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

Mahsa Mahmoodarabi; Parviz Maftoon; Masood Siyyari

Volume 10, Issue 1 , Winter and Spring 2021, , Pages 201-237

http://dx.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

Teacher Education
2. Modeling Structural Relationship Between Perceived Organizational Support and Quality of Work Life Among Secondary School Teachers of English as a Foreign Language

Yahya Gordani; Arash Saharkhiz Arabani; Masoumeh Arjmandi; Davood Taghipour Bazargani

Volume 9, Issue 2 , Summer and Autumn 2020, , Pages 285-309

http://dx.doi.org/10.22054/ilt.2021.52841.504

Abstract
  Teachers’ quality of work life (QWL) is an umbrella concept that refers to the degree of satisfaction a teacher experiences with respect to his or her job and the overall work situations which are influenced by three factors of organizational support including participation in decision making, ...  Read More

Teacher Education
3. Investigating the Effects of English Language Teachers’ Professional Identity and Autonomy in Their Success

Ali Derakhshan; Christine Coombe; Ali Arabmofrad; Mohammadsadegh Taghizadeh

Volume 9, Issue 1 , Winter and Spring 2020, , Pages 1-28

http://dx.doi.org/10.22054/ilt.2020.52263.496

Abstract
  Because of the importance of instructor success in the adequacy of instruction and learning, this study aimed to explain the impact of two factors, namely language teachers’ professional identity and autonomy, with respect to their success. To this end, 190 Iranian EFL teachers, including university ...  Read More

Teacher Education
4. A Case Study of Three EFL Teachers’ Cognition in Oral Corrective Feedback: Does Experience Make a Difference?

Shahab Moradkhani; Ahmad Goodarzi

Volume 9, Issue 1 , Winter and Spring 2020, , Pages 183-211

http://dx.doi.org/10.22054/ilt.2020.51449.482

Abstract
  Even though many classroom-based studies reported the possible advantages of oral corrective feedback (OCF) for language learning, little information is available about teachers’ beliefs about OCF in classrooms and its relationship with their experience. This study attempted to compare the stated ...  Read More

Teacher Education
5. Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study

Mohsen Shirazizadeh; Leila Tajik; Hanieh Amanzadeh

Volume 8, Issue 2 , Summer and Autumn 2019, , Pages 1-24

http://dx.doi.org/10.22054/ilt.2020.48955.448

Abstract
  The present study is an attempt to discover the relationships among reflection, role stressors and resilience. To this end, a mixed-method approach was adopted. In the quantitative phase, 122 EFL teachers completed three questionnaires namely English Language Teaching Reflection Inventory, Teacher Role ...  Read More

Teacher Education
6. Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire

Masoomeh Estaji; Mohsen Shafaghi

Volume 7, Issue 2 , Summer and Autumn 2018, , Pages 147-187

http://dx.doi.org/10.22054/ilt.2020.47348.433

Abstract
  Teacher Evaluation (TE) is a critical and controversial process in the teaching profession and formal education system. Effective TE requires both sound policy implementation and efficient processes, affecting the efficiency of the education system. To present a framework for research and highlight the ...  Read More

Teacher Education
7. "But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms

Sedigheh Vahdat; Yazdan Choubsaz; Saleh Arizavi

Volume 7, Issue 1 , Winter and Spring 2018, , Pages 57-85

http://dx.doi.org/10.22054/ilt.2019.37983.355

Abstract
  Drawing on Walsh's (2012) idea that boosting learners' contribution and interaction can play a key role in their foreign language learning, this mixed-methods study tried to cast some light on the ways by which teachers, via their choice and use of language, create or block learners' contribution in ...  Read More

Teacher Education
8. Iranian EFL Teachers’ Cultural Identity in the Course of their Profession

Mohammad Hassanzadeh; Mahin Alizadeh

Volume 7, Issue 1 , Winter and Spring 2018, , Pages 111-134

http://dx.doi.org/10.22054/ilt.2019.39282.369

Abstract
  Grounded on Hofstede's (1986) dichotomous model of collectivism/individualism, this study explored Iranian English as a foreign language (EFL) teachers' cultural identity. A sequential mixed methods procedure was adopted to examine their cultural orientation and the impact of length of experience on ...  Read More

Teacher Education
9. A sociocultural analysis of personal practical theorizing as an awareness raising technique in novice and expert teachers’ professional development

Meisam Moghadam; Saeed Mehrpour

Volume 6, Issue 2 , Summer and Autumn 2017, , Pages 319-352

http://dx.doi.org/10.22054/ilt.2019.36704.345

Abstract
  As a part of a larger-scale research, the present study aimed to use the main tenets of sociocultural perspective; namely, mediation, internalization, zone of proximal development, and the activity theory, to analyze the novice and expert teachers’ professional development through personal practical ...  Read More