Second Language Acquisition (SLA)
Grit and Foreign Language Anxiety as Predictors of Willingness to Communicate in the Context of Foreign Language Learning: A Structural Equation Modeling Approach

Jalil Fathi; Farnoosh Mohammaddokht; Saeed Nourzadeh

Volume 10, Issue 2 , December 2021, , Pages 1-30

https://doi.org/10.22054/ilt.2021.63362.627

Abstract
  Given its key role in enhancing learners’ communicative competence, willingness to communicate (WTC) has received much research attention in the field of second language (L2) teaching and learning. Numerous studies have explored the antecedents of WTC in English as a Foreign Language (EFL) context. ...  Read More

Teacher Self-Efficacy and Reflection as Predictors of Teacher Burnout: An Investigation of Iranian English Language Teachers

Sarah Ghasemzadeh; Majid Nemati; Jalil Fathi

Volume 8, Issue 2 , December 2019, , Pages 25-50

https://doi.org/10.22054/ilt.2020.49009.451

Abstract
  In modern education, teachers are regarded as a central and focal part of educational systems and are responsible in the development of education. It should be mentioned that teachers have an influential role in planning and offering an effective and significant educational program. The significant role ...  Read More

CALL & MALL
Examining the Effects of Writing Instruction through Blogging on Second Language Writing Performance and Anxiety

Jalil Fathi; Saeed Nourzadeh

Volume 8, Issue 1 , June 2019, , Pages 63-91

https://doi.org/10.22054/ilt.2019.40300.378

Abstract
  This study investigated the effects of blog-mediated instruction on English-as-a-foreign language (EFL) learners’ writing performance and anxiety. In addition, it aimed to probe into the EFL learners’ attitudes towards blog-mediated writing instruction. The participants of the study included ...  Read More

Iranian EFL teachers' willingness to implement postmethod pedagogy: A mixed methods study

Jalil Fathi; Behzad Nezakatgoo

Volume 6, Issue 2 , December 2017, , Pages 209-238

https://doi.org/10.22054/ilt.2019.32628.298

Abstract
  The aim of this study was to investigate the Iranian English as a Foreign Language (EFL) teachers' willingness to implement postmethod pedagogy in the Iranian context. In so doing, a mixed methods approach was employed in which first a validated postmethod questionnaire was administered to a nationally ...  Read More