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جستجوی مقالات مرتبط با کلیدواژه "EFL teacher" در نشریات گروه "ادبیات و زبان ها"

تکرار جستجوی کلیدواژه «EFL teacher» در نشریات گروه «علوم انسانی»
  • Tayebeh-Sadat Hosseini, Mahnaz Mostafaei-Alaei *, Hamid Allami
    The study aimed to investigate the Iranian EFL teachers’ knowledge of educational ethical codes in academic settings through the employment of a newly-designed questionnaire, developed by the researchers. To this end, six university professors as experts were invited to participate in an unstructured interview related to the issue under study. The preliminary themes were extracted from the relevant literature and the experts’ opinions through qualitative analysis. Next, the initial questionnaire items were generated and approved by three experts. The reliability of the constructed questionnaire was calculated using Cronbach's alpha. Afterwards, the 40-item questionnaire was administered to 400 EFL teachers resulting in the elimination of eleven items through exploratory factor analysis. Five factors were drawn from the responses of teachers through EFA representing their knowledge of educational ethical codes. Additionally, the confirmatory factor analysis revealed that the five extracted components of the newly developed questionnaire including educational, affective, socio-cultural, behavioral, and professional ethics factors were all acceptably loaded on their constructs at an acceptable level, and the scale can successfully determine EFL teachers’ knowledge of ethical codes in educational settings. The findings of the study have valuable implications for teachers, students, teacher trainers, educational policymakers and administrators.
    Keywords: Ethics, Ethical Codes, Education, Knowledge, EFL Teacher
  • Hamed Barjesteh*

    This study examined teachers' and EFL learners' perceptions of the internal and external factors influencing academic success. To achieve this, two scales measuring internal and external factors (IEAS) were developed and validated. The research primarily focused on internal factors like intelligence, self-esteem, introversion, and extraversion, as well as external factors such as intrinsic and extrinsic motivation and socio-cultural status. These factors were selected based on comprehensive frameworks by Dörnyei (2005), Ellis (1994), Horwitz (2000), and Segalowitz (1997). The validated IEAS scales were administered to 35 EFL students and 20 university instructors during their regular courses. The study aimed to identify which internal and external factors most significantly correlate with language acquisition success. The results underscored the importance of incorporating a range of factors, including intelligence, motivation, and socio-cultural status, in understanding the language learning process. Both teachers and learners identified self-esteem and socio-cultural status as particularly crucial for academic success. These findings suggest that fostering self-esteem and acknowledging socio-cultural factors can play a significant role in enhancing academic outcomes in EFL contexts.

