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Journal articles on the topic 'Iranian EFL teachers'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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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2

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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Mohammadifar, Fatemeh, and Mona Tabatabaee-Yazdi. "The Power of Continuing Professional Development on EFL Teachers’ Creativity." International Journal of Educational Studies 4, no. 1 (2021): 1–9. http://dx.doi.org/10.53935/2641-533x.v4i1.50.

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Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity.

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Sedighe, Jalili Kalangestani. "BRAIN Journal - Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers." BRAIN - Broad Research in Artificial Intelligence and Neuroscience 7, no. 4 (2016): 48–55. https://doi.org/10.5281/zenodo.1045001.

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ABSTRACT The present study aimed to explore the relationship among Iranian EFL teachers’ language teaching conscience, language proficiency, and emotional intelligence. To this purpose, 82 homogenized language teachers, M.A. students and M.A. holders in TEFL, English literature, and English translation, both males and females, were taken as the participants. The result of the data analysis showed that there was a statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers, rs(80) = .83, p < .05, 2). There was also a

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Heidari, Laya, and Shiva Parvaresh. "Iranian English as a foreign language teachers’ personality types and classroom management orientations: A correlational study." Contemporary Educational Researches Journal 11, no. 3 (2021): 92–105. http://dx.doi.org/10.18844/cerj.v11i3.5905.

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Language learners’ achievement relies to a great extent on what goes on inside the classroom. The teacher personality types (PTs) and their classroom management orientations (CMOs) play a critical role. The present study intended to explore Iranian English as a foreign language (EFL) teachers’ major PTs and CMOs. Sixty EFL teachers were chosen through the convenience sampling method from foreign language institutes in Isfahan, Iran. They were asked to complete two questionnaires including the Myers–Briggs type indicator and the Behaviour and Instructional Management Scale. Descriptive analysis

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Sarvestani, Nazanin Kamali, and Mortaza Yamini. "Iranian EFL Teachers’ Attitudes towards Critical Pedagogy." International Journal of English Linguistics 6, no. 1 (2016): 110. http://dx.doi.org/10.5539/ijel.v6n1p110.

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<p>Critical pedagogy (CP) is a new educational approach that aims to remove social and political injustice and tries to help learners question and challenge oppression. This approach that derives its interest from critical theory has entered the field of research in recent years. In line with this trend, the present study aimed at investigating Iranian EFL teachers’ attitudes towards the application of critical pedagogy, taking into account teachers’ teaching experience and academic background. To this end, a Likert scale questionnaire developed by Tabatabaei (2013) was administered to 9

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Janani, Naser, Aliasghar Ahmadishokouh, and Fatemeh Samadi. "The Impact of Instructional Supervision on Professional Development of Iranian Intermediate EFL Teachers." International Journal of Multicultural and Multireligious Understanding 10, no. 11 (2023): 130. http://dx.doi.org/10.18415/ijmmu.v10i11.5247.

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This study was conducted to examine the impact of instructional supervision on professional development of Iranian intermediate EFL teachers. Moreover, this study aimed at discovering Iranian EFL teachers’ attitude towards supervision and its influence on their classroom decision making and professional development. The study also accounted for their differences and similarities in this respect and explored the relationship between teachers’ teaching experience and their attitude towards classroom supervision. In order to conduct the study 18 teachers from three different institutions along wi

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Motallebzadeh, Khalil, Hanieh Garmabi, and Mehri Bakhtiari Fayendari. "Investigating the Relationship between Iranian EFL Teachers' Conformity to Postmethod Principles and Their Academic Success." International Journal of Applied Linguistics and English Literature 7, no. 1 (2017): 49. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.1p.49.

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In educational world, the language teaching pendulum is swinging away from methods to postmethod pedagogy although its actual emergence in some contexts is under doubt. The present study aims at pursuing whether Iranian English-as-a-Foreign-Language (EFL) teachers conform their teaching approach to postmethod principles and whether there exists a relationship between teachers' willingness and conformity to post-method pedagogy and their academic success perceived by their students. To this end, an exploratory study was undertaken with a sample size of 102 EFL teachers from a number of private

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Amini, Davoud, Sima Najafi, and Bahram Behin. "Exploring EFL Teachers’ Moral Identity: The Case of Iranian Teachers." Journal of Teacher Education for Sustainability 22, no. 1 (2020): 111–23. http://dx.doi.org/10.2478/jtes-2020-0009.

