Research Paper
Education
Mojtaba Maghsoudi
Abstract
This study aimed at describing a causal model of variables influencing preservice EFL teachers΄ technological pedagogical content knowledge (TPACK). A descriptive correlational design was used to meet the objective of the study, therefore, 138 (67 male and 71 female) fourth-year student teachers in ...
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This study aimed at describing a causal model of variables influencing preservice EFL teachers΄ technological pedagogical content knowledge (TPACK). A descriptive correlational design was used to meet the objective of the study, therefore, 138 (67 male and 71 female) fourth-year student teachers in Teacher Education University were selected through convenience sampling method. A questionnaire including seven sections each of which measuring an aspect of TPACK was utilized. The sections of instrument were borrowed from those validated by Sahin (2011) for evaluating content knowledge, pedagogical knowledge, pedagogical content knowledge, and technological knowledge, and by Chai, et al. (2011) for measuring technological knowledge, technological pedagogical knowledge and TPACK. Path analysis and Pearson correlation were used for inferential statistical analysis. Results showed that there existed significant positive correlations between the TPACK constructs. Additionally, content knowledge and pedagogical knowledge, unlike technological knowledge, were found to have a direct impact on TPACK. Moreover, it was found that, among the measured variables, content knowledge had the greatest total effect on TPACK whereas that of pedagogical content knowledge was the minimum. Therefore, the results of this study have implications for curriculum design, policy decisions and teacher education planning.
Research Paper
Applied Linguistics
Ehsan Namaziandost; Tahereh Heydarnejad; Afsheen Rezai
Abstract
The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. ...
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The importance of studying teachers' professional well-being has increased greatly in recent years. However, researchers have not paid enough attention to how teachers' levels of immunity, buoyancy, and emotion regulation (ER) in the classroom all play a role in shaping teachers’ L2 grit and mindfulness. This research seeks to address this gap in the literature by presenting a model of the dynamic interaction of teacher immunity (TI), teacher buoyancy (TB), teacher emotion regulation (TER), L2 grit, and teacher mindfulness (TM). To gather this information, 519 English as a foreign language (EFL) teachers were given surveys measuring their levels of mindfulness in the classroom using the language teacher immunity instrument (LTII), teacher buoyancy scale (TBS), Teacher Emotion Regulation Inventory (LTERI), the L2-teacher grit scale (L2TGS), and Mindfulness in Teaching Scale (MTS). Confirmatory factor analysis (CFA) and structural equation modeling (SEM) results indicated that EFL instructors who achieved a healthy state of immunity (TI), TER, L2 grit had higher levels of L2 grit, and TM. The research winds down with implications and future directions for relevant stakeholders to improve their understanding of the relationship between TI, TB, TER, L2 grit, and TM interactions and their potential to provide favorable educational results for EFL learners.
Research Paper
Education
Seyed Behrouz Behzadi; Nasser Rashidi
Abstract
Teacher cognition, as a chief area within teacher education, is concerned with what teachers think, know, and do (Borg, 2003). One of the knotty strands emerging out of the past 50 or so years of research on teacher cognition is the misalignment between teachers’ cognition and practice. This study ...
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Teacher cognition, as a chief area within teacher education, is concerned with what teachers think, know, and do (Borg, 2003). One of the knotty strands emerging out of the past 50 or so years of research on teacher cognition is the misalignment between teachers’ cognition and practice. This study adopted a critical interpretative synthesis framework to identify factors generating such incongruence by dissecting 12 studies reporting on teachers’ cognition vis-à-vis their practice. The emerging themes were translated into each other and synthesised to form two lines of argument. The first one describes sources of teachers’ cognition and practice as ontological, epistemological, and contextual. Teachers’ apprenticeship of observation was found to exert the highest influence in fashioning their cognition and practice by sifting professional learning experiences and granting admission to only those commensurate with personal learning experiences. The second line of argument propounds that connate, personal, and contextual factors breed (mis)alignment into teachers’ cognition and practice. Furthermore, Cartesian dualism (Descartes, 1596-1650) and Heideggerianhermeneutic phenomenology (Heidegger, 1889-1976) were utilised to critically de- and re-territorialise the developed lines of argument. This interpretive conceptualisation of teacher cognition is rooted in but patently transcends the original studies in that it invites a fresh demarcation of the territory intensely occupied by contextual factors to allow teachers to practice ‘cogito, ergo I teach’. Finally, some suggestions are offered for the relevance of the results to teacher cognition research and teacher education and policy.