    Keywords: Academic Success, External Factors, EFL Learner, EFL Teacher, Internal Factors
  • Zahra Alinejad, Majid Nemati *, Farid Ghaemi
    To effectively and reflectively impart knowledge to their students, Iranian EFL teachers should cultivate their critical thinking dispositions (CTDs). Therefore, the aim of this mixed-methods study is twofold: Firstly, to explore how CTDs and their role in reflective teaching (RT) are addressed and perceived among EFL teachers, and secondly, to explore the interplay between EFL teachers’ CTDs and RT. To do so, 303 Iranian EFL teachers participated in this study. The data collection instruments were two questionnaires, namely CT dispositions and RT questionnaires, and a semi-structured interview. Upon collecting the data, Pearson correlations and Structural Equation Modeling (SEM) using AMOS 20 were used to analyze the quantitative data. Moreover, the descriptive qualitative content analysis technique was used to analyze the qualitative data. The quantitative findings indicated that the largest statistically significant value, which identified the strength of the relationships between CTDs and RT, was attributed to integrity. This value showed that the integrity explains 13 percent of the variance in RT scores based on Regression Weights for RT and CTDs. The second significant variable was perseverance, which explained six percent of the variance in RT scores. Courage and humility variables also explain one percent of the variance in RT scores. Moreover, the qualitative results indicated that CTDs played a significant role in Iranian EFL teachers’ RT practices. The findings may have implications for the Iranian EFL stakeholders, EFL teachers, and EFL teacher training programs.
    Keywords: Critical Thinking Dispositions, Reflective Teaching, EFL Teacher, Mixed-Methods Approach
  • این مطالعه با هدف بررسی رابطه بین هویت حرفه ای و سازمانی مدرسین زبان انگلیسی ایرانی و بکارگیری تدریس انتقادی توسط آنها انجام شده است. به منظور پاسخ به سوالات پژوهشی این مطالعه، از روش ترکیبی با بهره گیری از الگوی پرسشنامه و مصاحبه استفاده شد است. با استفاده از نمونه گیری در دسترس، 121 معلم زبان انگلیسی از موسسات زبان خصوصی مختلف با تکمیل پرسشنامه هویت حرفه ای، پرسشنامه هویت سازمانی و پرسشنامه بکارگیری تدریس انتقادی شرکت کردند. در مرحله دوم پژوهش، به منظور مثلث سازی داده ها، با 11 نفر از از شرکت کنندگان مصاحبه شده. برای تجزیه و تحلیل داده ها از ضریب همبستگی پیرسون، رگرسیون چندگانه و تحلیل محتوای کیفی استفاده شد. نتایج به دست آمده حاکی از وجود رابطه معنادار بین هویت حرفه ای، هویت سازمانی مدرسین زبان انگلیسی و به کارگیری تدریس انتقادی آنها بود. علاوه براین، مشخص شد که هویت سازمانی مدرسین زبان انگلیسی می تواند پیشبینی کننده بکارگیری تدریس انتقادی توسط آنها باشد. یافته های این مطالعه پیامدهایی برای مراکز تربیت مدرس و موسسات زبان انگلیسی دارد.