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AbstractEducating teachers for sustainability requires that teachers be considered as the mediators of change. To achieve this goal, a constructive teacher-learner relationship is essential where values and ethicality play a crucial role. Investigating language teachersí moral identity as an important aspect of teacher cognition can yield useful insights into the kind of relationship which is congenial to the desired whole-person development. The present qualitative study intended to explore the nature of moral dilemmas in language classes and teachersí criterial beliefs in responding to these

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Zarrabi, Fatemeh. "English in an EFL Context: Teachers’ and Learners’ Motivations for English Language Learning." English Language Teaching 11, no. 9 (2018): 17. http://dx.doi.org/10.5539/elt.v11n9p17.

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The present study explores the ways in which English is used in public discourse in Tehran-Iran and the motivations of Iranian - English as a Foreign Language (EFL) learners and teachers towards English language learning. The paper begins with an overview of different places in which English is used in Iran, such as media, public signs, traffic signs, advertisements, products, people’s ordinary lives, and education. A cohort of 327 participants, including 168 Iranian EFL learners (male and female) and 159 experienced Iranian EFL teachers (male and female) responded to an English language motiv

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Estaji, Masoomeh, and Pegah Ghashghaie Nezhad. "Teacher Assessment Literacy in L2 Speaking: Exploring Novice and Experienced Iranian EFL Teachers' Perceptions and Practices." Electronic Journal of Foreign Language Teaching 22, no. 1 (2025): 4–24. https://doi.org/10.56040/esgh2211.

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The way teachers conceptualize speaking and assess it in the classroom has always been a matter of controversy among researchers and teacher educators. This debate is further complicated when the variable of teacher experience comes into play. The present phenomenological study aimed to explore the perceptions of speaking assessment practices among experienced and novice Iranian English as Foreign Language (EFL) teachers. To this end, eight Iranian EFL teachers with different teaching experiences were interviewed in two groups of four, including two novice and two experienced teachers in each

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Namaziandost, Ehsan, Ava Imani, and Meisam Ziafar. "An investigation of Iranian EFL teachers and learners’ attitudes towards using language learning strategies." Global Journal of Foreign Language Teaching 10, no. 1 (2020): 65–71. http://dx.doi.org/10.18844/gjflt.v10i1.4492.

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Language learning strategies (LLS) refer to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Considering the importance of LLS, insufficient studies have been carried out on understanding both teachers and learners’ opinions towards using LLS in Iranian educational context. Therefore, in this project, Iranian English as a foreign language (EFL) teachers and learners’ opinions towards using LLS have been investigated. To fulfill this objective, 20 teachers and 20 learners filled out a questionnaire. After gath

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Jahanban-Isfahlan, Hasan, Nasrin Hadidi Tamjid, and Zohre Seifoori. "Educational Technology in Iranian High Schools: EFL Teachers’ Attitudes, Perceived Competence, and Actual Use." Education Research International 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/9738264.

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It goes without saying that technology has influenced virtually all spheres of our lives, and teaching English as a foreign language (EFL) is not an exception to this rule. Also, teachers’ undeniable and decisive role in the integration of technology into teaching is not to be taken a blind eye on. With this in mind, this study explored Iranian high school EFL teachers’ attitudes toward, their perceived competency in, and their actual use of instructional technology in their classrooms. 120 randomly selected junior and senior high school Iranian EFL teachers filled out The Survey of High Schoo

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Estaji, Masoomeh, and Amir Kardoust. "EFL Teachers’ Use of Classroom-Based Assessment Strategies: Assessment Purposes and Practices." Electronic Journal of Foreign Language Teaching 18, no. 2 (2021): 172–84. http://dx.doi.org/10.56040/etek1825.

