Research Paper
L2 Creativity
Elnaz Zariholhosseini; Sajad Shafiee; Omid Tabatabaei
Abstract
Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign ...
Read More
Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign (EFL) instructors regarding the interplay between their creativity and students' academic success. A closed-ended questionnaire was applied to inspect EFL experienced and novice teachers' promotion of creativity. Furthermore, the cumulative grade point average (CGPA) was applied as a substitute for measuring academic accomplishment. The questionnaire was distributed among 100 experienced teachers and 100 novice teachers in some branches of Gooyesh, Jahad Daneshgahi, and Sadr language institutes in Esfahan, Iran. In addition, their students' scores were gathered at the end of intended educational courses to calculate the classes' mean scores. Therefore, the data were analyzed descriptively and inferentially using frequency, percentage, Fisher's Z transformation formula, and mean. Besides, the Pearson correlation was utilized to gauge the connections between experienced and novice teachers' promotion of creativity and their students' academic achievements. The results confirmed the beneficial relationship between the creativity of experienced and novice instructors and students' academic performance. However, there was no significant disparity in the creativity levels of experienced and novice teachers.
Research Paper
Qualitative research
Zeena Hameed; Hamid Allami; Zia tajeddin
Abstract
Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs ...
Read More
Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs about the role of interaction in developing second language competence. To explore novice and experienced Iraqi EFL teachers’ knowledge and experience of classroom interaction and its practical components, in-depth interview data were obtained from ten high school English teachers. The data were transcribed and analyzed through deductive content analysis. The findings revealed that while both novice and experienced teachers believed in the promotion of classroom interaction, their conceptions of the adoption and practice of interactional resources varied. The findings underscore the need for L2 teacher education that equips teachers with the necessary knowledge and skills to effectively implement interactional competence in their classrooms.
Research Paper
CALL, MALL, and other technology-related issues
Goodarz Shakibaei; Arash Hashemifardnia; Maryam Amini
Abstract
As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, self-regulated online learning (OL), boredom, and English language achievement were affected by ...
Read More
As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, self-regulated online learning (OL), boredom, and English language achievement were affected by academic simplified materials. To do this, 70 intermediate volunteers were chosen using a quasi-experimental design based on a convenience sampling method. Two experimental groups (EGs) (one for simplified texts and the other for authentic texts) were selected. Next, both groups took the pretests on general English, boredom, and self-regulated learning (SRL). Then, one group was trained in 12 simplified reading texts through online instruction, while the other group was trained in 12 authentic texts without using online teaching. After the treatment sessions, both groups took the general English, boredom, and SRL post-tests. Finally, a questionnaire was administered to the participants of the simplified group to explore their general viewpoints about applying simplification and simplified materials. The analyses showed substantial differences amongst the posttests of the groups in favor of the simplified group. The outcomes suggested that the simplified group considerably outflanked the authentic group on the posttests. Besides, the analyses showed that Iranian EFL learners had positive attitudes toward teaching simplified texts via online instruction.
Research Paper
L2 assessment
Reza Rezvani; Farshad Khadivikia
Abstract
Recent research on self-assessment (SA) has primarily dealt with its relationship with students’ scores. However, few studies have systematically explored SA in language proficiency tests. This mixed-methods study examined differences between IELTS and TOEFL applicants’ self-assessments and ...
Read More
Recent research on self-assessment (SA) has primarily dealt with its relationship with students’ scores. However, few studies have systematically explored SA in language proficiency tests. This mixed-methods study examined differences between IELTS and TOEFL applicants’ self-assessments and their actual test scores. It also explored the sources of variations between these two assessments. The study sample included 81 IELTS (n= 51) and TOEFL (n=30) participants. Data collection involved the applicants' self-assessments, their test scores, and semi-structured interviews. Quantitative data were analysed using correlation and regression analyses, while qualitative data were examined through thematic content analysis. The statistical analyses revealed moderate to moderately high correlations between self-assessed and actual test scores. Self-assessments in speaking, reading and writing for both IELTS and TOEFL showed strong correlations with test scores. However, self-assessments in listening were only moderately correlated with actual test scores of both IELTS and TOEFL. In addition, regression analyses indicated that self-assessments in reading, speaking and writing for IELTS, as well as reading and speaking for TOEFL, were significant predictors of test scores. On the other hand, self-assessments in listening for both IELTS and TOEFL, as well as TOEFL writing, were poor predictors of actual test scores. Furthermore, qualitative data analyses highlighted the influence of factors such as experience, psychological aspects, linguistic abilities, background knowledge and feedback in explaining the variations between self-assessments and actual test performance. In conclusion, the paper discusses the findings and implications of the study in the context of language proficiency testing
Research Paper
Elfinesh Berhe G/hiwot; Alamirew G/Mariam G/Micheal
Abstract
This study aimed to investigate how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating data-gathering instruments such as the reading comprehension part of Test of English as a Foreign ...
