting the paradoxical role of emotions like shame, anxiety, and hopelessness in fostering perseverance; (2) grit-building positive emotions, emphasizing how positive emotions motivate L2 learners to persist in their efforts; and (3) grit’s buffering role toward negative emotions, demonstrating how grit helps mitigate the detrimental effects of negative emotions like anxiety. These findings reveal the multidimensional and complex relationship between grit and AEs, underlining their joint role in L2 learning and provide practical insights for L2 educators to strategically harness emotions to enhance persistence and success in L2 contexts.
Research Paper
Mostafa Goodarzi; Mansoor Ganji; Nahid Yarahmadzehi; Mehdi Safaie-Qalati
Abstract
Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA (Preferred ...
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Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, which offer structured steps for systematically identifying and selecting articles through employing strict inclusion and exclusion criteria, the researchers collected 141 articles from Google Scholar, Academia, Web of Science, and ResearchGate databases. After they were screened in three stages, 80 articles were left for the final content analysis. A thematic content analysis with manual open coding was applied to both conceptual and empirical studies, mainly authored by EFL experts and practitioners, to identify the recurrent themes across the literature. The analysis resulted in three categorized lists including benefits such as active learning environment and classroom community, professional growth for teachers; challenges including classroom management difficulties and unequal participation, diversity and meeting needs; and solutions like differentiated instruction and active learning strategies. The findings aim to help teachers maximize the benefits, anticipate and manage the challenges, and apply targeted strategies to foster more effective and inclusive learning environments.
Research Paper
Davoud Amini; Elnaz Kazemi
Abstract
Teacher's motivation originates from both teacher-internal and teacher-external conditions. This correlation-based study aimed to investigate Iranian EFL teachers’ motivational trend during their first five years of teaching in relationship to their personality type. Drawing on trait theory of ...
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Teacher's motivation originates from both teacher-internal and teacher-external conditions. This correlation-based study aimed to investigate Iranian EFL teachers’ motivational trend during their first five years of teaching in relationship to their personality type. Drawing on trait theory of personality and the big five personality framework, the research explores how novice EFL teachers' motivation during the first five years of career is influenced by personality traits. Participants in this study were 144 English teachers in Iranian high schools. The International Personality Item Pool-Neuroticism, Extraversion, Openness Personality Inventory (IPIP-NEO) and the Factors Influencing Teaching Choice Scale (FIT-CS) were used to assess teachers' personality and motivation. Teachers' motivation showed a steady rising trend in the first five years of their career. Results revealed that conscientiousness and openness are significant positive predictors of teacher motivation, while neuroticism negatively impacts motivation. However, teaching experience did not significantly moderate the relationship between personality traits and motivation, indicating that other professional conditions may influence this dynamic over time. This study contributes to the literature by examining teacher motivation in a non-Western context, offering valuable insights into the dynamicity between the internal and external factors contributing to Iranian EFL teachers’ motivation within a complex dynamic systems perspective. The findings have practical implications for teacher recruitment, professional development, and retention strategies, emphasizing the need to consider individual personality traits in fostering long-term motivation and job satisfaction with ramifications at both individual teacher level and organization level.
Research Paper
Parya Tadayyon; Farahman Farrokhi
Abstract
Working memory (WM) plays a pivotal role in complex cognitive tasks such as writing. As writing in a foreign language is a cognitively demanding task in the Iranian context and requires the integration of cognitive and strategic planning processes, the present study aimed to investigate the role of WM ...
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Working memory (WM) plays a pivotal role in complex cognitive tasks such as writing. As writing in a foreign language is a cognitively demanding task in the Iranian context and requires the integration of cognitive and strategic planning processes, the present study aimed to investigate the role of WM capacity in predicting syntactic complexity of argumentative writing tasks performed by Iranian female EFL upper-intermediate learners under two distinct guided strategic planning approaches: form-focused (FF) and content-focused (CF). After a careful selection of 90 upper-intermediate learners based on Oxford Quick Placement Test (OQPT), an automated working memory operation span test was employed. Next, the participants were assigned into two groups: FF and CF (45 participants in each group). The participants in each group were guided on how to pre-plan their argumentative writings during four sessions (two sessions for each group, held on the same day). Following these sessions, the participants were asked to write an argumentative writing using the pre-planning strategies already explained. Results from structural equation modeling (SEM) revealed that WM strongly predicted syntactic complexity in both groups; however, this prediction was superior in the CF group. The findings reveal the potential of WM as a significant factor in predicting the syntactic complexity of CF strategic planning, impacting overall writing quality. This study contributes to understanding how cognitive factors influence pre-planning writing strategies in language learners and have implications for the instruction of pre-planning for L2 learners, considering the importance of WM.
Research Paper
Leyli Nouraei Yeganeh; Majid Nemati
Abstract
This quasi-experimental study investigated the integration of Flipped Learning (FL) with Self-Regulated Learning (SRL) strategies to enhance argumentative writing (AW) skills among 240 intermediate English-proficient medical students at an Iranian university during Fall 2023. The study aimed to determine ...