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Classroom-Based Assessment plays a fundamental role in any standards-based system of education. Unlike large-scale assessments which focus on measurement, classroom-based assessment, as the foundation for all other types of assessments, aims learning. Despite this prominence, different aspects of it have not received the due attention specifically in EFL context of Iran. To this end, this descriptive survey study sought to examine the purposes, strategies, and procedures lied behind Iranian EFL teachers’ use of classroom assessment. In this study, the data were collected by involving 187 Irani

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Fathi, Jalil, Farnoosh Mohammaddokht, and Maryam Afzali. "Exploring Iranian EFL teachers’ attitudes toward the use of learning management systems in English classes." Íkala, Revista de Lenguaje y Cultura 28, no. 1 (2023): 30–48. http://dx.doi.org/10.17533/udea.ikala.v28n1a02.

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This research was set to uncover Iranian English-as-a-foreign-language (EFL) teachers’ attitudes toward the use of learning management systems (LMS) in English classes. Employing a mixed methods research design, the researchers recruited 168 Iranian EFL teachers from several schools and language institutions as research participants and sent them a valid self-report questionnaire to gather quantitative data. Simultaneously, they conducted semi-structured interviews with 15 teachers to collect qualitative data. Findings revealed that Iranian EFL teachers adopted both positive and negative perce

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Soltanpour, Fatemeh, and Mohammadreza Valizadeh. "Iranian EFL Teachers’ Perspectives on SLA Research and EFL Pedagogy: Do Majors Matter?" International Journal of Applied Linguistics and English Literature 6, no. 5 (2017): 90. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.90.

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Considering the issues of EFL (English as a Foreign Language) teacher education, recruitment, and supervision system in Iran, this study investigated the Iranian EFL teachers’ familiarity, involvement with, accessibility to, and their judgments about usefulness of SLA (Second Language Acquisition) research. The sources the teachers consult about teaching and SLA research were also explored. Moreover, the mentioned issues were explored in terms of the teachers’ majors in order to find any significant associations between the teachers’ majors and the raised issues or any significant differences

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ABDOLMANAFI ROKNI, SEYED J., and MEHDI KHONAKDAR. "INVESTIGATING IRANIAN EFL LEARNERS’ ATTITUDES TOWARD TEACHERS’ CODE SWITCHING." International Journal for 21st Century Education 3, no. 1 (2016): 5–14. http://dx.doi.org/10.21071/ij21ce.v3i1.5643.

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Code switching is defined as change in language teaching to help learners understand the EFL points. Code switching can be enjoyed at different times in the EFL classes by the teachers and may be as a safe help to understand and comprehend the points and materials. The present paper is to analyze and study the Iranian learners’ attitudes toward teachers’ code switching in EFL classrooms. The researchers enjoyed a questionnaire adopted from a study done by Yao (2011). The questionnaire had 20 items in different topics. The learners’ attitudes toward the questionnaire’s items were stated in perc

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Galbat, Hassan, and Farhad Fahandezh Sa’adi. "Iranian EFL Teachers’ Perceptions of Learning Accent." International Journal of Applied Linguistics and English Literature 7, no. 3 (2018): 108. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.3p.108.

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Since the appearance of “Audio-lingual Method”, the issue of foreign accent has been the focus of many researchers and many teachers attempted to sound as native like as possible to better teach native English accent. The present study attempted to uncover the Iranian EFL teachers’ perceptions on accent, the way they viewed their own accent, and how English accent can be improved. Totally 50 male and female teachers with different age range, qualifications, teaching and learning experiences participated in the study. The data of the study were collected using Teachers’ Perceptions of Accent Qu

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Moradi, Khaled, Saleh Sepehrifar, and Toktam Parhizkar Khadiv. "Exploring Iranian EFL Teachers’ Perceptions on Supervision." Procedia - Social and Behavioral Sciences 98 (May 2014): 1214–23. http://dx.doi.org/10.1016/j.sbspro.2014.03.536.

