جستجوی مقالات مرتبط با کلیدواژه « معلمان زبان انگلیسی » در نشریات گروه « ادبیات و زبان ها »

Teachers who possess an achievement value orientation may concentrate on establishing ambitious objectives for themselves, as well as creating opportunities for pupils to showcase their abilities and attain success. This can increase student motivation and ultimately improving job performance. While previous teachers' reflective studies in the field of English as a foreign language (EFL) have examined a wide range of variables, certain variables such as EFL teachers' achievement value orientation and job performance related to reflective teaching have remained under-researched. To this end, this study examined the EFL teachers' achievement value orientation factor identified as having a contributive role in EFL teachers' reflective teaching regarding the mediating role of job performance. The study sample consisted of 237 Iranian EFL teachers aged between 25 and 60. Based on the results of structural equation modeling (SEM), EFL teachers' achievement value orientation directly and significantly influences counterproductive work behavior (CWB) dimension of their job performance as well as metacognitive and affective dimensions of their reflective teaching. It was also shown that task performance (TP) has a direct effect on cognitive, contextual performance (CP) on cognitive and critical, and CWB on the metacognitive dimension of reflective teaching. The results also indicated that the CWB dimension of job performance mediates the impact of EFL Teachers’ achievement value orientation on metacognitive dimension of their reflective teaching. Teacher training programs should emphasize the importance of developing an achievement value orientation in teachers and reflective teaching should be promoted as a key component of teachers' professional development.

The coronavirus pandemic not only did present public health challenges, it also disrupted education all over the world. Despite considerable human and financial losses on a global scale, the pandemic unveiled an unprecedented opportunity for educational system to embrace and incorporate online learning systems into their mainstream instructional agendas. To prevent the spread of the virus, like many other countries, the Iranian universities converted their system into distance education. Since the educational centers had already delivered two semesters of on-line education, there was a need to address the quality of online assessment as part of the attempt to gauge the accountability of online pedagogical practices. Thus the current study aimed to explore the perceptions of Iranian Teaching English as a Foreign language (TEFL) university teachers and students on the implementation of online assessment (OLA) during the pandemic. As such, 212 TEFL teachers and 325 postgraduate students completed the teachers’/students’ views towards implementing online assessment survey developed by the researchers. The findings of the current study suggest that on the whole, both Iranian EFL teachers and students favor the web-based form of assessment. In addition, there were similarities in perceptions of the teachers and students regarding familiarity with OLA and its feasibility, OLA contribution in improving learning and feedback processes, and the worth and value of implementing OLA. However, the findings also highlight differences in the inadequacies of OLA.

The study is an attempt to evaluate and compare teacher education programs (TEPs) in Farhangian University and private language institutes in Iran. The data were collected from 142 Iranian EFL teachers through a questionnaire and focus group interviews. The results of multiple independent samples t-tests showed that teacher educators in private language institutes performed better in preparing teachers compared to teacher educators in Farhangian University, while no considerable difference was found in the other five subscales of the TEPs (i.e. program structure, program courses, psychology and cognition, professional development, and knowledge base), and the overall teacher education programs in Farhangian University and private language institutes; nonetheless, teachers in private language institutes recorded higher mean scores in all the subscales than their counterparts from Farhangian University, indicating that private language institutes performed slightly better in preparing EFL teachers. Additionally, based on the interview data, various categories of suggestions were developed for improving the TEPs from several aspects including the length of the programs, teacher educators, content knowledge, practice-based education, reflection and professional development, and program courses. The implications for L2 teacher education, policymakers, and teacher educators are discussed, along with some suggestions for additional research.

Trust between students and school authorities has proven to yield significant advantages, including academic achievement, improvement in student behavior, and enhancement of the quality of classroom management. However, there is no reliable and valid instrument for the measurement of interpersonal trust in the educational context; therefore, the present study strived to fill this gap through devising a questionnaire to measure students' trust in English teachers. To that end, a 5-point Likert-scale Student Trust in Teacher Questionnaire was devised within a sample of 255 male and female high school students in several schools of Iran. Then it went through processes of reliability and validity examination of item analysis, exploratory factor analysis, omega coefficient analysis, and confirmatory factor analysis. Maximum likelihood factor analysis with a cut-off point of .40 and Kaiser's criterion of eigenvalues greater than 1 suggested a 4-factor solution as the best fit for the data. Analyses suggested the instrument’s acceptable reliability and validity for measuring students’ trust in their English teachers in terms of four teacher traits: pedagogical competence, individual consideration, trustworthiness, and situational professionalism. It bears mentioning that although the questionnaire was applied to English teachers in the current study, it is not confined to the context of language education. Thus, the findings of this study can be useful for all stakeholders in the education system, especially teachers to school principals and administrators.

