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karim sadeghi

  • Karim Sadeghi *, Neda Bakhshi
    Assessing language skills in an integrative form has drawn the attention of assessment experts in recent years. While some research data exists on integrative listening/reading-to-write assessment, there is comparatively little research literature on listening-to-speak integrated assessment. Also, little attention has been devoted to the role of individual attributes within the context of integrated assessment. The objective of the current research was to investigate the relationship between integrated listening/speaking assessment and individual characteristics of ambiguity tolerance (AT), use of cognitive/metacognitive strategies, and foreign language anxiety (FLA). Oxford Quick Placement Test was used to homogenize 60 EFL learners in terms of language proficiency (B2-C1). Additionally, integrated listening/speaking performances were collected using sample TOEFL-iBT tests. The transcribed spoken samples were evaluated by two raters using TOEFL-iBT rubrics in terms of overall description, delivery, language use, and topic development. Additionally, information on individual characteristics was gathered by means of 3 different questionnaires. Data analysis revealed that FLA had a negative relationship while AT and the use of cognitive and metacognitive strategies had a positive correlation with integrated listening/speaking test performance. Individual differences have generally been neglected in the assessment literature, but this study revealed that performance on integrated listening/speaking tests can be affected by language-irrelevant constructs such as individual attributes in addition to test-takers’ language competence.
    Keywords: Integrated Listening, Speaking Assessment, Foreign Language Anxiety, Ambiguity Tolerance, Cognitive, Metacognitive Strategy Use
  • Karim Sadeghi, Teymour Rahmati *
    Language teacher emotion labor has recently gained traction as more educators recognize the importance of addressing institutional power dynamics. The present contribution is a review of poststructuralist-discursive research on language teacher emotion labor. The rationale behind a particular focus on poststructuralist-discursive perspective lies behind the recent proliferation of studies framed within this framework. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines (Page et al., 2021), the content of 57 studies published from 2018 to November 2024 was analyzed for their themes, methods, and implications. The findings revealed that emotion labor experienced by language teachers in online and face-to-face instruction, the interplay of emotion labor, identity, and motivation, emotion labor caused by top-down assessment policies, and emotion labor due to institutional expectations in transnational and EMI/EAP/ESP contexts were among the most frequently investigated themes in the relevant body of literature. It was also observed that language teacher emotion labor has predominantly been examined through qualitative research paradigms, including case studies and (auto)ethnographies. Semi-structured interviews, document analysis, narrative frames, short stories reconstructed based on narrative data, vignettes, and visuals comprised the most prevailing data collection instruments deployed in this area of research. Furthermore, the implications of the existing literature mainly signified the need for institutional reform and raising language teachers’ awareness of the complexities of emotion labor through teacher education programs. The current review calls for more longitudinal, observational, cross-cultural, and mixed-methods explorations of language teacher emotion labor in the future.
    Keywords: Emotion Labor, Discursive, Feeling Rule, Institutional Pressure, Language Teacher, Poststructuralist, Power Imbalance
  • این مطالعه اثر ترکیبی مرحله آموزش صریح و زمان بندی بازخورد را بر عملکرد تکلیف و اکتساب دستور زبان بررسی کرد. 50 یادگیرنده پیش متوسطه به طور تصادفی به 3 شرط اصلی و 5 شرط فرعی تقسیم شدند: آموزش صریح قبل از تکلیف با بازخورد فوری یا تاخیر، آموزش صریح تکلیف اصلی با بازخورد فوری یا تاخیر و گروه کنترل. به همه گروه ها آزمون قضاوت دستور زبان (GJT) و آزمون تقلید استخراجی (EIT) به عنوان پیش و پس آزمون داده شد. در طول دوره درمان، 4 گروه آزمایشی سه وظیفه را در مدت سه هفته انجام دادند. وظیفه سوم برای عملکرد وظیفه (CAF) تجزیه و تحلیل شد. نتایج نشان داد که در بین گروه ها، گروه پیش تکلیف/ فوری مسلط ترین گروه بوده و بیشترین تلاش را برای استفاده از فرم هدف به اندازه گروه اصلی/تاخیردار داشته اند. گروه پیش کار/تاخیر طولانی ترین واحدها را با بالاترین دقت و بیشترین استفاده صحیح از فرم هدف تولید کرد.  با این حال، هیچ یک از تفاوت ها معنی دار نبود، به جز گروهی که قبل از اتمام کار دستورالعمل صریح دریافت کردند) و گروه بازخورد تاخیری که از نظر آماری واحدهای طولانی تری تولید کردند و خطاهای کمتری نسبت به گروه کنترل داشتند. علاوه بر این، گروه هایی که دستورالعمل صریح در تکمیل کار (وظیفه اصلی با بازخورد فوری یا تاخیری) دریافت کردند، از نظر آماری خطاهای کمتری نسبت به گروه کنترل داشتند. با توجه به عملکرد در GJT و EIT، اگرچه گروه قبل از تکلیف/فوری بالاترین امتیازها را به دست آوردند، تفاوت ها از نظر آماری معنی دار نبود. می توان نتیجه گرفت که ارائه دستورالعمل صریح ساختار قبل از انجام کار با بازخورد تاخیری می تواند از نظر پیچیدگی و دقت به عملکرد کار کمک کند و ارائه دستورالعمل صریح در تکمیل کار با بازخورد فوری یا تاخیری برای ارتقای دقت مفید است.
