shadab jabbarpoor

Teachers' beliefs and their alignment with teaching methods significantly impact students' growth and academic progress. Given the importance of the English language in defense and military contexts at military and Defence universities,, this study aims to explore the beliefs of English language professors and how these beliefs influence teaching methods and associated challenges. This research utilizes a mixed exploratory data collection method. Initially, participants completed a structured questionnaire with closed questions to assess their beliefs in teaching grammar. Subsequently, 15 participants engaged in open and semi-structured interviews. The statistical population comprises 102 English language professors from various universities of the Islamic Republic of Iran Army, selected using a non-random method (availability). The findings of this research examine teachers' beliefs regarding learning grammar in seven categories, including the significance of grammar in education, inductive approach, analogical approach, focus on form approach, meaning-based approach, value of practice, feedback, and error correction in grammar. Quantitative data was analyzed using SPSS software, while qualitative data underwent content analysis. The results suggest the importance of teaching grammar in language instruction and the necessity for teachers to align their beliefs to address educational challenges effectively.

This research aims to explore how the cognitive demands of tasks affect the acquisition of English verb tenses and their association with grammatical metacognitive awareness among language learners. The study addresses two key questions: 1) Differential impacts of tasks varying in cognitive load on the acquisition of verb tenses, 2) The predictive role of learners' metacognitive strategies in task conditions. Employing a quasi-experimental design, the study involved 120 first-semester Bachelor of Arts students from Azad University South Branch in Tehran, Iran. Participants were assigned to four groups exposed to different task conditions: reading, reading with textual enhancement, cloze exercises, and reading with writing tasks. Instruments included Grammar Judgment and Editing Tests, Pawlak's (2018) Grammar Learning Metacognitive Strategies Inventory, and the Oxford Placement Test. The analysis involved the learners’ performances on the Grammar Judgment and Editing Test, which were compared from the pretest to the posttest. One-way ANOVA was utilized. Additionally, comparisons among different task conditions in the posttest revealed which tasks resulted in higher learner performance. Results indicated significant improvements in tense structure proficiency associated with higher involvement tasks. This study bridges gaps in understanding optimal task designs for language learning and underscores the importance of metacognitive strategies in the Iranian EFL context.

This review article aims to explore the health and safety risks that firefighters may expose while responding to Municipal Solid Waste (MSW) incidents in Iran. Specifically, the article focuses on the problems faced by firefighters during rescue operations, exposure to hazardous materials, and potential injuries associated with heavy waste incidents. This research also surveys the existing practices and arrangements placed for tackling MSW-related events, to identify potential measures to mitigate these risks and ensure the safety of firefighters. The research findings provide valuable insights into the specific problems faced by firefighters in Iran and offer recommendations to enhance their safety and effectiveness in responding to MSW-related incidents. In this context, this research contributes to the development of more responsive practices in Iran by addressing the health and safety concerns of firefighters when dealing with MSW incidents.

This research paper examines the critical issue of fire risks within the context of eco-tourism in Tehran's national parks, emphasizing the necessity of implementing robust fire safety strategies. The background outlines the growing eco-tourism sector in Iran, highlighting its significance for environmental conservation and economic development. The importance of fire safety is discussed, given the increasing threat of wildfires exacerbated by eco-tourism activities and climate change. The roles of various stakeholders, including government entities, eco-tourism operators, and local communities, are delineated concerning their responsibilities in fire risk mitigation. Strategies are proposed, including fire prevention measures, emergency preparedness plans, community engagement initiatives, and technological innovations in fire management. The discussion synthesizes findings, exploring the implications for eco-tourism in Tehran and examining the delicate balance between promoting tourism and preserving natural habitats. Recommendations for policymakers and practitioners are provided, alongside suggestions for future research directions aimed at enhancing fire safety in eco-tourism. Ultimately, this paper underscores the vital need for integrated fire safety approaches to safeguard both the environment and the socio-economic benefits of eco-tourism in Iran.

Teaching English for specific purposes has always been challenging as it involves a skill-based teaching methodology to develop learning and use specific grammar and lexicon to understand texts in specialized texts. As for other professions, teaching EFL learners about tourism and hotel management also requires the acquisition of vocabulary, grammar, and general communication skills in varied situations and contexts. To this end, this paper focuses on the comparison and assessment of vocabulary inferring skills of ESP learners majoring in Tourism and Hotel management. To conduct the present study, 10 contextualized vocabulary items were selected, then the VKS test (Vocabulary Knowledge Scale; Wesche & Paribakht, 1996) was administered to 56 Iranian students of Tourism and Hotel Management studying at Islamic Azad University, South Tehran branch. It was hypothesized that learners who show better general English language knowledge perform more skillfully in inferring the meaning of specialized words in Tourism and hotel management texts than less competent ones. Descriptive as well as inferential statistics proved the hypothesis. The results of the present research have implications for ESP learners and teachers as well as materials developers of Tourism and Hotel management textbooks.

Computers as innovative technological tools provides numerous advantages in the context of education and learning, particularly in regards to the acquisition of the English language. Nevertheless, the computerized corpus-based method has not attained widespread usage for instructing English specifically within the field of tourism. The present study aspired to scrutinize whether the students who underwent instructions via this method show a superior ability in expanding their English vocabulary for tourism and hospitality in comparison to those who were not subjected to such a method. The present study employed an experimental research methodology. A cohort of 52 students specializing in Tourism and Hospitality was allocated into two classes. The adoption of a computerized corpus-based method was observed. The results of the t-test indicated that the utilization of the experimental methodology did not yield noteworthy outcomes regarding its effectiveness in aiding students in developing their English vocabulary of the tourism in comparison to those who were not exposed to this method. The process was deemed to be time-intensive that necessitated considerable exertion in comprehending the corpus data owing to the presence of numerous unfamiliar terminologies evident in the authentic texts. Notwithstanding, the students generally demonstrated a favorable disposition towards this method.