Research Paper
Interlanguage Pragmatics (ILP)
Saba . Bashiri; Saman . Ebadi
Abstract
In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in ...
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In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in game-based group dynamic assessment. Our participants included thirty upper-intermediate EFL learners (15 males and 15 females) from two intact classes taking an English pragmatic course via game-based group dynamic assessment. Following a pre-test, treatment, and post-test design, the participants filled out a PLS inventory to identify the strategies for tackling L2 conversations in different situations. Besides, all learners were required to write reflective journals following each treatment session. Descriptive statistics and correlational analysis were employed to analyze the data. The findings indicated that the participants most widely used memory strategies, i.e., they relied more on memorizing and storing previous pragmatic knowledge. In addition, compensatory strategies were positive but weak predictors of the learners’ L2 pragmatic performance, and gender did not impact the learners’ use of different PLSs. The study’s limitation and its practical and pedagogical implications for educational policymakers, teacher education programs, and L2 instructors will be discussed in light of the posed research questions.
Research Paper
Applied Linguistics
Marzieh Bagherkazemi
Abstract
The neurolinguistic approach (NLA) nests the claim that both internal and external grammars (i.e., implicit and explicit grammar knowledge) develop through an intensive orality-based pedagogy. The present study put this claim to the test focusing on Iranian English language learners’ development ...
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The neurolinguistic approach (NLA) nests the claim that both internal and external grammars (i.e., implicit and explicit grammar knowledge) develop through an intensive orality-based pedagogy. The present study put this claim to the test focusing on Iranian English language learners’ development of implicit and explicit knowledge of definite and indefinite English articles (EAs). Forty-three Iranian English language learners constituting 2 intact lower-intermediate classes were randomly assigned to a control group (CG; N = 20) and an experimental group (EG; N = 23). EG underwent four 1.5-hr project-based sessions of NLA-based instruction on definite and indefinite EAs. Each session began and ended with authentic oral practice of the structure under study. There was (a) a paragraph reading phase followed by rule induction and (b) a writing phase in between the two oral practice phases. CG was presented with reading texts (amply instantiating EAs), rule explanation, and communicative tasks. A timed grammaticality judgment test and an EA-focused oral proficiency interview were employed to estimate the participants’ implicit knowledge, and an untimed grammaticality judgment test and a metalinguistic knowledge test were deployed to measure their explicit knowledge. ANOVA results showed (a) EG’s development of implicit and explicit knowledge of EAs, but CG’s development of only explicit knowledge of EAs, and (b) EG’s significantly greater gain in both knowledge types. The findings reveal NLA’s potential for the development of both types of knowledge concerning definite and indefinite EAs, and have implications for the intensive instruction of knotty structures for low proficiency L2 learners.
Research Paper
Applied Linguistics
Bahman Amini; Abbas Bayat; Keyvan Mahmoodi
Abstract
In recent decades, many second language acquisition (SLA) researchers have identified the leading role of organizing sequentially cognitive tasks in Task-Based Language Teaching. Presenting types of different task sequence has become increasingly crucial for syllabus designers. This investigation examines ...
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In recent decades, many second language acquisition (SLA) researchers have identified the leading role of organizing sequentially cognitive tasks in Task-Based Language Teaching. Presenting types of different task sequence has become increasingly crucial for syllabus designers. This investigation examines the theoretical basis of task sequencing, which claims that pedagogical tasks should be developed and ordered cognitively from easy to complex. The current study aims to compare the performance of English learners in sequenced and isolated familiar tasks. Sixty EFL learners studying at the intermediate level in two private language institutes participated in this research. They were randomly selected as one experimental and one control group, each comprising 30 subjects. Before starting treatment, all the participants took a listening comprehension test as a pretest. The treatment took place over one semester, during which the subjects performed simple-complex familiar sequenced tasks while the control group received familiar randomized tasks. After treatment, the posttest of listening comprehension, which contained two complex task features, i.e., - Here-and-Now and - Planning time, was employed. The independent-samples t-test showed that the experimental group who received simple-complex sequenced tasks outperformed the control group in listening to complex tasks. The findings supported the employment of simple-complex sequencing tasks to foster listening task complexity performance.
