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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. ۶۰ engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.

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     با توجه به نقش اصلی درک شنیداری در یادگیری زبان دوم، به نظر می‌رسد که ارائه راهبردهای شنیداری به زبان آموزان ضروری می‌باشد. فناوری‌های نوین برای سهولت یادگیری به کار می‌روند و پادکست یکی از ابزارهای جدیدی است که امروزه در آموزش زبان استفاده می‌شود. هدف این مطالعه توصیفی-تحلیلی بررسی این موضوع است که آیا آموزش فراشناختی با کمک پادکست می‌تواند به عنوان ابزاری موثر در تقویت درک شنیداری مورد استفاده قرار گیرد؟ مسئله پژوهش عدم آگاهی کافی زبان‌آموزان نسبت به راهبردهای فراشناختی است و در این راستا، نقش مدرس در آموزش این راهبردها اهمیت بسزایی دارد.این مطالعه می‌تواند به مدرسان زبان فرانسه کمک کند تا بتوانند راهبردهای فراشناختی را در بهبود مهارت شنیداری بگنجانند و روش‌های مرسوم خود را بازنگری کنند. برای این منظور۳۰ زبان آموز بر اساس نتایج پیش آزمون به دو گروه آزمایش و کنترل تقسیم شدند. گروه آزمایش پادکست‌ها را از طریق آموزش فراشناختی واندرگریفت دریافت کردند، در حالی که به گروه کنترل پادکست‌‌‌ها را بدون هیچ گونه دستورالعمل یا راهبرد اضافی آموزش داده شد. نتایج به کمک یادداشت برداری، پرسش نامه خودارزیابی، مشاهده مستقیم و با استفاده از نرم افزارspss  (آزمون t )نشان داد که راهبرد فراشناختی تاثیر مثبتی بر درک شنیداری زبان آموزان دارد.                                                                                                                                
                                                                                                                          

                                                                                                                             
 

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Although critical pedagogy (CP) is a worthwhile approach to education, not much attention has been paid to its application in online courses. Acknowledging its pivotal role, this study intended to investigate Iranian EFL teachers’ awareness of CP and explore the possible effects of teaching experience on their awareness of CP via a CP questionnaire and a semi-structured interview. Furthermore, to evaluate teachers’ actual classroom application of CP, online EFL classes were observed. The results indicated that teachers’ awareness of the significance of CP principles did not help them fully implement the principles in their online teaching practices. A significant relationship between teaching experience and some subscales of CP principles was also found. The findings of this study can offer some implications for English teachers in the post-method era to rethink their previous critical views towards English language teaching and their roles as facilitators.


 

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Language learners find it hard to change a text’s wording and present it differently while maintaining the original meaning in the text. This research therefore examined the effect of concept mapping instruction on summarizing short stories for EFL learners. Two intact grade-eight classes were assigned to experimental (n = ۲۰) and control (n = ۱۸) groups randomly. They summarized a starter-level short story, Drive into danger, using a maximum of ۴۵۰ words as pretest. Next, the experimental group experienced concept-mapping instruction whereas the latter group received the traditional way of teaching summarization, for six consecutive weeks. Both groups summarized the same story again, based on their instruction, into a ۴۵۰-word text at a maximum as posttest. Pretest and posttest summaries were assessed in terms of content, organization, vocabulary, and language use. The experimental group positively improved on overall performance, content, and organization, marginally improved on vocabulary, but did not improve on language use. Furthermore, the participants’ feedback on the instructional treatment support the statistical results. The findings offer several instructional implications.