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This quasi-experimental study investigated the integration of Flipped Learning (FL) with Self-Regulated Learning (SRL) strategies to enhance argumentative writing (AW) skills among 240 intermediate English-proficient medical students at an Iranian university during Fall 2023. The study aimed to determine whether embedding SRL strategies into FL environments would lead to greater improvements in AW proficiency compared to FL alone. Participants were randomly assigned to an experimental group (FL with SRL) or a control group (FL without SRL). In the experimental group, digital tools such as Google Docs, EdPuzzle, and Padlet were aligned with SRL phases to facilitate goal-setting, pre-class preparation, and reflective critique. Results indicated that while both groups improved, students who engaged with SRL-enhanced FL instruction demonstrated greater gains in AW and self-regulatory skills. These findings suggest that integrating SRL strategies into FL models can foster more effective writing development and learner autonomy in English for Specific Purposes (ESP) contexts, offering a scalable instructional approach for medical education. The instructional design and digital tool alignment proposed in this study can be adapted to support writing development and learner autonomy across various global ESP programs and diverse educational contexts.
research paper
Farahnaz Mirvani; Mohammad Hashamdar; Natasha Pourdana
Abstract
Second language learner agency (L2LA) has gained enormous attention as it directly contributes to the optimal foreign language learning achievement. Recent studies highlighted the significance of socio-cultural norms to shape the quality of L2LA in different educational contexts. Yet, as a culture-bound ...
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Second language learner agency (L2LA) has gained enormous attention as it directly contributes to the optimal foreign language learning achievement. Recent studies highlighted the significance of socio-cultural norms to shape the quality of L2LA in different educational contexts. Yet, as a culture-bound construct, the underlying facets of learner agency have hardly been identified or systematically assessed in the Iranian EFL context. To configure and measure inherent components of L2LA, we followed Mercer’s (2011) complexity model of learner agency to draft and validate a multi-faceted L2LA questionnaire. To this end, indicators of L2LA in practice were operationalized after conducting a comprehensive literature review and running semi-structured interviews with 20 EFL learners. Next, a sample of 200 Iranian English as a Foreign Language (EFL) learners from both male and female genders, a wide age range, learning experiences, and educational backgrounds were recruited to participate in developing and validating the prototype L2LA questionnaire. After a series of exploratory and confirmatory factorial analysis and structural equation modeling (SEM), the final draft of the multi-faceted L2LA questionnaire with 22 5-point Likert-scale items represented three main facets of self-regulation and perseverance (14 items), belief system and motivation (4 items), and affection (4 items). Statistical findings depicted that this questionnaire is a reliable and valid measure of L2LA in the Iranian EFL context. Therefore, language pedagogical researchers and practitioners might largely benefit from applying a multi-faceted L2LA questionnaire for a more accurate and dynamic assessment of Iranian EFL learners’ agency.
Research Paper
Majid Nowruzi; Abolfazl Khodamoradi
Abstract
This study investigates the impact of Collaborative Action Research (CAR) on the professional identity formation of preservice English as a Foreign Language (EFL) teachers in Iran, framed within Kumaravadivelu’s postmethod pedagogy. Through focus group interviews, mentor observation notes, and ...
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This study investigates the impact of Collaborative Action Research (CAR) on the professional identity formation of preservice English as a Foreign Language (EFL) teachers in Iran, framed within Kumaravadivelu’s postmethod pedagogy. Through focus group interviews, mentor observation notes, and reflective journals, seven key themes emerged: Promoting Collaborative Learning and Shared Responsibility, Shaping a Lifelong Commitment to Professional Development, Building Leadership and Agency, Fostering Reflective Practice, Developing a Student-Centered Professional Identity, Enhancing Critical Thinking and Problem-Solving, and Connecting Theory to Practice. The findings reveal that CAR serves as a transformative tool that enables preservice teachers to engage in reflective, autonomous, and collaborative practices aligned with postmethod principles. By addressing real classroom challenges, participants developed a deeper understanding of their roles as educators, fostering a student-centered approach and a commitment to ongoing professional growth. The study underscores CAR’s potential to prepare preservice teachers to function as adaptive, critical, and agentive educators in diverse contexts. It highlights the relevance of postmethod pedagogy in reshaping teacher education, particularly in Iran, where preservice teachers navigate unique cultural and educational dynamics. Integrating CAR into EFL teacher training programs can empower future educators to bridge theory and practice, ultimately contributing to more responsive and effective language teaching.
Research Paper
Faisal Mazin Migsid Al-Jaryan; Javad Gholami; Abdolreza Khalili
Abstract
Learners’ participation in the decision-making process of language classes constitutes a major prerequisite to their development of critical consciousness and autonomy. This study strove to determine novice and experienced Iraqi EFL teachers’ and learners’ perceptions of participatory ...
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Learners’ participation in the decision-making process of language classes constitutes a major prerequisite to their development of critical consciousness and autonomy. This study strove to determine novice and experienced Iraqi EFL teachers’ and learners’ perceptions of participatory language teaching. To this end, the researchers selected 17 novice and 22 experienced EFL teachers and 39 EFL learners as the participants at 22 public schools in Baghdad. In addition, teachers were guided to implement participatory language teaching (PLT) in their classes in 16 sessions in 2 months. Lastly, the researchers used two semi-structured interview protocols to delve into the teacher and learner participants’ perceptions of this approach. Thematic analysis was used to analyze the obtained interview data. The findings indicated that both experienced and novice teachers had favorable views on the efficacy of PLT in their classes. Nonetheless, experienced teachers faced fewer problems during the implementation phase than novice teachers did, owing to their capability to allot adequate time to language instruction and assessment. Moreover, although EFL learners preferred this approach to traditional approaches, they acknowledged its demanding requirements. The findings indicate an urgent need for revised teacher training and learner-centered materials within the Iraqi educational context.
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