Research Paper
Applied Linguistics
Shiva Kaivanpanah; Awat Mohammed
Abstract
Teachers’ beliefs play a determining role in the decisions they make and the strategies they employ to foster learner autonomy. Therefore, their beliefs and the strategies they use to foster autonomy merit additional empirical evidence. This study investigated the beliefs of 85 English as a Foreign ...
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Teachers’ beliefs play a determining role in the decisions they make and the strategies they employ to foster learner autonomy. Therefore, their beliefs and the strategies they use to foster autonomy merit additional empirical evidence. This study investigated the beliefs of 85 English as a Foreign Language (EFL) Kurdish teachers towards learner autonomy and examined the influence of their experience in this regard. The data was collected using a newly developed questionnaire addressing learner autonomy from eight dimensions; the questionnaire encouraged teachers to reflect on their beliefs relating to learner autonomy. The findings indicated that teachers generally possess positive attitudes towards learner autonomy. Experienced teachers placed significantly greater emphasis on the psychological and political factors, the contributions of learner autonomy, and learning materials. The qualitative data indicated that both novice and experienced teachers stressed the importance of promoting autonomy through learner-centered teaching methods and student engagement. Experienced teachers employed more varied teaching methods and assessment techniques. While novice teachers preferred direct observation of their students during tasks and activities, experienced teachers adopted a more hands-off approach. The study underscores teachers' commitment to fostering independent learning across different dimensions of teaching practices. The differences in beliefs and strategies between novice and experienced teachers highlight the transformative impact of teaching experience on the promotion of learner autonomy. The findings implied that professional development programs should focus on shaping teachers’ beliefs towards using teaching strategies that foster autonomy.
Research Paper
Applied Linguistics
Forough Hosseinian Ahanghar Nezhad; Touran Ahour; Nasrin Hadidi Tamjid
Abstract
In keeping with Control-Value Theory (CVT), learners’ achievement emotions and language achievement can affect each other. The flexibility of learners in academic settings can be a refugee from academic difficulties, and protect learners from discouragement after a negative emotional experience ...
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In keeping with Control-Value Theory (CVT), learners’ achievement emotions and language achievement can affect each other. The flexibility of learners in academic settings can be a refugee from academic difficulties, and protect learners from discouragement after a negative emotional experience about achievement. Review of the literature proved the existence of several studies that have been conducted to support this theory. In this study, the possible contributions of eight achievement emotions (pride, hope, enjoyment, shame, anxiety, boredom, anger, and hopelessness) to language achievement in EFL context were examined to see if there was a relationship between them and learners’ language achievement. Accordingly, 279 advanced EFL learners (148 male and 131 female) of Iran Language Institute (ILI) took part. The Achievement Emotions Questionnaire (AEQ) was used to collect the data about the learners’ emotions and participants’ Grade Point Average (GPA) as evidence for their language achievement was employed to see how much of their achievement emotions could be contributed to their language achievement. The results of multiple linear regression revealed that enjoyment, hope, and anxiety were the three significant emotion factors predicting EFL learners’ language achievement and among them anxiety was the strongest predictor. In addition, based on the results of the independent-samples t-test, there was a statistically significant difference between the female and male learners’ achievement emotions scores. The learners’ emotions in language classes can be dealt with so that they can experience a better language learning experience. The findings are beneficial for EFL teachers, learners, and course designers.
Research Paper
Discourse Analysis
Saba Bashiri; Hiwa Weisi
Abstract
Obituaries serve as the most viable means to announce a person's death. Regarding the socio-political changes in Iran due to the Islamic Revolution, this descriptive-analytic study reports on a move-based analysis of obituaries belonging before and after the Islamic Revolution driven by Swales' (1990, ...
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Obituaries serve as the most viable means to announce a person's death. Regarding the socio-political changes in Iran due to the Islamic Revolution, this descriptive-analytic study reports on a move-based analysis of obituaries belonging before and after the Islamic Revolution driven by Swales' (1990, 2004) genre move analysis. We employed a move-based analysis of 100 obituaries from two distinct periods collected via a library-documentary method. Our primary aim was to disclose the influence of a socio-political phenomenon on this specific genre, i.e., an obituary. After identifying the major moves of the two obituary sets, their similarities and differences were inspected. The results indicated that after the Islamic Revolution obituaries contained twice as many moves as their counterparts. There were overlaps between the two data sets in four moves, namely (a) identifying the announcer(s), (b) identifying the deceased, (c) identifying family members, and (d) outlining the time and place of the funeral. Four moves were only present in after the Islamic Revolution corpus, which included (a) opening, (b) including the picture of the deceased, (c) showing sorrow for the event, and (d) characterizing the deceased. The moves discussion will be supplemented with explanations instigated from the socio-economic, religious, and political context of both periods.