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سواد ارزشیابی مطالعات بسیاری را بر خود دیده است، اما ارزشیابی مهارت صحبت کردن کمتر مورد توجه بوده است. این کم‌توجهی در ارزشیابی تکوینی  مهارت صحبت کردن در مطالعات انجام‌شده مرتبط، به مراتب بیشتر مشاهده می‌شود. به همین دلیل، در پژوهش پیش رو مطالعه‌ای به دو صورت کیفی و کمی در ارتباط با سواد و اجرای ارزشیابی تکوینی مهارت صحبت کردن مدرسان دو سطح مقدماتی و پیشرفته ارائه شد. بدین منظور، ۲۶ نفر مدرس آموزش زبان فارسی به غیرفارسی‌زبانان که عمدتا خانم بودند، در این پژوهش مشارکت کردند و به سه سؤال مصاحبه پاسخ دادند. طراحی سؤالات مصاحبه مبتنی بر چارچوب خو  و براون  (۲۰۱۶) در ارتباط با سواد ارزشیابی مدرس است. به این ترتیب، سواد مدرسان بر اساس سه مقوله اهداف، محتوا و روش‎‌ها بررسی شد. نتایج حاصل از تحلیل کیفی داده‌ها در ارتباط با اهداف ارزشیابی شش مورد درک، یادگیری و پیشرفت، کارآمدی روش تدریس و برنامه آموزشی، نقطه ضعف و قوت، توانش کاربردی و ارتباطی، اعتماد به نفس، و بازخورد را نشان داد. در ارتباط با محتوا صحت دستوری، واژه، تلفظ، روانی بیان، تعامل و ارتباط، کاربردشناسی، محتوا، نوبت‌گیری و مشارکت، و تفاوت گفتار و نوشتار به دست آمد. هم‌چنین، در بخش روش‌ها، گفتگو و مکالمه کلاسی، فایل صوتی و تصویری، الگوبرداری و حفظ کردن، بازی و مسابقه، خلاصه‌گویی، پرسش و پاسخ، ایفای نقش، ارائه و سخنرانی تک‌نفره، حل مسئله و فعالیت‌های اصیل مورد اشاره مدرسان دو سطح بود. تحلیل کمی داده‌ها نیز تفاوت آماری معناداری را بین دو گروه مدرسان نشان داد.

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Despite the growing attention given to language teacher immunity in the recent years, scant research has focused on how supervisory classroom observation affects teacher immunity through the framework of complexity theory. To address this gap, the current study intended to shed more light on the process of supervisory classroom observation and how it contributes to second language teacher immunity, either productively or maladaptively. To this end, ۱۰ English as a Foreign Language (EFL) teachers were recruited and the data were collected through narrative frames and semi-structured interviews. The findings indicated that the observer’s presence and the entire observation process instigated excessive stress among the teachers and affected the teachers’ self-efficacy, creativity, and motivation; while the post-observation conferences between the teachers and the observers had a positive influence on the immunity development of the teachers. Implications for the stakeholders including the policy makers, institute managers and the observers are provided in the conclusion section of the study.

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With the increasing prevalence of online education, the significance of students’ self-regulation skills has never been more pronounced. Yet, many students struggle to develop and apply these skills (Bylieva et al., ۲۰۲۱). This transcendental phenomenological study investigates the self-regulation strategies employed by highly self-regulated university students in fully online learning environments. Participants were recruited online based on purposive and criterion sampling procedures. Data were collected through guided journals and semi-structured in-depth interviews, transcribed with Voxtab, and analyzed using Peoples' (۲۰۲۰) phenomenological framework and NVivo ۱۰ software. The result revealed four major themes: meta-affective and affective practices, metacognitive and cognitive practices, socio-affective features, and tech-enhanced learning strategies. The study's trustworthiness was ensured through member checks, purposeful sampling, inter-rater agreement, and debriefing. The findings offer profound insights into students' experiences with online self-regulation. They present students with practical and effective online self-regulation strategies and provide educators with insights into course designs fostering self-regulation.

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This study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L۲) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had ۲۰۸ Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of ۰,۳, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TES in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.
 