Read More
This study aimed to investigate how the reading abilities of ninth-grade Ethiopian students were related to their use of metacognitive reading strategies. A mixed-methods design was employed, incorporating data-gathering instruments such as the reading comprehension part of Test of English as a Foreign Language (TOEFL), the Metacognitive Reading Strategies Inventory (MARSI), and semi-structured interviews. One hundred and fifty students (68 men and 82 women) took part in the reading test and filled out the questionnaire. Among them, six students were interviewed. The findings indicated a significant relationship between the utilization of metacognitive reading strategies by ninth-grade Ethiopian students and their reading proficiency, displaying a moderate level of correlation. The utilization of global and problem-solving reading strategies by students showed a significant correlation with their reading performance, whereas no correlation was detected between students’ use of reading support strategies and their reading performance. Regarding strategy preferences, the research revealed that high and medium achievers predominantly employed problem-solving strategies, followed by global and support strategies. On the other hand, low-achieving students used global reading strategies relatively more frequently, followed by support and problem-solving strategies. The qualitative data also corroborated the quantitative findings, revealing that high achievers demonstrated a more advanced understanding of metacognitive reading strategies, particularly problem-solving and global strategies, than did low and medium achievers. Similarly, medium achievers showed a better understanding of these strategies than low achievers.
research paper
Mixed-methods research
Leila Dobakhti; Pedram Judi
Abstract
Teacher resilience is an important topic in the world of education, especially given the numerous obstacles and the amounts of stress that teachers face daily. The term “resilience” has been used to explain why certain individuals seem to cope well with difficult circumstances. This mixed-methods ...
Read More
Teacher resilience is an important topic in the world of education, especially given the numerous obstacles and the amounts of stress that teachers face daily. The term “resilience” has been used to explain why certain individuals seem to cope well with difficult circumstances. This mixed-methods study aimed to investigate the relationship between Iranian EFL teachers' resilience and overqualification, and their work alienation and positive organizational behavior. The participants included 199 (96 male and 103 female) Iranian EFL teachers, most of whom had bachelor's and master's degrees and worked for private institutes. To determine the relationship between the variables, a 40-item survey was administered while interviews were conducted to determine the participants' perceptions. The results showed no significant relationship between overqualification and teacher resilience. However, there were significant negative and positive correlations between work alienation and positive organizational behavior with teacher resilience. The findings can improve our understanding of the factors that can enhance teacher resilience and consequently promote positive teaching practices.
Research Paper
Teacher education
Mojtaba Maghsoudi; Ali Mansouri Nejad
Abstract
Since Csikszentmihalyi's seminal work in 1975, the concept of flow has been extensively explored within the field of psychology. However, its application within foreign language teaching, particularly in the realm of digital language instruction, remains relatively under-researched. To address this gap, ...
Read More
Since Csikszentmihalyi's seminal work in 1975, the concept of flow has been extensively explored within the field of psychology. However, its application within foreign language teaching, particularly in the realm of digital language instruction, remains relatively under-researched. To address this gap, this study examined the flow experience of 58 teacher educators tasked with teaching English reading skills in a virtual environment (Learning Management System - LMS) during the Covid-19 pandemic. This study employed a comprehensive flow model encompassing antecedents, experience, and consequences to: 1) examine the relationships between flow antecedents, flow experience, and flow consequences; and 2) investigate potential differences among teacher educators based on gender, academic degree, and teaching experience. Quantitative data analysis including correlation, One-way ANOVA, Independent-samples t-test, complemented by face-to-face interviews, uncovered noteworthy insights: Firstly, moderate to low correlations were found between the three stages of flow experienced by teacher educators in the computer-mediated environment. Secondly, male teacher educators displayed a moderately higher level of flow antecedents and flow experience compared to their female counterparts within the virtual setting. Nevertheless, the educators' academic degree and teaching experience exhibited a significant impact on the consequences of flow. These findings highlight the importance of improving teacher educators' technological proficiency within training programs by incorporating specific flow stimuli, such as clear tasks, appropriate task difficulty, relevant content, and the development of technology skills.
Research Paper
ESP and EAP
Behruz Lotfi Gaskaree; Nasser Fallah; Mohsen Nili-Ahmadabadi
Abstract
This qualitative study explores the perspectives of Iranian EAP educators regarding the alignment of the country’s English for Academic Purposes (EAP) curriculum with principles of critical English for academic purposes (CEAP). It also examines the changes these educators propose for the programs ...
Read More
This qualitative study explores the perspectives of Iranian EAP educators regarding the alignment of the country’s English for Academic Purposes (EAP) curriculum with principles of critical English for academic purposes (CEAP). It also examines the changes these educators propose for the programs to better prepare the students for their professional goals. Semi-structured interviews and life history narratives were collected from eight university EAP instructors. Thematic analysis identified misalignments between Iranian EAP and the tenets of critical EAP including empowerment and holistic development. Iranian curriculum defined EAP goals around content learning and exams, neglecting broader development of critical thinking and problem-solving, and identity formation essential for professionalization. The EAP curriculum was incoherent, marked by inconsistent stakeholder goals, varied teaching methods, and insufficient involvement of instructors and learners in curriculum design. Additionally, the national EAP curriculum employed a dehumanized pedagogy, focusing on decontextualized grammar rules while neglecting to incorporate learners' backgrounds, knowledge, and strengths. Proposed changes include broadening objectives beyond content, enhancing curriculum coherence through collaboration, and humanizing instruction to nurture well-rounded professionals. The findings provide valuable insights to better align Iran’s EAP programs, teaching practices, and educational policies with the goals of critical EAP.