    کلید واژگان: تدریس انتقادی, هویت سازمانی, هویت حرفه ای, مدرس زبان انگلیسی
    Pedram Zarei, Leila Dobakhti *
    This study aimed to investigate the relationship between Iranian EFL teachers' professional and institutional identities, and their implementation of critical pedagogy. In order to address the research questions of this study, a mixed-method design was employed. Survey type approach and interview were used. Through convenience sampling, 121 EFL teachers from different private language institutes took part in the study by completing the professional identity questionnaire, the institutional Identity questionnaire, and the critical pedagogy implementation questionnaire. In the second phase of the study, for triangulating the data, 11 of the participants were interviewed. To analyze the data, Pearson product-moment correlation, multiple-regression, and qualitative content analyses were run. The obtained results pointed to the significant relationship both between EFL teachers' institutional identity and their implementation of critical pedagogy, and EFL teachers’ professional identity and their implementation of critical pedagogy. Moreover, teachers’ institutional identity was found to be predictive of their implementation of critical pedagogy. The study's findings have implications for teacher educators and language academies.
    Keywords: Critical Pedagogy, institutional identity, Professional Identity, EFL teacher
  • فرزانه سودخواه محمدی، شقایق شایسته*

    در جوامع امروزه با پررنگ شدن اهمیت یادگیری زبان انگلیسی به عنوان زبان علم و ارتباطات، پرداختن به مقوله موفقیت معلم زبان انگلیسی ضروری است. این مفهوم تابه حال در کنار مفاهیم گوناگونی مورد بررسی قرار گرفته است، اما به نظر می رسد نقش دل نگرانی معلم که توانایی عاطفی و شناختی وی برای فهم و پاسخ دهی به موقعیت هیجانی، ذهنی و احساسی زبان آموزان است، در موفقیت وی مورد غفلت قرار گرفته است. در این پژوهش، محققان با انتخاب و بررسی مطالعاتی در زمینه موفقیت معلم زبان علاوه بر استخراج متغیرهایی که در کنار موفقیت معلم مورد بررسی قرار گرفته اند، دریافتند که بین میزان دغدغه مندی معلمان زبان برای فراگیران و موفقیت آنان می تواند رابطه وجود داشته باشد. نتایج حاصل می تواند به مدرسان دوره های تربیت معلم، معلمان زبان انگلیسی، زبان آموزان و محققان کمک کند

    کلید واژگان: دل نگرانی معلم, موفقیت معلم, آموزش زبان انگلیسی, معلم زبان انگلیسی
    Farzaneh Soudkhah Mohammadi, Shaghayegh Shayesteh *

