Teacher Education
Learning to Become L2 Teachers: Prospective Teachers’ Professional Identity Development

Mahsa Mahmoodarabi; Parviz Maftoon; Masood Siyyari

Volume 11, Issue 1 , June 2022, , Pages 189-221

https://doi.org/10.22054/ilt.2022.64791.658

Abstract
  Learning to teach is conceptualized as a complex process of identity development. To address this process, this study explored Prospective Teachers’ (PTs) professional identity development at different stages of learning to teach within a four-year Second Language (L2) initial teacher education ...  Read More

Teacher Education
Development and Validation of an English Language Teacher Professional Identity Scale (ELTPIS)

Mahsa Mahmoodarabi; Parviz Maftoon; Masood Siyyari

Volume 10, Issue 1 , June 2021, , Pages 201-237

https://doi.org/10.22054/ilt.2021.59441.579

Abstract
  The notion of teacher professional identity has become a regular fixture in numerous theoretical and empirical studies in both mainstream and L2 teacher education. Consequently, a number of scales have been designed and developed to quantify this construct. To be sure, the extant instruments are general ...  Read More

Second Language Acquisition (SLA)
An Activity Theory Perspective on the Role of Cooperative Assessment in the Reading Comprehension of Iranian EFL Learners

Mina Bolghari; Parviz Birjandi; Parviz Maftoon

Volume 8, Issue 1 , June 2019, , Pages 129-163

https://doi.org/10.22054/ilt.2019.39946.375

Abstract
  Reading comprehension has recently been reconceptualized in EFL reading instruction to foreground the importance of putting a social perspective on learning. Developed as a crucial aspect of Vygotskian sociocultural theory, activity theory views reading as a socially-mediated activity, for which the ...  Read More

The Effect of System-Nested, Genre-Oriented, Structurally-Mediated Model (SGSM) of Writing Instruction, and Swalesian Model (SM) upon Iranian Learners’ Writing Performance: A Comparative Study

Alireza Amjadiparvar; Parviz Maftoon; Massood Yazdanimoghaddam

Volume 7, Issue 2 , December 2018, , Pages 29-59

https://doi.org/10.22054/ilt.2019.36574.342

Abstract
  The purpose of the present study was first to offer a tentative solution to the problems observed in writing pedagogy in Iran by devising a more comprehensive approach to genre-based writing instruction. In the second phase, a quasi-experimental research design was adopted to determine how effective ...  Read More

EFL Learners’ Deployment of Motivational Self-Regulatory Strategies and their Academic Achievement

Saeed Safdari; Parviz Maftoon

Volume 5, Issue 1 , June 2016, , Pages 50-25

https://doi.org/10.22054/ilt.2016.7716

Abstract
  Self-regulation of learning has been extensively investigated in second language (L2) learning. Many studies have focused on the strategies that language learners employ to regulate their own learning processes. However, motivational self-regulation is considerably less explored. The aim of this study ...  Read More