    کلید واژگان: دستورالعمل صریح، زمان بازخورد، کسب L2، عملکرد وظیفه
    Zahra Javan Amani, Karim Sadeghi *, Parviz Alavinia
    This study investigated the combined effect of the phase of explicit instruction and feedback timing on task performance and grammar acquisition. Fifty pre-intermediate learners were randomly assigned to 3 major conditions and 5 sub-conditions: pre-task explicit instruction with either immediate or delayed feedback, main-task explicit instruction with either immediate or delayed feedback, and control group. All groups were given a grammaticality judgment test (GJT) and an elicited imitation test (EIT) as the pre- and post-test. During the treatment period, the 4 experimental groups completed three tasks within three weeks. The third task was analyzed for task performance (CAF). The results indicated that among groups, the pre-task/immediate group was the most fluent group and that they had the most attempts to use the target form as much as main task/delayed group. The pre-task/delayed group produced the longest units with highest accuracy and most correct use of the target form.  However, none of the differences were significant except for pre-task (the group that received explicit instruction before task completion) and delayed feedback group which statistically produced longer units and made fewer errors compared to the control group. Additionally, the groups which received explicit instruction within the task completion (main task with either immediate or delayed feedback) statistically made fewer errors than the control group. Regarding performance on GJT and EIT, although pre-task/immediate group gained the highest scores, the differences were not statistically significant. It can be concluded that providing explicit instruction of structure before task with delayed feedback can benefit task performance in terms of complexity and accuracy, and providing explicit instruction within task completion with either immediate or delayed feedback to promote accuracy.
    Keywords: Explicit Instruction, Feedback Timing, L2 Acquisition, Task Performance
  • Naser Oroujlou ‎ *, Karim Sadeghi ‎
    Many studies have advocated the importance of teaching critical thinking (CT) skills, and have also provided some suggestions for its effective pedagogy. However, there is a dearth of research examining the efficacy of such instruction. This quantitative(quasi-experimental) and qualitative study aimed to investigate the impact of explicit instruction of critical thinking (CT) on university students’ critical thinking skills measured through the Watson-Glaser Critical Thinking Appraisal (WGCTA) used as both pre- and post-test. The participants comprised four groups of 15-16 students each. The groups received different CT treatments: Critical Linguistics (CL) and Critical Discourse Analysis (CDA) (group 1), 11 Questions (group 2), CL and CDA followed by Peer Evaluation (group 3), and a control group (group 4) that only read about CT without practicing it. After receiving instruction on CT, the three treatment groups (1-3) critically analyzed 33 texts over 11 sessions. The results of the study indicated that Group 3 (CT & CDA followed by PE) had the highest improvement in their WGCTA scores from pre-to post-test, followed by Groups 2 and 1, while the control group showed no significant gain. The findings imply that reflecting critically on language learning materials can reveal hidden cultural and ideological elements within the texts. This can significantly enhance learners' advanced thinking skills, as well as support them in resisting cultural imperialism.
    Keywords: Critical Thinking, Questions, Critical discourse analysis, Peer review, Critical linguistics
  • Roghayeh Pourbahram, Karim Sadeghi *
    Technology is here to stay and transfer our entire lives, including modes of communication and education. Its deep impact on our educational lives during the COVID-19 pandemic which forced education everywhere to go online cannot be denied. Technology-Mediated Language Learning (TMLL) otherwise known as Computer- Assisted Language Learning (CALL) in its various realizations (online and offline) has been a common, but limited, practice in many educational encounters for a few decades. Its recent, more widespread use on a global scale has brought to the fore less-attended but thornier issues such as social justice. This paper takes social justice in TMLL as the starting point and attempts to outline social (in)justice issues addressed in published papers on this topic from 2015 to 2023 (4 years before the pandemic up to now). To this end, relevant articles (following the inclusion/exclusion criteria) were identified (N = 16) and examined meticulously in terms of utilized data collection tools, social justice issues addressed, as well as theoretical and pedagogical implications. The review uncovers that more attention has been drawn to social justice issues in online classes after the pandemic compared to the pre-pandemic period. The studies further signify the prominent role of language teachers in promoting social justice, highlight the widening digital gap between learners, and bring to spotlight hegemonies and governing power influencing social media content.
    Keywords: Computer, Technology Assisted, Mediated Language Learning, Teaching, Equity, Equality, inclusion, Diversity, Social (in)justice, fairness
  • خوشدوی ابراهیم زاده، اسماعیل سلیمانی*، کریم صادقی

