Relevant bibliographies by topics / Iranian EFL teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Iranian EFL teachers'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Iranian EFL teachers"

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Khonakdar, Mehdi, and Seyed Jalal Abdolmanafi-Rokni. "Teachers’ Code Switching in an EFL Context: Why and When?" Studies in English Language Teaching 3, no. 1 (2015): 54. http://dx.doi.org/10.22158/selt.v3n1p54.

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<p class="Default"><em>English is considered in Iran as a foreign language because Iranians enjoy this language in academic centers like schools and universities; therefore, the reasons of enjoying code switching in EFL classes can be considered as a study. This study was an attempt to investigate Iranian EFL teachers’ reasons for code switching in Iranian EFL classes by sixty Iranian teachers who teach English as a foreign language. This article, although preliminary in nature, attempted to highlight and explain some of the functions of code-switching in the foreign language class
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Hadi, Hamidi, and Mohammad Khatib Dr. "BRAIN Journal - The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 7, no. 2 (2016): 49–58. https://doi.org/10.5281/zenodo.1044280.

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ABSTRACT The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1) there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2) there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3) there was a statistically significant relationship between the classr
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Masrour, Mohammad Reza, Esmat Babaii, and Mahmood Reza Atai. "Interlanguage Pragmatics: Iranian EFL Teachers’ Cognition." Alberta Journal of Educational Research 65, no. 3 (2019): 238–57. http://dx.doi.org/10.55016/ojs/ajer.v65i3.56662.

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In curricula where teachers have agency to make decisions on everyday classroom activities, their cognition exerts strong influences on their pedagogical practices. The present paper reports on a qualitative multiple-case study exploring Iranian English as a Foreign Language (EFL) teachers’ cognition of interlanguage pragmatics. Through triangulation of multiple methods and data sources, the study details descriptions of five Iranian EFL teachers’ classroom practices, the cognitions behind these practices, and the way their cognition and the teaching context interact in shaping their everyday
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Nikoobin, Atefeh. "Iranian EFL Teachers' Perceptions Toward Teacher Training Courses." International Journal of Linguistics, Literature and Translation 4, no. 12 (2021): 63–76. http://dx.doi.org/10.32996/ijllt.2021.4.12.8.

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The present study aimed to evaluate teacher training courses (TTCs) in several institutes in Isfahan, Iran, to explore the teachers' perspectives on the status and characteristics of this program. More specifically, this study sought language teachers' perceptions on the aspects (duration, intensity, instructors, practicum) and contents (topics covered in the program, teaching the skills, theory) of the TTC program they attended. For this purpose, 34 language teachers were required to fill out a questionnaire to explore participant teachers' attitudes toward the TTC program elements. Furthermo
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Hedayati, Hora (Fatemeh), and S. Susan Marandi. "Iranian EFL teachers’ perceptions of the difficulties of implementing CALL." ReCALL 26, no. 3 (2014): 298–314. http://dx.doi.org/10.1017/s0958344014000172.

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AbstractDespite the spread of reliable technological tools and the availability of computers in Iranian universities, as well as the mounting evidence of the effectiveness of blended learning, many Iranian language teachers are still reluctant to incorporate such tools in their English as a foreign language (EFL) classes. This study inspected the status quo of technology integration in Iranian EFL classes and investigated the obstacles, as perceived by the Iranian EFL teachers, toward implementing CALL in Iran. First, 100 EFL teachers completed the Teacher Technology Integration Survey develop
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Aliakbari, Mohammad, and Mostafa Saeedi. "Voicing the Current Challenges Faced by EFL Teachers: The Case of Iranian Junior and High School." Mextesol Journal 46, no. 2 (2022): 1–12. http://dx.doi.org/10.61871/mj.v46n2-9.

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This study aimed at investigating job related challenges faced by Iranian EFL junior and high school teachers during their professional jobs as English language teachers. To this end and to develop a valid questionnaire for investigating the Iranian EFL teacher challenges, researchers first asked a representative group of teachers for their views on the challenges they have confronted during their professional jobs. Then the data were classified into seven main challenges including textbooks, teachers, learners, social problems, spaces and educational facilities, educational systems, and socia
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Nezhad, Pourya Bagher, and Azadeh Nemati. "The Relation between Reflective Teaching and Emotional Intelligence: The Case of Iranian EFL Teachers." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 5, no. 4 (2019): 78–86. http://dx.doi.org/10.36344/ccijhss.2019.v05i04.003.

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The present study aimed at investigating the relationship between EFL teachers’ emotional intelligence and their reflective teaching in an Iranian EFL context. Besides, it was an attempt to compare male and female Iranian EFL teachers’ reflective teaching and their emotional intelligence. For this purpose, 100 male and female Iranian EFL language teachers participated in this study were selected based on availability sampling from language institutes in Shiraz. Their age ranged from 23 to 42 years, and they possess a B.A. or M.A. degree in TEFL, English Literature or Linguistics. The researche
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Ashraf, Hamid, Aynaz Samir, and Mona T. Yazdi. "Reflective Teaching Practice in an EFL Context: A Qualitative Study." International Journal of English Linguistics 6, no. 7 (2016): 48. http://dx.doi.org/10.5539/ijel.v6n7p48.