    Nowadays, considering the growing significance of learning English as the language of science and communication, the area of EFL teacher success appears worthy of investigation. While this topic has been explored through various lenses, one critical aspect that has been overlooked is the role of an EFL teacher’s concern for their students’ emotional and mental well-being - also known as the teacher’s emo-cognitive ability. The present research aims to bridge this gap by identifying the variables that are relevant to EFL teacher success and establishing a link between a teacher’s level of concern for their learners and their overall success. The findings of this study have significant implications for EFL teacher trainers, instructors, language learners, and researchers alike.

    Keywords: teacher’s concern, Teacher Success, Teaching English, EFL Teacher
  • معصومه استاجی*، فرهاد غیاثوند
    هویت ارزشیابی معلم بخش مهمی از هویت حرفه ای و عملکرد معلمان است که اخیرا در تحقیقات زبان دوم/خارجی شتاب گرفته است. با این حال، مسیرهای توسعه آن در پرتو فناوری های دیجیتال در طول زمان، تا به امروز ناشناخته مانده است. برای پر کردن این شکاف، این مطالعه قصد دارد پویایی هویت ارزشیابی معلمان زبان انگلیسی را از طریق کارپوشه های الکترونیکی بارگذاری شده در یک وبگاه بررسی کند. بدین منظور، از 22 مدرس زبان انگلیسی تازه کار و با تجربه ایرانی درخواست شد تا مجموعه ای از کارپوشه های الکترونیکی را برای مدت دو ماه در سه مرحله آماده کنند. علاوه بر این، برای به تصویر کشیدن ادراک شرکت کنندگان در مورد هویت ارزشیابی معلم و پویایی آن در پرتو کارپوشه های الکترونیکی، یک مصاحبه نیمه ساختاریافته با 10 معلم زبان انگلیسی برگزار شد. نتایج آزمون های میانه مستقل تفاوت معنی داری را بین هویت ارزشیابی معلمان تازه کار و با تجربه زبان انگلیسی در سطح 05/0 نشان داد و گروه با تجربه بیشتر تحت تاثیر کارپوشه های الکترونیکی قرار گرفتند. بر اساس آزمون های فریدمن، به دلیل استفاده از کارپوشه های الکترونیکی، پیشرفت های قابل توجهی در هویت ارزشیابی معلمان مبتدی از فاز 1 تا فاز 2 و فاز 2 تا فاز 3 مشاهده شد. با این حال، شرکت کنندگان با تجربه از فاز 1 به فاز 2 ارتقاء قابل توجهی نشان ندادند، در حالی که در مرحله 3، بهبود و جهش قابل توجهی در هویت ارزشیابی آنها مشاهده شد. علاوه بر این، تجزیه و تحلیل موضوعی مصاحبه ها نشان داد که هر دو گروه بر این باور بودند که با توجه به قابلیت ایجاد تامل در شیوه های ارزیابی، کارپوشه الکترونیکی می تواند باعث توسعه هویت ارزشیابی مدرسان شود. در پایان، این مطالعه کاربردهای مختلفی برای معلمان زبان انگلیسی، مربیان معلم، و محققان زبان دوم در رابطه با پویایی هویت ارزشیابی معلم در پرتو کارپوشه های الکترونیکی را ارایه می کند.
    کلید واژگان: معلم زبان انگلیسی به عنوان یک زبان خارجی, کارپوشه الکترونیکی, معلم با تجربه, معلم تازه کار, هویت ارزشیابی معلم
    Masoomeh Estaji *, Farhad Ghiasvand
    Teacher assessment identity (TAI) is a pivotal segment of teachers’ professional identity and practice that has recently gained momentum in second/foreign language research. However, its developmental trajectories in light of digital technologies over time have remained uncharted, to date. To fill this gap, this study intended to unpack the dynamics of EFL teachers’ assessment identity through e-portfolios uploaded on a website. In doing so, 22 novice and experienced Iranian EFL teachers were requested to prepare a series of e-portfolios for a period of two months across three phases. Furthermore, to capture the participants’ perceptions about TAI and its dynamism in light of e-folios, a semi-structured interview was held with 10 EFL teachers. The results of independent median tests demonstrated a significant difference between novice and experienced EFL teachers’ assessment identity at p < .05 with the experienced group being more affected by the e-portfolios. Based on Friedman’s tests, significant improvements in novice teachers’ assessment identity were found from phase 1 to phase 2, and phase 2 to phase 3 owing to the use of e-portfolios. However, the experienced participants did not show significant improvement from phase 1 to phase 2, while in phase 3, a significant improvement and jump were observed. Moreover, the thematic analysis of the interviews indicated that both groups concurred that e-portfolio could contribute to TAI development given its capability to inspire reflection on assessment practices. The study presents implications for EFL teachers, teacher educators, and L2 researchers regarding the dynamism of TAI in light of e-portfolios.
    Keywords: EFL teacher, E-Portfolio, experienced teacher, novice teacher, teacher assessment identity
  • Leyli Amiri Shayesteh, Sasan Baleghizadeh*