    این پژوهش با هدف مقایسه اثربخشی درمان فراشناختی و آموزش جرات مندی بر اجتناب و فشار اجتماعی دانش آموزان متوسطه اول دارای اضطراب یادگیری زبان خارجی انجام پذیرفت. طرح پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون - پس آزمون با گروه کنترل بود. جامعه آماری پژوهش، کلیه دانش آموزان مدارس متوسطه اول دولتی شهر ارو میه در سال 99-1398 بود. برای گزینش نمونه از روش نمونه گیری خوشه ای چند مرحله ای استفاده شد و داده ها با پرسشنامه اضطراب کلاس زبان (Horwitz, Horwitz & Cope, 1986) و مقیاس اجتناب و فشار اجتماعی (Watson & Friend, 1969) جمع آوری شدند. 60 نفر از دانش آموزان به طور تصادفی انتخاب و در گروه های آزمایشی (فراشناخت و جرات مندی) و گروه کنترل گمارده شدند (20 نفر برای هر گروه). داده ها با استفاده از آزمون تحلیل کوواریانس چندمتغیری تجزیه و تحلیل شد. نتایج نشان داد که فراشناخت و جرات مندی  باعث کاهش  اجتناب و فشار اجتماعی شده است و اثرات آنها در مرحله پیگیری نیز ماندگار بود (001/0<p). براساس نتایج به دست آمده بین گروه های درمان فراشناخت و آموزش جرات مندی در کاهش اجتناب و فشار اجتماعی دانش آموزان تفاوت معناداری مشاهده نشد (05/0<P).