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Behroozi, Behnam, and Amin Karimnia. "corrective feedback, educational context, Iranian EFL teachers." International Journal of Research in English Education 2, no. 2 (2017): 10–15. http://dx.doi.org/10.18869/acadpub.ijree.2.2.10.

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SHAHRIARI, Fahiemh. "The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1.SP (2018): 97. http://dx.doi.org/10.18662/rrem/39.

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The present study was an attempt to investigate the relationship between reflective teaching and multiple intelligence ability of Iranian EFL teachers. In order to conduct the research, out of a total number of 130 EFL teachers from different English institute in Tehran, 80 of them with teaching experience between 4 to 6 years were selected by convenience sampling. The required data for this study came from two questionnaires. One reflective teaching questionnaire for assessing teachers’ reflectivity level in teaching and one multiple intelligence questionnaire for assigning teachers’ level of

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Sahragard, Rahman, and Moslem Sadeghi. "Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research." International Journal of Applied Linguistics and English Literature 6, no. 4 (2017): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.11.

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The aim of this study was to explore the concept of role identity among Iranian English language teachers. Narrative inquiry was adopted as an approach of the study. Twenty-one Iranian English language teachers from three educational contexts (university, school, and institute) were interviewed and provided their written narratives. Then, the collected data were analyzed through thematic analysis and credibility and trustworthiness of the data were ensured through data triangulation and coding agreement. Results of the study revealed that Iranian EFL teachers conceptualized their role identity

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Estaji, Masoomeh, and Kiyana Zhaleh. "IRANIAN EFL TEACHERS’ EXPECTATIONS AND PERCEPTIONS ABOUT TEACHER CLASSROOM JUSTICE TRAINING." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (2022): 272. http://dx.doi.org/10.15639/teflinjournal.v33i2/272-291.

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This study explores language teachers’ perceptions about receiving training on the main aspects of classroom justice. A group of 77 Iranian English as a foreign language (EFL) teachers, chosen through maximum variation sampling, completed a demographic informational scale and an open-ended classroom justice questionnaire. The data were analyzed through MAXQDA software, taking an interactive (i.e., both deductive and inductive) approach to content analysis. The research results reveal that the teachers mainly (1) had no prior experience of receiving classroom justice training; (2) approved the

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Noormohammadi, Behnam. "Relationship between Iranian EFL Teachers' attitudes towards Iranian ''Prospect'' series and their TKT." Global Journal of Foreign Language Teaching 7, no. 1 (2017): 18–33. http://dx.doi.org/10.18844/gjflt.v7i1.2410.

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Abstract This study aimed 1) to explore Iranian EFL teachers’ attitudes towards the different aspects of the English textbooks prospect used at the first three grades of high school in Iran 2) to probe any relationship between the teachers 'attitudes towards prospect series and their TKT level. A questionnaire and a structured interview were utilized as instruments in this research. The questionnaire was structured in 3 units: The first unit was intended to record the respondents’ demographic information such as their age, sex, field of study, university, and teaching experience; the sec

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Ganjabi, Mahyar. "Effective Foreign Language Teaching: a Matter of Iranian Students’ and Teachers’ Beliefs." English Language Teaching 4, no. 2 (2011): 46. http://dx.doi.org/10.5539/elt.v4n2p46.

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This paper reports on a study that investigated the beliefs about language learning of 120 Iranian EFL students and 16 EFL teachers. The primary aim of the study was to reveal whether there was any difference between the beliefs of Iranian students and teachers regarding different aspects of language learning such as grammar teaching, error correction, culture, target language use, computer-based technology, communicative language teaching strategies and assessment. Data were collected using a 24-item questionnaire. It was concluded that there were some differences between the Iranian students

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Sadeghi, Moslem, and Rahman Sahragard. "A Questionnaire and Model of Role Identity for Iranian English Language Teachers: A Structural Equation Modeling." Journal of Language Teaching and Research 7, no. 6 (2016): 1153. http://dx.doi.org/10.17507/jltr.0706.13.