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<p>The aim of the present study was to find the reflection factors at which Iranian EFL teachers reflect on their teaching practice. To this end, 18 Iranian EFL teachers at several language institutes participated in this research. Teachers were surveyed using in-depth interview. The results of study indicated that Iranian EFL teachers were practicing four underlying factors of reflection in their teaching including: practical, cognitive, meta-cognitive, and affective factors. Obviously, the practice of reflective teaching improves the quality of teaching practice and increases students’
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Heidari, Laya, and Shiva Parvaresh. "Iranian EFL teachers’ personality types and classroom management orientations: A correlational study." International Journal of Learning and Teaching 13, no. 4 (2021): 224–40. http://dx.doi.org/10.18844/ijlt.v13i4.5719.

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Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teachers’ personality types and their classroom management orientations play a role in such achievement. The present study intended to explore Iranian EFL teachers’ major personality types and classroom management orientations. Moreover, the relationship between their personality types and classroom management orientations were probed. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. The results showed that extroverted–sensin
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Sheikhbanui, Milad. "An Investigation of Iranian EFL Teachers’ Enthusiasm to Teaching: The Case of the Level of their Reflective Practice." Language Teaching Research Quarterly 22 (November 2021): 78–90. http://dx.doi.org/10.32038/ltrq.2021.22.06.

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The current study is an endeavour to explore Iranian EFL (English as Foreign Language) teachers’ enthusiasm for teaching and their level of reflection. This study investigates the relationship between Iranian EFL teachers’ enthusiasm for teaching and their reflective practices during teaching in the classroom. The other aim of the study was to find out whether EFL teachers’ level of enthusiasm is a significant predictor of the degree of their reflective practice. The participants consisted of 170 Iranian male and female EFL teachers. The researcher used The Reflective Teaching Instrument and T
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Dissertations / Theses on the topic "Iranian EFL teachers"

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Mozafari, Parivash. "The perspectives of EFL teachers on the integration of ICT into their teaching practices in the context of Iranian schools : an activity theory perspective." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/79078/.

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Underpinned by a socio-cultural epistemology and utilising an interpretivist qualitative paradigm, this study aims to explore Iranian EFL teachers' perspectives on the integration of information and communication technology (ICT) into their teaching. Data collection was carried out during October-December 2013 held with 9 Iranian EFL teachers - five males, four females- from across 6 schools in Tehran. The focus was on the individual and contextual factors that had influenced and shaped the perceptions and practices of these teachers. Data was collected based on a total of 36 face-to-face indi
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Mazandarani, Omid. "EFL lecturers' perceptions of teacher effectiveness and teacher evaluation in Iranian universities." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15428.

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Teacher effectiveness research (TER), as a multifaceted phenomenon, is a seminal part of most educational agendas upon which a successful teacher appraisal system tends to be contingent. Whereas there is a wealth of research on teacher effectiveness in mainstream (general) education, there is a dearth of studies on it in second/foreign language education, thereby sowing seeds of doubts apropos of the extent to which findings in mainstream education can be applied to L2 education. A paucity of cutting-edge research in the Middle-eastern context is another missing piece of the jigsaw testifying
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Book chapters on the topic "Iranian EFL teachers"

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Allami, Hamid, and Shadi Shivakhah. "Iranian EFL Teachers’ Beliefs on Pedagogical Translanguaging." In Translation, Translanguaging and Machine Translation in Foreign Language Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82174-5_13.

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Esfandiari, Rajab, and Hussein Meihami. "Iranian EFL Teachers’ Challenges and Solutions in Using Computer-Assisted Assessment: Exploring EFL Teachers’ Experiential Evidence." In Handbook of CALL Teacher Education and Professional Development. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0514-0_19.

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Moladoust, Elahe. "MALL and CALL Audiotaped Oral Dialogue Journal From Iranian EFL Learners' and Teachers' Perspectives." In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5140-9.ch017.

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This chapter investigates an effective example of tasks for mobile language learning attempting to mitigate the problem of lack of meaningful oral interaction in face-to-face settings. It examines audiotaped oral dialogue journals (ATODJs) as a MALL and CALL task from the EFL teachers' and learners' perspectives. The data gathered was 202 entries of ATODJs, using Bluetooth or email, from 15 female Iranian intermediate EFL learners. The teachers' and learners' evaluations of the whole program comprised of the qualitative part of the research. The results, a result of content analysis, revealed
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Heirati, Javad Kia, Mehdi Azadsarv, and Arash Golzari. "Technology-Enhanced Vocabulary Development through Semantic Network Development Model vs. Syntactic Structure Development Model." In Multiculturalism and Technology-Enhanced Language Learning. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch012.

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This study aimed to investigate the effectiveness of integrating technology-enhanced instruction with semantic network and syntactic structure development models on EFL learners' improvement in vocabulary learning. Therefore, 75 Iranian EFL learners received VKS, a pre-test and a post-test to measure their current vocabulary knowledge and development. The findings showed that both models and technology were significantly effective in improving the development of vocabulary. Moreover, those learners who received their instruction based on semantic network development and syntactic structure dev
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Conference papers on the topic "Iranian EFL teachers"

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Salmanpour, Omid, Omid Tabatabaei, Hadi Salehi, and Melor Md Yunus. "Impact of Duolingo Language Program as an Artificial Intelligence Tool on Iranian EFL Teachers’ Work Engagement." In 2024 10th International Conference on Artificial Intelligence and Robotics (QICAR). IEEE, 2024. http://dx.doi.org/10.1109/qicar61538.2024.10496618.

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