    The present study aimed to develop our understanding of various aspects of EFL teachers’ perceptions of professional development in Iran using mixed-methods design. After a review of current literature and questionnaires, in the qualitative phase of the study, interviews were conducted with 12 EFL teachers and teaching experts. The data obtained from the interviews was subject to content analysis and the results revealed 4 major themes. In the quantitative phase, based on the findings of the qualitative phase and the supporting literature, a 74-item questionnaire was constructed and administered to 250 participants, after pilot testing and reviewing of the items. The quantitative data was analyzed through Exploratory Factor Analysis (EFA), Principal Component Analysis (PCA) and a 4-factor structure was identified. After modifications in the questionnaire, the final version of the questionnaire was administered again to the participants and Confirmatory Factor Analysis (CFA) confirmed the construct validity of the EFL TPPD questionnaire and the four components. The results revealed that professional development activities, benefits, needs and barriers are the major dimensions of Iranian EFL teachers’ perceptions of professional development. The proposed model can have theoretical and practical contributions to EFL teacher professional development.

    Keywords: EFL teacher, perception, professional development
  • Fateme Fadaeian *, Mohammad Aliakbari
    Teachers may come across a point in their career at which they would ponder upon choosing to stay or withdraw from their job. Several conditions in their organization would lead them to the ultimate decision. This study aims at providing enhanced awareness of one of the components that might lead instructors to their determination with respect to withdraw from or stay at their teaching position at an institution. Consequently, the link between collective instructor efficacy and withdrawal intention was scrutinized. Data was gathered through an online survey to collect information from Iranian EFL teachers using two questionnaires. The findings of this analysis noted that there exists a negative association between instructors’ collective efficacy and withdrawal intention. As collaborative competence perceptions elevate in teachers, their withdrawal intent is likely to drop. Furthermore, another research question was whether it was possible for collective efficacy subscales to predict withdrawal intention or not. Instructional strategies and student discipline are subsets of collective efficacy. Student discipline was reported to predict to some extent variability in withdrawal intention. It was also concluded that headmasters and educational leaders need to focus on collective efficacy as an asset to diminish the unfavorable attrition of staff members.
    Keywords: collective efficacy, self-efficacy, withdrawal intention, EFL teacher, teacher efficacy, teacher turnover
  • 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
  • Mohammad Asgari *, Zahra Mousavimaram

    The necessity of the adoption of online teaching during the spread of COVID-19 has made the researchers’ focus on computer-assisted language learning (CALL). As a preliminary for using technology in language teaching, the present study aims to find the attitude of Iranian EFL teachers towards using a computer in language instruction as well as their competence in working with computers. The existence of any relationship between these two variables has also been under investigation in the study. For this purpose, a group of 153 available EFL teachers teaching in different language contexts in Iran were selected as the participants of the study. They were asked to answer two validated questionnaires: The computer Attitude questionnaire and the Computer Competency questionnaire considering their ability in practically working with some specific software before the survey. The obtained results revealed the positive attitude of Iranian EFL teachers towards CALL and their agreement for the implementation of computers in their language teaching programs. Moreover, the participants were reported to have a moderate and appropriate level of computer competence, indicating their ability to run computer-based classes. Using Pearson correlation and regression tests, a moderate positive relationship was found between Iranian EFL teachers’ attitude towards CALL and their knowledge of computer programs. However, the teachers’ computer competence could not significantly affect their attitude towards using a computer for language teaching. The findings implicated the need for computer knowledge enhancement among Iranian EFL teachers through some training courses, in addition to teachers’ readiness for adopting technology and computer in their instructions.