This study examines the impact of different types of assessment, teacher-assessment, self-assessment and peer-assessment, on Iranian English as a Foreign Language (EFL) learners’ autonomy. Initially 110 learners from Goyesh English Language Institute in Karaj, Iran were involved and then the sample was reduced to 90 intermediate female students after administering the Preliminary English Test (PET). Participants were randomly divided into three groups: Peer-Assessment Group (PAG), Teacher-Assessment Group (TAG), and Self-Assessment Group (SAG), each with 30 learners. A pre-treatment Learner Autonomy Questionnaire was used to collect the data which was validated through expert review and pilot testing to ensure the reliability (Cronbach’s alpha = 0.87). Semi-structured interviews were also used to collect the data. Assessments were conducted over 12 sessions (90 minutes each) across six weeks as follows: in TAG, the teacher evaluated the students’ essays; in PAG, students assessed their peers; in SAG, learners self-assessed their essays. The same questionnaire was administered as a post-test after the treatment. There was a significant difference in autonomy as revealed by ANCOVA, with the highest mean score achieved by PAG, followed by SAG and TAG. These findings underscore the importance of incorporating peer-assessment strategies within EFL contexts in order to develop learner autonomy. Implications on EFL teachers focus on the necessity of incorporating collaborative assessment techniques within their teaching materials to promote a more autonomous learning atmosphere within their classrooms.

Enhancing one's proficiency in English grammar represents a foremost objective for individuals who are learning a foreign language. In EFL contexts, it is commonly observed that children tend to acquire knowledge of grammar rules incidentally, whereas adults usually require formal instruction to attain a more advanced level of proficiency. Numerous contemporary approaches have undergone substantial investigation, yet comparatively limited emphasis has been placed on the acquisition of grammar learning strategies. This article investigates the perspectives of learners with regards to the utilization of grammatical learning strategies during the duration of an English language course. This research centers on the cognitive and affective viewpoints of individuals participating in a grammar study group. The objective of the research is to investigate the utilization of specific strategies by learners for the acquisition of varied grammar structures. Novel methodologies and empirical investigations have the potential to enhance the comprehension of the educational process and self-regulation. The aforementioned holds the possibility of significant repercussions for individuals engaged in the English as a Foreign Language (EFL) learning process, educators facilitating such learning, and professionals responsible for designing EFL curricula.

Maslach and Jackson first introduced the concept of ‘burnout’- a state of physical and emotional exhaus- tion emerging from work conditions- in 1980. The importance of investigations of burn out lies in the fact that it is directly related to the quality of teaching. There are three basic criteria set to predict, evaluate, and prevent burnout: depersonalization, emotional exhaustion, and personal accomplishments. Teachers in Iran are not an exception to developing burnout, and neither are Iranian EFL teachers. To investigate the current situation of teacher burnout in general and the three criteria set by Maslach and Jackson among Iranian EFL teachers, the researchers selected 40 junior high school, 40 senior high school, 40 university, and 40 private English institute EFL teachers, and sought their burnout levels via Maslach Burnout Inventory. The statistical analysis of the data revealed the existence of significant dif- ferences among the burnout levels of these four groups of EFL teachers. Junior high school teachers re- ported the highest degree of reduced personal accomplishment whereas the highest levels of depersonali- zation, emotional exhaustion, and total burnout were reported by senior high school teachers. University teachers reported the smallest degree of burn out.

This study investigated the effectiveness of individual and collaborative outputbased focus-on-form instructional tasks on the acquisition of English inversion structures by EFL learners. Moreover, it explored the developmental trend of learners’ inversion acquisition. To this end, 60 homogeneous EFL learners were assigned to individual and collaborative output groups. They were exposed to texts encompassing inversion structures for 12 instructional sessions. The task included dictogloss in both groups where the texts were reconstructed either individually or collaboratively. A pretest, posttest, and delayed posttest design was used to examine the effects of the 2 tasks. The learners’ process of acquisition was examined by parallel tests of inversion development. Results showed that collaborative task implementation was advantageous over individual task performance in both immediate and delayed posttests. Results did not reveal a linear additive process forthe collaborative output group; however, the findings suggest that collaborative language production can enhance grammatical acquisition.

The benefits of textual input enhancement in the acquisition of linguistic forms have produced mixed results in SLA literature. The present study investigates the effects of textual enhancement on adult foreign language intake of two English linguistic forms-subjunctive mood and inversion structures-to explore the role of the type of linguistic items in input enhancement studies. It also investigates learners’ trend of development in the acquisition process of these structures. Thirty first year college-level participants were exposed to twelve enhanced texts for subjunctive mood and twelve other texts for inversion structures. The study employed a pretest-posttest-delayed posttest design to explore the effectiveness of instructional treatment in the short term and long term acquisition of the structures. Alongside a pretest and a posttest, three production tests were administered to assess the trend of development in each structure.The results revealed that textual enhancement aided the learning of the target forms. With regard to type of linguistic items, significant benefits of subjunctive mood over inversion structures were found during both short term and long term. This study revealed that textual input enhancement may have differential effects on the acquisition of linguistic forms. Theoretical, methodological, and pedagogical implications are also discussed.