    کلید واژگان: اضطراب یادگیری زبان خارجی، درمان فراشناختی، آموزش جرات مندی، اجتناب و فشار اجتماعی، دانش آموزان متوسطه اول
    Khoshdavi Ebrahimzade, Esmaiel Soleymany *, Karim Sadeghi

    The aim of this study was to compare the effectiveness of metacognitive Therapy and assertiveness training on social avoidance and distress of students with foreign language anxiety (FLA). The research design was semi-experimental and the population of the study was all students of public Junior high schools in Urmia, Iran. 60 students were selected following a multi-step random sampling procedure and were randomly assigned into three groups (N= 20 each). the data were analyzed using foreign language classroom anxiety scale (Horwitz, Horwitz & Cope, 1986) and social avoidance and distress scale (Watson & Friend, 1969). Data were analyzed using multivariate analysis of covariance. The results showed that metacognitive and assertiveness are effective in reducing social avoidance and distress, their effects are persistent in the follow-up phase (p <0.001). The obtained results show that metacognitive and assertiveness are effective in reducing social avoidance and distress students in both stages and the difference between metacognitive and assertiveness groups is not significant (p <0.05). Based on the results, there was no significant difference between metacognitive therapy and assertiveness training groups in reducing avoidance and social pressure (P <0.05).