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The aim of this study was to develop a questionnaire and to explore and confirm a model of teacher role identity among Iranian English language teachers in an EFL context. To achieve this aim, a questionnaire was developed and validated based on the literature, the theoretical framework, and the results of a qualitative study. The questionnaire was piloted and its reliability was estimated through Cronbach Alpha (0.87). The face validity of the questionnaire was guaranteed through questionnaire’s good lay out and five experts judged about its content validity. The construct validity of the que

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Yaghoubi, Ahmad, and Mojgan Nosrati Kordkandi. "Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy." Journal of Language Teaching and Research 7, no. 6 (2016): 1097. http://dx.doi.org/10.17507/jltr.0706.05.

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The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980,

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Sabeki, Farzad, Hossein Bagheri, Ebrahim Nejati, and Rezvaneh Karimzadeh. "Iranian EFL Teachers' Perception of Computer, Information, Multimedia Literacy, and Demographic Background." JOURNAL OF LANGUAGE STUDIES 7, no. 2 (2023): 235–46. http://dx.doi.org/10.25130/lang.7.2.11.

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The purpose of the current study was to explore computer, information and multimedia literacy of Iranian EFL teachers with regard to their demographic background. In order to collect the data, Computer, Information, and Multimedia Literacy Questionnaire for EFL Teachers was distributed to 70 male and female Iranian EFL teachers from Sistan-Baluchestan and Hormozgan provinces. Demographic information of the teachers was operationalized through age, educational qualification, gender, and years of teaching experience. To analyze the data, a number of descriptive and inferential statistics were co

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Nemati, Azadeh, and Abdullah Griei. "The Comparison of Language Learning Strategies between Iranian and Iraqi EFL Learners Based on 1990 Oxford's Model." Vision: Journal for Language and Foreign Language Learning 11, no. 2 (2022): 163–80. http://dx.doi.org/10.21580/vjv12i116862.

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The present study investigates the comparison of language learning strategies between Iraqi and Iranian EFL learners based on Oxford's model. To accomplish this, 60 BA-level participants—30 Iraqi and 30 Iranian EFL learners—from the Public University in Babylon, Iraq, and the Islamic Azad University in Shiraz, Iran—were given the 5-point Likert scale of 50 questions from Oxford's Strategies Inventory of Language Learning (SILL). They were between the ages of nineteen and twenty-eight. This quantitative and survey study used frequencies, means, standard deviations, and t-scores to quantify the

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Moladoust, Elahe. "EFL Teacher's and Learners' Perspectives Towards ATODJ." International Journal of Computer-Assisted Language Learning and Teaching 4, no. 2 (2014): 29–45. http://dx.doi.org/10.4018/ijcallt.2014040103.

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This study investigated EFL teachers' and students' perspectives towards Audiotaped Oral Dialogue Journals (ATODJs), as a computer-mediated communication (CMC) and a Mobile-assisted language learning (MALL) task. The data came from 202 entries of ATODJs, gathered from15 female Iranian intermediate EFL learners. Teachers and students' evaluations of the whole program comprised of the qualitative part of the research. The results revealed that the majority of the participants found ATDOJs helpful. The strengths, weaknesses, and the challenges of ATODJs from the teacher's and the participants' vi

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Moslehi, Parvinsadat, and Hadi Salehi. "Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers." Journal of Practical Studies in Education 2, no. 5 (2021): 1–10. http://dx.doi.org/10.46809/jpse.v2i5.28.

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The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than

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Amirian, Seyed Mohammad Reza, and Mostafa Azari Noughabi. "An Investigation into Iranian EFL Teachers’ Perception of Learner Autonomy." Journal of Language Teaching and Research 8, no. 4 (2017): 807. http://dx.doi.org/10.17507/jltr.0804.22.

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There has been heated debate over the issue of learner autonomy in the arena of language education for the last three decades. To this effect, the present study intends to examine Iranian teacher's perception of learner autonomy and its desirability and feasibility in Iranian context. The beliefs and reported practices regarding learner autonomy of 123 teachers of English as a foreign language (EFL) were studied via questionnaires (Borg & Al-Busaidi, 2012). The results showed that the majority of teachers had an acceptable level of understanding of learner autonomy, but in their view, no n

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Basiri, Nafiseh. "Identity Tensions Experienced by Iranian Novice EFL Teachers." International Journal of Teaching, Learning and Education 2, no. 6 (2023): 16–30. http://dx.doi.org/10.22161/ijtle.2.6.3.