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یکی از چالش‏ها و ابعاد مهم سنجش و ارزشیابی در آموزش زبان، عدالت آزمون است، مفهوم گسترده‌ای که عوامل و مؤلفه‏های متعددی را شامل می‏‏شود. در استانداردهای سنجش آموزشی و روانشناختی عدالت آزمون به معنای فارغ بودن از هرگونه سوگیری و طرفداری و رفتار یکسان با همه آزمودنی‌ها بدون در‌نظرگرفتن نژاد، مذهب، جنسیت و سن آنهاست. هدف پژوهش حاضر بررسی ادراک و نگرش مدرسان آموزش زبان فارسی به غیر‌فارسی‌زبانان نسبت به تعریف مفهوم عدالت در آزمون (عدم سوگیری، عوامل اجتماعی و در دسترس بودن)، مؤلفه‏های ضروری برای برگزاری آزمون عادلانه (ویژگی‏ها، محتوا، نتایج آزمون وشرایط برگزاری ) و نیز مفهوم کلی عدالت در آزمون است. پژوهش حاضر به روش میدانی و ترکیبی (کمی و کیفی) انجام شده، ۵۸ مدرس آموزش زبان فارسی به غیرفارسی‌زبانان در سه گروه مجرب، نسبتاً باتجربه و کم‏تجربه به عنوان نمونه آماری از جامعه مدرسان زبان فارسی شرکت کردند. برای گردآوری داده‌ها، از پرسشنامه استاندارد همایونی (۲۰۱۵) و برای تحلیل از آمار توصیفی، استنباطی و نرم افزار SPSS نسخه ۲۳ استفاده شد. در بخش کیفی پژوهش مصاحبه‏ نیمه‏ساختاریافته با ۹ مدرس بر اساس تحلیل محتوای کریپن‏دورف (۲۰۰۴) تحلیل گردید. نتایج نشان داد مدرسان مجرب نسبت به مدرسان نسبتاً باتجربه و مدرسان کم‏تجربه درک بهتر و عمیق‏تری از مفهوم کلی عدالت، تعریف دقیق مفهوم عدالت در آزمون و مؤلفه های ضروری برای برگزاری آزمون عادلانه دارند. همچنین تفاوت معناداری بین نظرات زنان با مردان از مفهوم کلی عدالت در آزمون مشاهده نشد، هرچند میانگین مدرسان مرد بیشتر است.

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The present case study had as its aim to uncover the diagnostic and instructional potential of dynamic assessment (DA) in the context of L۲ writing during asynchronous computer-mediated communication (ACMC). More precisely, the study investigated the role of ACMC-based DA through e-mail in diagnosing and promoting low-proficiency L۲ learners’ writing abilities in an Iranian EFL context. To this end, a case study design was adopted and three low-proficiency students of English as a Foreign Language (EFL) were selected to participate for a time span of ten weeks. The error analysis of learners’ performances in the pretest and posttest sessions led to the detection of a number of writing problems including the content, structural organization, grammatical accuracy, lexical appropriateness, and mechanics. A posterior examination of computer-mediated offline interactions led to the detection of a number of mediational strategies namely ask to revise, identify a problem area, specify the problem area, clarify the error kind, offer a choice and provide an explicit explanation as well as reciprocity patterns including unresponsive, growing autonomy and full autonomy which together helped diagnose the students' writing problems and trace their developmental trajectories. On implication side, it is argued that the ACMC-based DA serves as a strong diagnostic tool that makes a genuine understanding of L۲ learners' writing abilities.
 