    Keywords: Foreign language anxiety, metacognitive therapy, assertiveness training, social avoidance, distress, junior high school student
  • رقیه پوربهرام، کریم صادقی*، مروه سلجوک
    آزمون به طور سنتی جزء حیاتی برنامه های آموزشی بوده است. در حالی که حجم قابل توجهی از تحقیقات در مورد ابعاد مختلف ارزشیابی وجود دارد، تنها تعداد محدودی از مطالعات برداشت فراگیران از شیوه های ارزشیابی را بررسی کرده اند. بر این اساس، این مطالعه کیفی با هدف بررسی دیدگاه گروهی از دانشجویان زبان انگلیسی مقطع کارشناسی نسبت به آزمون های گذشته خود انجام شده است. بدین منظور، از 30 دانشجو که به تازگی دوره ای را در مورد ارزیابی زبان گذرانده بودند، خواسته شد تا متنی (حداقل 2000 کلمه) درباره تجربیات ارزیابی خود بنویسند. سپس داده های جمع آوری شده به صورت موضوعی مورد تجزیه و تحلیل قرار گرفت و نتایج نشان داد که دانش آموزان عمدتا احساسات منفی نسبت به شیوه های ارزیابی قبلی خود داشتند و اکثر آنها هیچ اهمیتی برای ارزیابی قائل نبوده و آن را زائد می دانستند. القای دیدگاه های مثبت بیشتر نسبت به ارزیابی برای بهبود یادگیری خودتنظیمی در شرکت کنندگان توصیه می شود.
    Roghayeh Pourbahram, Karim Sadeghi *, Merve Selçuk
    Testing has traditionally been a critical component of educational programmes. While there is a considerable amount of research on various dimensions of assessment, only a limited number of studies have explored learners’ perceptions of assessment practices, to date. Accordingly, this qualitative study is an attempt to examine a group of undergraduate university students’ perceptions of their past assessment practices. To this end, 30 Teaching English as a Foreign Language (TEFL) students who had just taken a course on Language Assessment were asked to compose narratives (of at least 2000 words) about their assessment experiences. The collected data were then analyzed thematically, and the results indicated that students mostly held negative feelings toward their previous language assessment practices. Moreover, most of the students did not assign any significance to assessment, considering it redundant. The study found that instilling more positive views toward assessment is required to improve self-regulatory learning and therefore better learning outcomes in students.
    Keywords: EFL Learner, Language Assessment, Test-Taker Perception, Test-Taking Experience, Test-Taking Narrative
  • Karim Sadeghi *
  • Roghayeh Pourbahram, Karim Sadeghi *
    Teachers serving at the front lines of education during difficult times of the pandemic seem to have been forgotten in these bustling days around the world. While delivery of high-quality education is on the shoulders of these people, their life and wellbeing have been affected as a result of the COVID-19 pandemic; however, there is little documented evidence on how the pandemic has impacted language teachers’ wellbeing. To fill this gap, this qualitative study examines the wellbeing of English as a Foreign Language teachers in Iranian public schools during the COVID-19 pandemic. Ten participants who attended in-depth interviews were found to have their wellbeing levels severely affected by the pandemic. Indeed, the newly emerged challenges have been added to the existing obstacles and augmented the already stressful teaching profession. Based on the findings, recommendations are provided for authorities and parents to be employed during the pandemic and afterward to help teachers flourish and subsequently improve quality education.
    Keywords: EFL teacher, Pandemic, Public Schools, Wellbeing
  • سنور اسمعیلی، نسرین حدیدی*، کریم صادقی، زهره سیفوری
    این مطالعه به بررسی اثرات بازخورد اصلاحی (CF) و مدل آموزش وارونه (FTM) بر درستی دستور زبان کل و ساختارهای خاص زبان آموزان انگلیسی می پردازد. در مجموع 80 زبان آموز ایرانی زبان انگلیسی در این مطالعه شرکت کردند. شرکت کنندگان به طور تصادفی در دو گروه 20 تایی مدل تدریس وارونه و دو گروه 20 تایی غیر وارونه تقسیم شدند: یک گروه از هر جفت بازخورد اصلاحی صریح و دیگری بازخورد ضمنی دریافت کردند. داده ها در دو دوره زمانی (قبل از مداخله و پس از مداخله) جمع آوری شد. دو معیار تحلیل کوواریانس چند متغیره (MANCOVA) انجام شد. نتایج هیچ تفاوت معنی داری را در تاثیر نوع بازخورد اصلاحی در کلاس های وارونه نشان نداد و هر دو نوع بازخورد منجر به درستی بالاتر دستور زبان فراگیران شدند. با این حال، گروه صریح از گروه ضمنی در کلاس های غیر وارونه بهتر عمل کردند. بازخورد صریح در کلاس های وارونه و غیروارونه منجر به عملکرد بهتر زبان آموزان در دستیابی به ساختارهای دستوری خاص، مانند جمله واره های موصوفی/کاهش شده شد، اما در سایر ساختارها مانند صفات تفضیلی و عالی،مصدر، شکل کلمات، ترتیب کلمات، و بدل تاثیری دیده نشد.
    کلید واژگان: روش تدریس وارونه، بازخورد اصلاحی، بازخورد صریح، بازخورد ضمنی، دستور زبان
    Sonour Esmaeili, Nasrin Hadidi *, Karim Sadeghi, Zohreh Seifoori
    This study investigated the effects of corrective feedback (CF) and the Flipped Teaching Model (FTM) on English language learners’ overall and categorical grammar accuracy. The study was conducted at Payame-Nour University (PNU) of Mahabad, Iran. A total of 80 Iranian EFL learners participated in the study. The participants were randomly assigned into two flipped and two non-flipped groups of 20: one in each pair of groups receiving explicit and the other implicit CF. Data were collected across two time periods (pre-intervention and post-intervention). Two measures of Multivariate Analysis of Covariance (MANCOVA) were conducted. The results revealed no significant differences in the effect of CF type in the flipped classes, and both led to the learners’ higher level of overall grammar accuracy. However, the explicit group outperformed the implicit one in the non-flipped classes. Explicit feedback in flipped and non-flipped classes led to the learners’ outperformance in acquiring specific grammatical structures, such as adjective/reduced adjective clauses, but not in others, like comparative/superlative adjectives, gerund/infinitive, word forms, word order, and apposition. These findings have implications for language educators seeking to enhance learners’ grammatical accuracy in both flipped and non-flipped classrooms, particularly in relation to the use of explicit feedback for certain types of grammatical structures.
    Keywords: flipped teaching method, Corrective feedback, Explicit Feedback, Implicit Feedback, grammar
  • اگر چه تفکر انتقادی یک مهارت ضروری برای یادگیری معنادار میباشد و همچنین موجب بهبود کارایی دانشجویان در محیط علمی میشود اما این مهارت نیاز به تحقیق زیاد در این مورد دارد(Liang & Fung, 2020). بنابراین تحقییق  میخواهد بداند که آیا آموزش صریح تفکر انتقادی از طریق تلفیقی از تحلیل انتقادی گفتمان و زبانشناسی انتقادی, پرسدن 11 سوال به جا و تلفیقی از تحلیل انتقادی گفتمان و زبانشناسی انتقادی همراه با ارزشیابی همکلاسیها تاثیری بر روی خواندن درک مفاهیم دانشجویان در محیط زبان انگلیسی به عنوان زبان بیگانه دارد یا نه. تحقیق مورد نظر تلفیقی از روش تحقیق کمی و کیفی میباشد. تحقیق شامل چهار گروه میباشد و در گروه های 1و 2 شامل 16 نفر و در گروه های 3و 4 شامل 15 نفر میباشد. برای نشان دادن تاثیر آموزش آزمون درک مفاهیم تافل و تست تفکر انتقادی واتسون و گلیسر دو بار قبل از آموزش و بعد از آموزش به دانشجویان داده میشود. تستهای مذکور نشان میدهد که استراتژیهای به کار گرفته شده برای تدریس تفکر انتقادی برای پیشرفت خواندن درک مفاهیم مفید بوده اند و گروه کنترل هیچ کارایی از خودش نشان نمیدهد. یافته های تحقیق نشان میدهد که با تمرکز انتقادی بر روی مفاهیم درسی میشود اندیشه و کارایی علمی دانشجویان را ارتقاع داد و همچنین در کلاسهای آموزش زبان بیگانه از تزریق ایدیولوژی زبان مقصد جلو گیری کرد.