    Keywords: Attitude, CALL, Competence, EFL Teacher
  • Majid Farahian*, Yusef Rajabi

    The present study aimed at investigating English as a foreign language (EFL) teachers’ level of reflection and the barriers to their reflection. To do so, based on an experimental research method, 98 EFL teachers were recruited and the English language teacher reflection inventory (ELTRI) was distributed among them. To consolidate the findings of the inventory, 20 volunteers from the same pool were interviewed.  As the next phase of the study, to investigate the barriers to the teachers’ reflectivity, the same participants were given an open-ended questionnaire to probe their ideas about barriers to reflective practice. Based on the obtained data and the related literature, a Barriers to Reflective Practice Questionnaire (BRPQ) was developed and distributed among the participants. To analyze the data, descriptive statistics, one sample t-test, and content analysis were employed. The findings revealed that EFL teachers did not practice reflection at high levels. They considered top-down curriculum, disrespect for teachers’ authority, teachers’ inclination to the conventional teaching practice, lack of appropriate context for reflection, teachers’ workload, and lack of appropriate training courses as the most important factors which bar their reflection. Teacher education programs should raise EFL teachers’ awareness regarding the concept and use of reflective practice.

    Keywords: EFL teacher, barriers, Iranian context, reflection, reflective practice
  • Shiva Azizpour *
    Culture is an integral facet of teaching and learning English as a foreign language. This qualitative study examined EFL teachers’ perceptions toward fostering their students’ cultural awareness in Iranian language schools. Based on a researcher-developed protocol, semi-structured interviews were conducted with twelve EFL teachers from Tehran, Karaj, and Urmia, Iran, whose teaching experiences ranged from 6 to 19 years, with the purpose of identifying their perceptions, experiences, and challenges regarding fostering students’ cultural awareness. The interviews drew upon emergent methodology to categorize the interviewees’ value-laden comments into six major attitudinal themes of meaning of culture, the role of English culture and social norms in EFL teaching and learning, the materials and activities teachers employ to foster their students’ cultural awareness, benefits of teaching English culture in Iranian language schools, EFL teachers’ challenges regarding teaching English culture, and teachers’ suggestions or recommendations regarding teaching culture in the Iranian EFL context. The findings illustrated that despite the fact that Iranian EFL teachers preferred to include cultural content in their courses, they faced a variety of challenges regarding teaching English culture and social norms. Further, Iranian policymakers, stakeholders, and educators are expected to provide professional training opportunities for EFL teachers in teaching English culture. Thus, teaching culture should be underscored in EFL classes and instructors are required to explore and apply various effective strategies and authentic materials to enhance their language learners’ cultural knowledge. The implications are presented and discussed in more detail in the paper.
    Keywords: Cultural Awareness, Culture, EFL teacher
  • Elaheh Tavakoli *
    AbstractDriven by Beijaard, Verloop and Vermunt’s (2000) theory of Professional Identity (PI), this study aims to investigate teachers’ perception of their PI in relation to the English textbooks they use in EFL classes. In-depth interview with four Iranian EFL teachers and the school principal was conducted. The teachers’ reports were employed to investigate their PI in relation to the textbooks they used. Furthermore, the school curriculum was analyzed through an interview with the school principal and examining the school documents. Content analysis of the interview data revealed that all the teachers viewed the content knowledge dimension of their PI reliant on the textbooks. Over the years, they had gained more autonomy in adapting the content or selecting more supplementary sources. Overall, the participants in this research highlighted the pivotal role of textbooks in the construction of their PI, most importantly in the formation of their content knowledge and the least in the development of their pedagogical knowledge. The analysis of the school curriculum revealed a heavy reliance of many decisions on textbooks directly or indirectly. The findings in this study will provide more insights for curriculum developers, language school managers, teacher educators and teachers who have a say in curriculum decisions when learning about the crucial role of textbooks in PI.
    Keywords: textbook, professional identity, Curriculum, EFL teacher
  • تحقیقات اخیر, بسیاری از عوامل موثر در انگیزش مدرسان زبان انگلیسی را شناسایی کرده است (همچون پنداره، مصونیت ، پیشرفت دانش آموزان ، خود معلمان ، رضایت شغلی ، روابط اجتماعی). مصونیت مدرسین زبان انگلیسی یک مفهوم نسبتا بدیع است و تحقیقات اندکی برای بررسی ارتباط آن با انگیزه انجام شده است. بنابراین ، مطالعه حاضر با هدف بررسی رابطه احتمالی انگیزه مدرسین زبان انگلیسی و مصونیت آنها در دو محیط مختلف (مدارس دولتی و موسسات خصوصی) تنظیم شده است. به همین منظور ، یک پرسشنامه سه بخشی (رحمتی ، 2018) به صورت الکترونیکی در میان مدرسین زبان انگلیسی ایرانی درهر دو محیط توزیع شد (157 = (Nتا داده های کمی در مورد رابطه احتمالی مصونیت و انگیزه استخراج شود. برای مرحله کیفی مطالعه ، هفت مدرس زبان انگلیسی از هرگروه مصاحبه شدند تا عوامل انگیزشی و مخرب در میان مدرسین در راستای ایجاد مصونیت شناسایی شوند . نتایج آزمون همبستگی پیرسون نشان دهنده یک رابطه مثبت (r = 0.21) بین ایمنی و انگیزه بود. عوامل استرس زای معلمان زبان و استراتژی های مدیریت مرتبط با آنها و همچنین عوامل انگیزشی مدرسان که از طریق مصاحبه استخراج شده اند ، در این مقاله بحث شده است.