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هرچند که رضایت‌مندی شغلی اعضای هیات علمی بیش از دو دهه است که مورد توجه قرار گرفته است، اما تاکنون پرسشنامه معتبری که بتواند میزان رضایت‌مندی شغلی اعضای هیات علمی زبان انگلیسی در ایران را ارزیابی کند تهیه نشده است. برای رفع این کمبود، مطالعه حاضر قصد دارد که یک پرسشنامه جهت ارزیابی رضایت‌مندی شغلی اعضای هیات علمی زبان انگلیسی را تهیه و اعتبار سنجی کند. به این منظور، با استفاده از روش نمونه گیری تصادفی دو نمونه از اعضای هیات علمی دانشگاه‌های دولتی سراسر کشور برای مطالعه آزمایشی اول (۶۲ = n) و مطالعه آزمایشی دوم (۲۵۴ = n) انتخاب شدند. با استفاده از تاریخچه موضوع، مجموعه ای از آیتم‌ها (۷۴ = n) استخراج و تحت یک روش نظامند یازده مرحله‌ای، شامل تجزیه و تحلیل محتوا و نمونه گیری، ایجاد بانک آیتم‌ها؛ اجرای اولین مطالعه آزمایشی؛ ایجاد مجموعه آیتم ۱؛ قضاوت کارشناسان برای ارزیابی زیر عامل‌ها؛ برگزاری مصاحبه و فکر کردن با صدای بلند؛ اجرای آلفای کرونباخ؛ اجرای دومین مطالعه آزمایشی؛ اجرای تحلیل عاملی اکتشافی، تحلیل عاملی تأییدی و آلفای کرونباخ؛ ایجاد مجموعه آیتم ۲؛ و قضاوت کارشناسان قرار گرفتند. نتایج یک پرسشنامه ۶۰ آیتمی با زیر عامل هایی شامل حقوق و مزایا (۱۰ آیتم)، ارتقاﺀ شغلی (۷ آیتم)، سرپرستی و ارتباط (۱۷ آیتم)، امنیت شغلی (۷ آیتم)، امکانات دانشگاه (۷ آیتم) و ماهیت کار (۱۲ آیتم) بدست داد. پرسشنامه حاضر می‌تواند برای اهذاف آموزشی و پژوهشی در دانشگاه‌های ایران مورد استفاده قرار گیرد.
 

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زمان، نقش مهم و تعیین‌کننده‏ای در ارتباطات کلامی انسان‏ها ایفا می‏کند؛ بنابراین یکی از مواردی که در امر آموزش زبان باید به آن پرداخته شود بحث زمان و راه‏های تشخیص آن است. با توجه به نقش و اهمیت تشخیص زمان دستوری در فراگیری زبان و نبود پژوهش‌های مرتبط در خصوص فراگیری زبان فارسی، هدف از پژوهش حاضر، بررسی نقش سرنخ‌های موجود در جمله جهت تشخیص زمان دستوری توسط فارسی‌آموزان چینی سطوح مبتدی و پیشرفته است؛ بدین منظور ۴۹ فارسی‏آموز چینی‏زبان، به روش نمونه‏گیری دردسترس انتخاب، و بر اساس آزمون تعیین سطح به دو گروه چینی‌زبان سطح مبتدی (۲۶) و پیشرفته(۲۳) تقسیم شدند. ابزارهای مورداستفاده در این پژوهش دو آزمون در دو مرحله بود؛ در مرحله اول، آزمودنی‌ها با استفاده از آزمون تشخیص زمان جمله، زمان جمله‏هایی را که می‏شنیدند در پاسخنامه علامت می‏زدند و در مرحله دوم همان آزمون اجرا شد؛ با این تفاوت که در این آزمون، جمله‏ها، فاقد قید زمان بود. نتایج این پژوهش نشان داد که آزمودنی‏های چینی‏زبان مبتدی به طور معنا‏داری از سرنخ‏های واژگانی به هنگام تشخیص زمان جمله استفاده کردند و آزمودنی‏های سطح پیشرفته همزمان از دو سرنخ واژگانی و تصریف فعلی استفاده کردند. در مورد نقش جنسیت نیز نتایج نشان داد که رابطه معناداری بین جنسیت و توانایی درک زمان جمله وجود ندارد. نتایج این پژوهش می‏تواند برای زبان‌آموزان، مدرسان، تهیه‌کنندگان محتوای آموزشی و نیز برای طراحان آزمون مفید باشد.