Acknowledging the difference in the lexical backgrounds of students and teachers aids in having a realistic picture of how learning happens. Translanguaging promotes learning by exploring the multilingual capabilities of students. However, it is not sufficient to only account for the learner aspect of the matter. One way of considering the influence of educators is to start conversations about teacher immunity. Language teacher immunity allows teachers to function effectively at school and to appreciate new approaches. A few studies have been carried out to evaluate the association between Translanguaging and teacher immunity. This study tried to fill the gap in the literature by surveying 207 Iranian EFL teachers’ perceptions toward translanguaging. This study aimed at finding connections between Translanguaging and teacher immunity in order to potentially develop teacher resilience by utilizing the full potential of the students’ lexicon. Participants were from both genders and were different in terms of their experience, native language, and their current field of study. Findings indicate that Iranian EFL teachers have a moderate sense of immunity in their pedagogies. Approximately 61% of the participants chose to teach English using both Persian and English and 54% think using Persian to teach English is beneficial for students. Mostly, participants reported that they sometimes encourage and personally use Persian to teach English in different activities. Finally, the educators’ views of taking advantage of the full range of language resources of students by translanguaging techniques could not be clarified by their competence in dealing with complicated work conditions.

This mixed-methods study aimed to explore the interplay among stroke, strictness, and teacher success from Iranian male and female EFL teachers’ points of view. This study employed a sequential explanatory mixed-methods approach. In the present study, 420 EFL teachers, 200 males and 220 females, participated based on convenience sampling. For collecting the quantitative data, three questionnaires were employed. From the sample of the study, 50 EFL teachers (25 male and 25 female) were interviewed on teacher stroke and teacher strictness. The intended variables' relationships were examined using the Pearson product-moment correlation formula, and thematic analysis (TA) was applied to analyze the qualitative data. The findings showed that there is a significant relationship between female and male teachers' success and stroke, and there is also a significant relationship between female and male teachers' success and strictness. The qualitative findings indicated that the male and female teachers adopted a positive view toward strictness and stroke as the teachers behaviors in the class in which complement the quantitative findings. At the end of the paper, the implications of the study were presented.

Following the COVID-19 outbreak, educational institutes around the world including Iran transitioned from the face-to-face method to an online modality to sustain education. Adapting to this abrupt transition was challenging for teachers, especially those working in remote and low-resource schools. To have a profounder understanding of Emergency Remote Teaching (ERT) in rural secondary schools, in this qualitative study, the researchers explored the technological tools, teaching platforms, and assessment strategies employed by 12 Iranian English teachers during the pandemic. The analysis of the data, collected through semi-structured interviews and e-observations, revealed that the participants mostly, but not exclusively, used SHAD application as their online platform and used different technological tools for creating pedagogic content such as screen recorder, video editors, and PowerPoint. The teachers also adopted different methods for delivering teaching including flipped method, live broadcasts, pre-recorded teaching materials, voices, and images. They used Google forms, Digi forms, and video calls for evaluating the students; nevertheless, they chiefly deployed these tools for designing traditional exam types. The implications and limitations of the study are discussed.

The major objectives of this research were to develop an understanding of the challenges faced by English teachers in Iranian schools and their training. The research was carried out on a sample of 728 English teachers from junior and senior high school in 32 provinces of Iran. Self-reporting questionnaires were conducted as a survey method. The results of this study indicate that the biggest challenges faced by English teachers seems to be teaching mixed level classes, managing behavior discipline, choosing appropriate activities and materials, and relating to students. Around one-thirds of teachers had no pre-service training in teaching English prior to teach students; the problem is compounded by lack of support and in-service training, three-fourths of teachers didn’t have any in-service training. Approximately half of those surveyed did not have probationary periods; in addition, four-fifth of them had no support during their first of teaching. Overall, Many teachers felt not well prepared for teaching English. Overall, the evidences from this study recommend that current teachers’ training programs should be modified and outlines some recommendation to overcome these challenges.

