1. Exploring Iranian EAP Teachers’ Pedagogic Content Knowledge and Teaching Practices, and Students’ Beliefs about EAP Teachers’ Methodology

Mahmood Reza Atai; Esmat Babaii; Reza Taherkhani

Volume 6, Issue 1 , Winter and Spring 2017, , Pages 27-1

http://dx.doi.org/10.22054/ilt.2017.8417

Abstract
  The systematic study of EAP teachers’ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers ...  Read More

2. Portfolio Assessment and the Enhancement of Higher Order Thinking through Multiple Intelligence and Dialogic Feedback

Akram Faravani; Mahmood Reza Atai

Volume 4, Issue 1 , Winter and Spring 2015, , Pages 25-1

http://dx.doi.org/10.22054/ilt.2015.3188

Abstract
  The current emphasis on higher order thinking skills (HOTS) has inspired many EFL educators to explore the impact of merging different pedagogical teaching and assessment strategies on the enhancement of thinking skills. Responding to such a growing need to investigate the effect of diverse teaching ...  Read More

3. Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity

Mahmood Reza Atai; Mohadeseh Khazaee

Volume 3, Issue 1 , Winter and Spring 2014, , Pages 35-1

Abstract
  This study was conducted in English for Academic Purposes (EAP) context to explore Iranian teachers' perceptions of their pedagogical content knowledge (PCK) and their sense of professional identity (PI) as well as to scrutinize how their cognitions were practiced in EAP classes. To this end, two ELT ...  Read More