 

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The aim of the present study was to examine whether Metacognitive Intervention (MI) in their first language (L۱) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) in listening comprehension when they received it. In addition, it measured whether gender had any effect on EFL learners’ listening comprehension when they receive MI through L۱. To this end, ۶۰ Iranian EFL learners were selected through a Quick Placement Test and were assigned into two male and female experimental groups. These experimental groups received an eight-week intervention program, designed by the pedagogical cycle proposed by Goh and Vandergrift (۲۰۲۲). After the metacognitive intervention in L۱, two posttests including a working memory capacity test and a listening comprehension test were administered. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L۱. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L۱. The findings might contribute to assisting language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum.

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 The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of ۱۱۶ Persian language learners and ۲۵ teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.
 

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Before teachers can transform the reality and promote a liberating education within mainstream educational contexts, they must first gain a thorough understanding of how learners perceive the world. In an attempt to gauge EFL learners’ perceptions, the present study set out to conceptualize the construct of Critical Digital Pedagogy (CDP) by developing and validating a questionnaire for use in online EFL settings. The researchers distributed a preliminary questionnaire with ۶۵ items to ۳۸۰ adult Iranian EFL learners and used Exploratory Factor Analysis as well as Confirmatory Factor Analysis (EFA, CFA) to analyze the results. After removing ۹ items, the final questionnaire consisted of ۵۶ items on a five-point Likert scale. The analysis revealed that CDP consists of ۱۰ factors, namely “consciousness raising,” “community and collaboration,” “empowerment and agency,” “inclusivity,” “dialogism,” “co-creation of materials,” “praxis,” “problem-posing education,” “teachers as transformative intellectuals,” and “critical thinking and reflection.” Additionally, the convergent validity as well as the reliability of the questionnaire to measure the intended construct was statistically confirmed. These findings have important implications for EFL teachers, curriculum developers, course designers, and language researchers as they increase awareness of CDP and its underlying components.

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Teacher reflection and self-efficacy beliefs are two important teacher characteristics that influence different aspects of teaching jobs. The relationship between these two constructs is important, but the previous research has focused on the effect of reflection on self-efficacy. This mixed-methods study aimed at assessing the interrelationships between reflection and self-efficacy through surveying ۳۳۰ Iranian English language teachers in the quantitative phase and interviewing ۱۵ teachers in the qualitative phase. The quantitative data were analyzed through a Partial Least Square approach and the qualitative data through a conventional content analysis. Results show the two variables are closely interwoven, but reflection components were better predictors of self-efficacy. Metacognitive, cognitive, and affective reflection were significant predictors of self-efficacy and its components, but critical reflection did not predict any aspect of reflection. Efficacy for classroom management could predict practical and cognitive reflection, and efficacy for student engagement could predict practical, affective, and critical reflection. These findings imply that metacognitive, affective, and cognitive reflections need to be encouraged in English Language Teaching preservice and inservice teacher education programs, and workshops need to be enriched and focus on practical teaching issues and classroom management strategies, and learner engagement techniques.
 

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Virtual platforms can be an effective tool for evaluating students' performance. However, their success depends on the effective use of digital tools, teacher preparedness, and the adoption of appropriate communication approaches. The current research aimed at scrutinizing the relation between the digital competencies of English Language Teachers (ELT) of three Universities of Misan, Baghdad, and Mustansiriyah with the usage of digital tools for distance teaching during the contingency of COVID-۱۹ in the academic year ۲۰۲۰-۲۰۲۱. The study is a quantitative type accompanied with a correlational scope and a non-experimental cross-sectional design. ۹۸ ELT teachers participated in the study. Two instruments were applied to carry out the gathering of information; these instruments were Likert surveys sent through Google Forms, one had ۱۷ items and was aimed to measure the use of the digital tools, while the other had ۲۰ items and was aimed to measure the digital competencies. The overall conclusions of the study revealed the existence of a strong positive correlation between the level of digital competencies and the use of digital tools in the professors of the University of Misan, University of Baghdad, and University of Mustansiriyah, the professors of these schools mentioned a strong trend to always use the digital tools in their pedagogical tasks. The differences found probably were influenced by other variables that are not part of the target in this study such as age, working experience, among others.