The present study investigated the association between teachers’ efficacy and productivity among EFL teachers of adolescent students. On this premise, eighty high school English teachers from 34 public high schools in Mashhad were selected out of 100 English teachers through convenience sampling. Data were collected via two instruments, the Teachers’ Efficacy Questionnaire (Tschannen-Moran & Woolfolk, 2001), and the Teachers’ productivity Questionnaire (Hersey & Goldsmith, 1980). Subsequently, the data analyzed through the Pearson correlation and regression toward the mean analysis. The results of the correlation tests uncovered that there was a critical connection between EFL teachers’ efficacy and productivity. Furthermore, the results of simple regression analyses confirmed that teachers’ efficacy was a noteworthy predictor of their productivity. Thusly, in light of the results of assessing teachers’ perception, policymakers and professionals might have the option to cultivate teachers’ competency by planning and determining their future professional paths and provide a clearer perspective for their professional growth and development.

Batelaan (2001) posits that a teacher-student respectful inter-relationship is conducive to a safe learning context. This study presents a multi-faceted scale that cross-culturally measures teachers’ (dis)respect for learners as a crucial dimension of teacher-student relationships. The teachers’ respect for learners questionnaire (TRLQ) is premised upon literature review, focus groups and online interviews. We examined the dimensionality of the TRLQ via Confirmatory Factor Analysis (CFA) to seek confirmation for our hypothesized six-factor model among native and non-native English language teachers and learners (N = 472). The six-factor structure was obtained through Exploratory Factor Analysis (EFA) of the TRLQ, which was developed based upon three overarching categories consisting of 14 minor themes gained from focus groups and online interviews. Hinged upon these analyses, the six-factor structure strongly indicated the best fit. These dimensions include a) teachers’ interpersonal characteristics, b) teachers’ insightfulness, and c) teachers’ occupational attributes. Reliability coefficients revealed that the internal consistency of the six factors was excellent. Further, we tested the convergent, divergent, and predictive validity of the TRLQ. Teachers’ (dis)respect for learners appeared to predict learners’ academic achievement, particularly their GPA and self-assessed success in learning English. The results lend support to the six dimensions derived from EFA and focus groups and online interviews and offer concrete proof of the psychometric properties of our scale. This scale can be used by educators and policy makers to oversee teacher-student respectful relationships.

Teachers' psycho-affective state is important to the quality of their classroom performance. Self-efficacy and fluid intelligence are thought of as being protective in adverse conditions. The purpose of this study was to investigate the correlation among Iranian EFL teachers' self-efficacy, fluid intelligence, and burnout. To this end, a quantitative research was conducted, and 140 EFL teachers within the 20-40 age range in Mashhad, Iran, were selected through convenience sampling. They filled up three questionnaires of RAPM (Raven’s Advanced Progressive Matrices), OSTES (Ohio State Teacher Efficacy Scale), and MBI-ES (Maslach Burnout Inventory-Educator’s Survey) for fluid intelligence, self-efficacy, and burnout, respectively. Pearson correlation coefficient, Multiple Regression, and MANOVA were used for analyzing the data. The results showed a significant positive relationship between the male and female teachers’ self-efficacy and fluid intelligence. Findings also revealed a significant negative correlation between the male and female teachers’ self-efficacy and burnout. Moreover, the correlation between fluid intelligence and burnout for both male and female teachers was negative. It was also found that gender is not a determining factor in Iranian EFL teachers' burnout. The study finds it essential for educational policymakers in Iran to devise programs to enhance language teachers' self-efficacy and fluid intelligence as potential protectors against burnout.

This study was an attempt to investigate the perception of Iranian senior high school teachers toward critical cultural awareness. The participants of the study comprised of 307 teachers in different high schools in Qazvin. All the participants filled in the Critical Cultural Awareness Questionnaire. The data were then fed into SPSS software and were subjected to Principal Components Analysis. Three factors were extracted and named as CCA in ELT Programs, CCA in ELT Textbooks and Materials, and CCA in General Terms, and the participants’ responses were analyzed based on these factors. The results indicated that the teachers’ critical awareness perception toward ELT Textbooks and Materials was the highest factor. The results of the item analysis revealed that teachers indicate all cultures should have an equal status in ELT textbooks and materials. It was concluded that the teachers’ cultural awareness regarding the integration of culture into mainstream teaching should be raised and they should pay more attention to culture in their classes. One significant implication of this study for EFL teachers and also syllabus designers is that an intercultural curriculum can enable learners to have a better understanding of the target materials.