Research Paper
CALL & MALL
Milad Naderi; Jalil Fathi; Habib Soleimani
Abstract
With the widespread use of technology in today's society, the effective integration of technology in education has become a vital area of research, particularly in teacher education. Teacher variables play a crucial role in the successful incorporation of technology in the classroom. Consequently, several ...
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With the widespread use of technology in today's society, the effective integration of technology in education has become a vital area of research, particularly in teacher education. Teacher variables play a crucial role in the successful incorporation of technology in the classroom. Consequently, several empirical studies have explored the factors influencing teachers' intentions to use technology. This study aims to contribute to this research by examining the roles of teacher self-efficacy and technology self-efficacy in predicting technology use among Iranian EFL instructors. A sample of 353 Iranian EFL instructors participated in an online survey, completing three self-report scales measuring the mentioned constructs. Structural Equation Modeling (SEM) was employed to analyze the collected data and test the relationships between the variables. The findings indicated that teacher technology self-efficacy had a more significant impact on intentions to use technology compared to teacher self-efficacy. Both predictor variables, however, showed unique effects on intentions to use technology. The paper concludes with practical implications and recommendations for further research.
Research Paper
Education
Mahnaz Mostafaei Alaei; Mahya Alaei
Abstract
Although the concept of favoritism has received attention in various areas of study such as management, business, and medical settings, this line of research has scarcely been explored in teacher education and especially in L2 acquisition context. The current study aimed to design and validate a scale ...
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Although the concept of favoritism has received attention in various areas of study such as management, business, and medical settings, this line of research has scarcely been explored in teacher education and especially in L2 acquisition context. The current study aimed to design and validate a scale that could explore English as a Foreign Language (EFL) teachers’ perceptions of academic favoritism. After developing the 40-item Academic Favoritism Questionnaire (AFQ), it was administered to the target participants of the study, and the required data were collected from 154 Iranian EFL teachers selected through non-random convenience sampling. The results of exploratory and confirmatory factor analyses revealed eight underlying components of the model: damaging collaborative learning, educational inequality, teachers’ biased attitudes, teacher-student conflicts, learning barriers, unfair students’ treatments, negative learners’ experience, and unhealthy academic atmosphere. The study findings may shed light on this obscure topic in the field of education. The study provides important implications for different education stakeholders including researchers, teacher educators, supervisors, EFL teachers, and L2 learners as the findings could increase their awareness of favoritism and its likely influence on their professional practices and environment.
Research Paper
Applied Linguistics
Farhang Daneshfard; Mahboobeh Saadat
Abstract
Investigation of cross-linguistic influence (CLI) using stimulated recall can be revealing at the level of cognition. Cross-linguistic and intra-linguistic influence in the use of French prepositions for Iranian L1 Persian/L2 English/L3 French learners was thus explored in this study. Data were gathered ...
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Investigation of cross-linguistic influence (CLI) using stimulated recall can be revealing at the level of cognition. Cross-linguistic and intra-linguistic influence in the use of French prepositions for Iranian L1 Persian/L2 English/L3 French learners was thus explored in this study. Data were gathered from 12 students of English (Group E) and 12 students of French (Group F). A fill-in-the-blank test of French prepositions was administered; then, the participants were asked to recall how they answered the items. The results of analysis of the data gathered revealed traces of CLI and intra-linguistic influence. It turned out that the participants not only used their L3 knowledge but also thought of the sentence, part of the sentence, or the preposition in Persian or English or considered a similar sentence or phrase in one of the three languages. However, Persian influence manifested more deeply in the form of thinking of sentences whereas that of English was more in the form of thinking of prepositions. Furthermore, in both groups, after the CLI of Persian, French intra-linguistic influence was more frequent followed by CLI of English; therefore, linguistic proximity between French and English was not found crucial. Finally, Group F, with more L3 exposure, experienced less CLI with a higher percentage of facilitative influence.