    کلید واژگان: آموزش آشکار، تفکر انتقادی، سوالات- تحلیل انتقادی گفتمان، بررسی همکلاسی ها- خواندن متون مطبوعاتی- درک مفاهیم
    Naser Oroujlou, Karim Sadeghi *

    beyond rote learning and to enhance their academic achievement, it is an under-researched construct in ELT contexts. Therefore, this study investigated whether explicit teaching of critical thinking through amalgamation of Critical Discourse Analysis and Critical Linguistics (group 1), Asking 11 Right Questions (group 2), and amalgamation of Critical Discourse Analysis and Critical Linguistics accompanied by Peer-evaluation (group 3) can improve Reading Comprehension abilities of university students in an EFL context.  In so doing, the study utilized a mixed methods design including quasi-experimental and narrative feedback; with 16 participants in groups 1 and 2 each, 15 participants in group 3 as experimental groups, and 15 participants in group 4 as control group. Reading comprehension and critical thinking pretests were employed to homogenize groups at the beginning of the study; then every session 3 provocative texts were applied for critical analysis based on the treatments students received within five sessions. The reading comprehension post-test results indicated that explicit teaching of critical thinking through Asking 11 Right Questions had the highest and most significant influence on reading comprehension ability followed by two other experimental groups with control group representing no significant gain. The findings imply that reflecting critically on learning materials can illuminate hidden cultural and ideological aspects of the texts which consequently helps learners to better understand the text, and to defend against cultural invasion.

    Keywords: critical thinking, Questions, critical discourse analysis, Peer Review, reading comprehension
  • کریم صادقی*، لیلا عاشق نوایی

