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

Mahsa Mahmoodarabi; Parviz Maftoon; Masood Siyyari

Articles in Press, Accepted Manuscript, Available Online from 11 March 2022

http://dx.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
Uncovering Domains of Novice Language Teachers’ Professional Decision Making and Pedagogical Reasoning

Zia Tajeddin; Mozhgan Soleimani Aghchay

Articles in Press, Accepted Manuscript, Available Online from 29 April 2022

http://dx.doi.org/10.22054/ilt.2022.67081.685

Abstract
  Decision-making and pedagogical reasoning constitute the foundation of teacher professional practice. This qualitative study was conducted to explore novice Iranian EFL teachers’ professional decision-making and pedagogical reasoning in the three domains of (1) planning and preparation, (2) classroom ...  Read More

Teacher Education
Coping Strategies Employed by EFL Teachers to Avoid Classroom Management Constraints: Scale Development and Validation

Seyed Reza Beh-Afarin; Mohammad Shakerkhoshroudi; Jahanbakhsh Nikoopour

Volume 10, Issue 2 , December 2021, , Pages 269-299

http://dx.doi.org/10.22054/ilt.2022.63415.629

Abstract
  Classroom management constraints and how English teachers cope with or remove them effectively have significantly impacted both EFL teachers and teacher educators. However, the coping strategies employed by teachers with high and low levels of expertise have not been thoroughly explored yet. To this ...  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

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
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 , December 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
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 , June 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
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 , June 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
Reflection, Resilience and Role Stress among Iranian EFL Teachers: A Mixed Methods Study

Mohsen Shirazizadeh; Leila Tajik; Hanieh Amanzadeh

Volume 8, Issue 2 , December 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
Teacher Evaluation in EFL Context: Development and Validation of a Teacher Evaluation Questionnaire

Masoomeh Estaji; Mohsen Shafaghi

Volume 7, Issue 2 , December 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
"But let me talk": An Investigation into Teachers' Interaction Patterns in EFL Classrooms

Sedigheh Vahdat; Yazdan Choubsaz; Saleh Arizavi

Volume 7, Issue 1 , June 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
Iranian EFL Teachers’ Cultural Identity in the Course of their Profession

Mohammad Hassanzadeh; Mahin Alizadeh

Volume 7, Issue 1 , June 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
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 , December 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