    کلید واژگان: استراتژی های مدیریت, مدرسین زبان انگلیسی, مصونیت مدرسین زبان انگلیسی, انگیزه مدرسین زبان انگلیسی, موسسات خصوصی, مدارس
    Roghayeh Pourbahram, Karim Sadeghi*

    Recent research has identified many factors influencing language teachers' motivation (e.g., vision, immunity, learners' achievement, teachers' self, job satisfaction, social relationship). Language teachers' immunity is a relatively novel concept and there has been little research to address its connection with motivation. Therefore, the present mixed methods study was set out with the purpose of examining the possible relationship between EFL teachers' motivation and their immunity in two different contexts (public vs. private). To this end, a three-section questionnaire was distributed electronically among Iranian EFL teachers in the two contexts (N = 157) to elicit quantitative data on the possible relationship between immunity and motivation. As for qualitative phase of the study, seven EFL teachers from each context (N = 14) were interviewed, using an interview protocol to find the disturbing and motivational factors among teachers in the path of immunity formation. The results of Pearson Product Moment Correlation indicated a small (r = 0.21) positive relationship between immunity and motivation. Triggering disturbances of language teacher immunity and coupling strategies related to them as well as teachers' motivational factors elicited through interviews are discussed in the paper.

    Keywords: Coupling strategies, EFL teacher, Language teacher immunity, Motivation, Private institutes, Public schools
  • سیده فهیمه پارسائیان*، سیده فهیمه محمدی، لیلا تاجیک
    نظر به کمبود پژوهش هایی که در آن معلمان زبان انگلیسی به عنوان زبان خارجی به بررسی و نقل فرایند رشد و پرورش خلاقیت در خود می پردازند، در این پژوهش کیفی یک معلم زبان به نقل تحولات و چالش هایی که خود در مسیر طراحی برنامه های خلاقانه، اجرای آن و بررسی بازخورد آن ها مواجه گردیده است می پردازد. در این تجربه زیسته او تحولاتی همچون فرا رفتن از کتاب درسی معین شده، نمایش دلسوزی و استفاده بهینه از لحظات تدریس را تجربه نمود و به همان سان با محدودیت هایی همچون غلبه بر ترس های درونی، تبعیت از قوانین معین شده آموزشگاهی و بروز شرایط پیش بینی نشده مواجه شد. این خود-پژوهشی نشان می دهد که خلاقیت تنها فراگیری تعدادی تکنیک و مهارت نیست بلکه شور و شوقی دایمی برای خلق و بازسازی است که در طی زمان و با وجود محدودیت ها می بایست پرورش یابد.
    کلید واژگان: خلاقیت, محدودیت, تحول, چالش, معلم زبان انگلیسی به عنوان زبان خارجی, روایت
    Seyyedeh Fahimeh Parsaiyan *, Seyedeh Fahimeh Mohammadi, Leyla Tajik
    Considering the paucity of self-studies exploring English as Foreign Language (EFL) teachers' journeys into becoming a creative teacher, in this qualitative action research, a mainstream Iranian teacher-researcher narrates the changes and challenges she observed while planning her creative classroom practices, implementing, and reflecting on them. While she experienced changes like going beyond the textbook, becoming a caring observer, and becoming a moment catcher, she faced constraining challenges like overcoming inner fears, showing (non)-compliance with institutional rules, and coping with situations when things did not turn out as expected. Such an insider view of teacher creativity reiterates that creativity needs to be considered not just as a set of techniques and procedures to be mastered but as an ongoing passion for renovation which should be cultivated over time despite existing constraints.
    Keywords: Creativity, constraints, changes, Challenges, EFL teacher, narrative
  • Teymour Rahmati, Karim Sadeghi *, Farah Ghaderi

    The present study explored the development of language teacher immunity among Iranian in-service English as a Foreign/Second Language (EFL) teachers (N=15) working at public high schools. Drawing on semi-structured interview data, the study found that low self-confidence, students’ demotivation, low income, limited facilities, lack of enough time to teach English, parental expectations, and negative attitudes toward English were the main triggers of language teacher immunity among the participants. Reflecting on those disturbances, the participants employed certain coping strategies such as prior preparation, establishing a good rapport with learners, and exercising agency in providing required facilities and negotiating objectives with learners’ parents. The strategies adopted by the participants revealed that reflective practice should be an integrated undertaking involving reflection on personal, sociocultural, and educational factors rather than being limited to practice per se. The study introduced imposed maladaptive immunity as a transitional stage from exercising agency to setting into a state of complete indifference due to lack of support from macro-level educational policy makers. Finally, the study implied that language teacher education programs should raise EFL teachers’ awareness of the developmental stages of language teacher immunity as an integrated reflective practice.