    از آنجایی که توسعه حرفه ای معلمان PD روی پیشرفتشان شان تاثیر اساسی میگذارد توجه زیادی را در تحقیقات تربیت معلم به خود جلب کرده است. اخیرا و به ویژه پس از همه گیری 19-COVID روش های آنلاین توسعه حرفه ای معلمان (PD online)از روش های قدیمی که به صورت حضوری بود ، پیشی گرفته است. با این وجود، بررسی ترجیحات معلمان برای روش های آنلاین توسعه حرفه ای (PD online) بسیار محدود است. این پژوهش برای پوشش خلا موجود، دیدگاه معلمان ایرانی زبان انگلیسی را نسبت به توسعه حرفه ای آنلاین مورد بررسی قرار داده است. 105 مدرس زن و مرد از موسسات خصوصی ، دانشگاه ها و یا مدارس دولتی در این تحقیق شرکت کردند. برای دریافتن دیدگاه ها نسبت به توسعه حرفه ای معلمان ، یک پرسشنامه ی آنلاین با آیتم های باز و بسته به کار گرفته شد. نتایج نشان داد که با وجود نداشتن تجربه یا تجربه بسیار اندک با روش های آنلاین توسعه حرفه ای، بیشتر معلمان دیدگاه مثبتی نسبت به روش های الکترونیک یادگیری داشتند و برنامه های معلمان متخصص ، مطالعه درس ویدیویی آنلاین و کتابخانه ویدیویی را به عنوان منابع آنلاین مورد علاقه خود رتبه بندی کرده اند. این مطالعه توصیه می کند از فرمت های مختلف توسعه حرفه ای معلمان به صورت آنلاین (online PD) در برنامه های آموزش معلمان استفاده کنند ، مخصوصا در زمانی که بیشتر آموزش و یادگیری به صورت آنلاین در سراسر جهان ادامه دارد.

    Karim Sadeghi *, Leila Ashegh Navaie

    Professional development (PD) has received a growing attention in teacher education research since it has the potential to affect teacher learning. More recently and in particular as an aftermath of COVID-19 pandemic, online PD modes have overtaken more traditional face to face approaches. Despite this, studies on language teachers' preferences for online PD approaches have been limited. To bridge this gap, this study investigated Iranian English as Foreign Language (EFL) teachers' perceptions of online PD. Participants included 105 male and female EFL instructors teaching at private institutes, universities, and public schools. An online questionnaire consisting of closed- and open-ended items was employed to discover teachers' perspectives on PD. The findings indicated that despite having little or no online PD experiences, most teachers had a positive perception towards an electronic mode of professional learning and rated expert teacher applications, online video lesson study, and video library as their favourite online resources. The study recommends taking advantage of various online PD formats in teacher education programs, esp. at a time when most teaching and learning continues to be online worldwide.

    Keywords: Covid-19, online professional development, teacher education, teacher perceptions, teacher preferences
  • Karim Sadeghi *, Fatemeh Esmaeili
    The present study investigated Iranian English as a Foreign Language (EFL) teachers’ perception of school climate and its relationship with their conception of effective teaching. A body of 147 teachers selected through purposive and snowball sampling strategies answered Oderand and Eisenschmidt’s (2016) questionnaire about school climate and effective teaching. Data were analyzed using factor analysis, which produced three factors to explain teachers’ perception of school contextual factors and three for their conception of effective teaching. The results indicated that teachers’ perception of school contextual factors to some degree correlated with their approach to teaching in the classroom. The study highlights the fundamental role of school senior management in helping teachers to apply appropriate teaching approaches
    Keywords: English Language Teaching, Teacher Perception, School Climate, Effective Teaching
  • Maryam Esmaeeli, Karim Sadeghi*

    There has been an increasing attention to written corrective feedback (WCF) and its potential effectiveness in recent years. This paper examines the roles of direct versus indirect WCF in fostering learners’ written and oral accuracy across language proficiency. A quasi-experimental design was adopted to conduct the study. Seventy-six pre-intermediate and upper-intermediate EFL learners were randomly assigned into six groups (four experimental and two control groups). In the experimental group, a series of pictures were used as prompts for writing tasks in the treatment sessions, and pre-, immediate, and delayed posttests were used to measure written and oral accuracy. According to the results, WCF, regardless of the type, was facilitative in developing learners’ both written and oral accuracy, which was a manifestation of implicit knowledge. The results also revealed that the proficiency level played a key role in determining which type of CF was more beneficial. While the pre-intermediate learners benefited more from direct CF, the upper-intermediate group improved more as a result of indirect CF treatment. This study calls for more informed decisions by L2 teachers in the correction of written errors considering that it improved L2 learners’ oral accuracy

    Keywords: Accuracy, Corrective Feedback, EFL Learners, Writing Skills, Oral Production
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