The present mixed-method study examines the effect of Iranian EFL teachers’ teaching experience and academic degree on five dimensions of reflective teaching. In this line, a 29-item Likert scale Reflective Teaching Questionnaire composed of practical, metacognitive, critical, cognitive, and affective dimensions was administered to a convenient sample of 142 male/female B.A., M.A., and Ph.D. EFL teachers with 4-30 years of teaching experience. Moreover, a semi-structured interview was conducted with 16 EFL teachers yielding more in-depth triangulated data on their reflection levels and the related problems. The MANOVA results indicated the significant effect of teachers’ experience and academic degree on their reflective teaching with the least effect reported on the affective dimension. The results indicated significant interaction of the two research variables with the dimensions of reflective teaching. Moreover, the interview results indicated that lack of time, prescribed syllabi, and ineffective teacher training programs were the main obstacles of reflective teaching. The findings may bear implications for Iranian curriculum developers, materials writers, teacher trainers, administrators, and EFL instructors.

The present study sought out to examine the relationship between Iranian EFL teachers’ professional competence and job performance quantitatively and qualitatively. To this end, a total of 330 EFL teachers, including males (n = 185) and females (n = 145) for the quantitative part, as well as a sample of 25 high school English teachers, consisting of males (n = 11) and females (n = 14) for the qualitative part were selected using a random sampling method in Khorramabad City and Borujerd City, Iran. The participants responded to an EFL Teachers’ Job performance Questionnaire, an EFL Teachers’ Professional Competence Questionnaire, and a reflective written statement. The collected data were analyzed through a Pearson correlation analysis, a multiple regression analysis, and a standard thematic coding analysis. Findings evidenced a positive correlation between the participants’ professional competence and their job performance. Additionally, the results evidenced that the participants’ job performance was mainly impacted by skills, knowledge, and attitudes factors, comprising their professional competence. The complementary qualitative findings yielded four overarching themes: “increased job effectiveness”, “improved teaching self-efficacy”, “increased teaching motivation”, and “promoted organizational acceptance”. The study concludes with offering a range of implications and avenues for further research.

A good lesson plan will most probably end up in effective teaching performance. Despite the positive role of planning lessons in the success of any teaching and learning experience, it has not been fully addressed in the Iranian EFL context, and many teachers consider it an impractical or challenging performance. Hence, the present survey study aimed at investigating what EFL teachers conceived of lesson planning and implementation. Furthermore, the role of a series of demographic variables, namely, gender, teaching experience, and educational degree, were also considered. The study participants included 120 EFL teachers working at universities, schools, and language institutes of Sirjan, Iran. The instrument used for data collection was a closed-ended questionnaire developed by Ramaila and Ramnarain (2014). The results from descriptive as well as inferential statistics, including the independent samples t-test, one-way ANOVA, and one-sample t-test, demonstrated the EFL teachers' moderate willingness toward lesson plans in general and its different aspects in particular. It was also revealed that the participants’ perceptions of lesson planning did not differ, considering their demographic features. Educational administrators and authorities can utilize the obtained outcomes of the present study to take sound measures in this regard leading to better achievement of all language learners and even all learners in general.

The capacity to communicate in English expands opportunities for acquiring and enriching knowledge, extending social life, and interacting with more people from all over the world. However, due to a lack of expertise and confidence, students have difficulty expressing their ideas in the target language. The study aimed to ascertain EFL teachers' perceptions of the benefits and problems associated with enhancing students' speaking abilities through task-based language instruction (TBLT). The study employed a qualitative descriptive approach, involving an interview and the distribution of a questionnaire. The interview provided the primary data, while the questionnaire provided the secondary data. Ten English instructors from a school in North Sumatera were purposefully chosen for their experience utilizing TBLT to improve students' speaking abilities. The qualitative analysis of this study found that teachers had a favorable perception of TBLT implementation. They acknowledged that TBLT helps their teaching practice by encouraging students to engage in active practice and participation in completing communicative activities in the target language. However, difficulties arise in teachers' inventiveness in devising communicative assignments that match the students' requirements and expectations, given their diverse backgrounds and occupations.