    Keywords: language teacher immunity, reflective practice, EFL teacher, language teacher attrition, maladaptive immunity, productive immunity, self-organization
  • Irena Vodopija Krstanovic, Mladen Marinac *
    English as an international language (EIL) is considered by applied linguists to be a new paradigm for research, practice and English language teaching (ELT). However, it appears that English language teachers have little voice in these discussions, and the English as a foreign language (EFL) classroom has remained largely unaffected by EIL, hinging upon the native speaker (NS) ideal. This is hardly surprising as insufficient attention has been devoted to EIL pedagogy, and to helping teachers integrate theoretical understandings of EIL into their teaching. This paper aims to address this gap by examining EFL teachers’ (non-native speakers - NNS) perspectives on the implications of EIL for classroom practice. Through an analysis of data gathered from an online questionnaire and 10 semi- structured interviews, this study examined the attitudes of 53 EFL teachers working in Croatian public schools towards: a) the EIL paradigm, b) NS/NNS models in ELT, and c) the implications of EIL for language teaching. The findings show that although the teachers are familiar with and open to the notion of EIL, when conceptualized as a paradigm for teaching, it becomes a rather elusive concept, and a second best NNS English. Overall, the teachers are largely unaware of the potential of EIL for ELT, and rely on the NS as the benchmark and authority. They maintain that the EIL theory-ELT practice link is complex and difficult to operationalise. It is argued that, if EIL is to become a new paradigm for teaching, greater collaboration is required between applied linguists and ELF teachers, and explicit guidelines are needed to help teachers integrate EIL into ELT.
    Keywords: EFL teacher, EIL paradigm, ELT, native speaker, NS English, NNS Englishes
  • بهرام بهین، فاطمه اسماعیلی*، رسول اسدالهی
    یک بعد اساسی اجتماعی شدن و توسعه ی معلم ایجاد و حفظ یک هویت حرفه ای قوی و واضح میباشد. به عنوان یک پدیده ی داینمیک و چند لایه ،هویت معلم تحت تاثیر فاکتورهای متعدد اجتماعی و سازمانی میباشد. با هدف افزودن به حوزه ی در حال رشد هویت معلم، این مطالعه تاثیر سیاست های آموزشی روی توسعه ی هویت حرفه ای یک معلم انگلیسی را مورد بررسی قرار داد. با دنبال کردن استراتژی روایت که الگوی غالب در مطالعه ی هویت میباشد ، داستان های یک معلم انگلیسی که از طریق مصاحبه بدست آمده بودند مورد بررسی قرار گرفتند. روایت ها و گفته های معلم مربوطه در مورد تجارب تدریس خود از طریق روش مقایسه ی همزمان بررسی شدند و 5 موضوع اصلی بدست آمد: کمبود استقلال معلم، تاثیر عوامل سیاسی کلان روی تدریس زبان، حرکت یه سمت روش تدریس ارتباطی، کمبود منابع و امکانات و استراتژی های اشتباه قرار دادن شاگردان در کلاس ها. نتایج نشان دادند که هر سیاست های آموزشی تدریس زبان نوع درک معلم از خود را شکل و تغییر شکل میدهد.
    کلید واژگان: هویت, سیاست های آموزشی, معلم زبان انگلیسی, روایت ها
    Bahram Behin, Fatemeh Esmaeili *, Rsoul Assadollahi
    A fundamental aspect of teacher socialization and development is the construction and maintenance of vivid and strong professional identity. As a multi-layered and dynamic phenomenon, teacher identity is affected by diverse range of social and institutional factors. With an aim to add to growing literature on teacher identity, the current study examined the effects of language teaching policies on an English teacher’s identity development. Following narrative strategy which is the dominant paradigm in identity research, the stories of an English teacher obtained through semi-structured interview were examined. The teacher’s narratives and accounts of his teaching experiences were analyzed through constant comparative approach which produced five main themes: lack of teacher autonomy, the effect of macro political concerns on language teaching, movement towards Communicative Language Teaching, lack of resources, and inappropriate student placement strategies. The results indicated that every single language teaching policy shaped and reshaped the teacher’s understanding of himself.
    Keywords: Identity, educational policies, EFL teacher, Narratives
  • Seyed Hesamuddin Aliasin *, Parisa Pouyan
    This study was an attempt to explore the Iranian university students‟ views about the rather controversial question of who should teach ESP courses among EFL teachers and the specialists-in-the-field in Iran. For this purpose, 120 undergraduate students majoring in accounting, business management and industrial management were selected from among university students. The members of each major were divided into two groups of A and B, the former being taught their ESP course by an EFL teacher, the latter by a specialist-in-the-field instructor. Although different items of the research instrument (questionnaire) addressed diverse aspects of teaching method such as teacher knowledge, functions and techniques, the study was based on the following major research question: Which ESP instructor teaches more satisfactorily and effectively from students‟ point of view: the EFL teacher, or the specialist- in- the- field instructor? A survey questionnaire consisting of 35 items related to the ESP teachers‟ knowledge, functions and techniques used in the classroom was designed to collect the required data for the study. The data gathered was then subjected to both descriptive and inferential statistical analyses. Comparison of the total mean scores of the two groups for each major revealed that the students‟ rate of satisfaction with the EFL teacher was significantly higher than that with the specialist-in-the-field instructor. The study also offers some pedagogical recommendations for ESP practitioners.
    Keywords: EFL, EFL teacher, ESP, specialist-in-the-field
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