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Early-career language teachers, who are struggling with transitory stages of identity development from students to teachers, can experience a collection of negative emotions known as identity tensions. This exploratory mixed-methods study helps novice teachers to identify their tensions, especially identity tensions, and be more familiar with and manage various types of them. To this end, first an interview has been conducted with 16 teachers and, afterward, a developed questionnaire to 150 participants has been administrated. Thematic analysis and between-groups analysis of t-tests and ANOVAs

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Dashtestani, Reza. "Exploring English as a foreign language (EFL) teacher trainers’ perspectives on challenges to promoting computer literacy of EFL teachers." JALT CALL Journal 10, no. 2 (2014): 139–51. http://dx.doi.org/10.29140/jaltcall.v10n2.j172.

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Computer literacy is a significant component of language teachers’ computer-assisted language learning (call) knowledge. Despite its importance, limited research has been undertaken to analyze factors which might influence language teachers’ computer literacy levels. This qualitative study explored the perspectives of 39 Iranian efl teacher trainers on possible challenges to EFL teachers’ computer literacy development. The findings suggest that the teacher trainers considered the role of computer literacy as important in efl teachers’ professions. The teacher trainers reported a couple of chal

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Amirian, Zahra, Mitra Shayanfar, and Mohsen Rezazadeh. "STRUCTURAL EQUATION MODEL OF TEACHERS' MINDSETS, SELF-EFFICACY, AND EMOTIONAL EXPERIENCES AND IRANIAN EFL LEARNERS' WILLINGNESS TO COMMUNICATE AND L2 MOTIVATIONAL SELF SYSTEM." Journal of Languages and Language Teaching 9, no. 4 (2021): 356. http://dx.doi.org/10.33394/jollt.v9i4.4286.

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This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. L

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Ameri, Amirhamid Forough. "Nonnative Teachers’ and Observers’ Evaluation of Teachers’ Teaching Quality: Perceptual Convergences and Divergences in Postobservation Conferences." Education Research International 2022 (January 29, 2022): 1–10. http://dx.doi.org/10.1155/2022/3701578.

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One of the major purposes of observation is the improvement of instruction. In fact, observers evaluate teachers’ teaching quality and negotiate their critical comments with teachers in postobservation conferences. This paper was an attempt to investigate and compare Iranian EFL teachers’ and observers’ evaluations of teachers’ teaching quality. Specifically, we attempted to figure out any possible perceptual matches and/or mismatches between teachers and observers concerning teachers’ teaching quality. To this end, postobservation conferences between three Iranian EFL observers (one female an

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Samadi, Farideh, Khalil Motallebzadeh, Hamid Ashraf, and Gholam Hassan Khajavy. "Developing a Model for the Evaluation of Iranian EFL Teachers’ Awareness of the Code of Ethics in Research." Journal of Language and Education 6, no. 3 (2020): 125–39. http://dx.doi.org/10.17323/jle.2020.10930.

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Conducting educational research is not an arbitrary practice. When implementing educational research, teachers, as researchers, need to adhere to ethical rules and norms. Thus, developing an instrument for evaluating English as foreign language (EFL) teachers’ awareness of the code of ethics in research can guide Iranian ELT professionals to work towards setting standards in the assessment of Iranian EFL teachers’ professional development and may assure consistency in EFL teachers’ quality assurance. The principal determination of the present study was to develop a scale to evaluate EFL teache

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Tabrizi, Amir Reza Nemat, and Leila Esmaeili. "The Relationship between the Emotional Intelligence and Reading Comprehension of Iranian EFL Impulsive vs. Reflective Students." International Journal of English Linguistics 6, no. 6 (2016): 221. http://dx.doi.org/10.5539/ijel.v6n6p221.

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<p>The present article aimed at investigating the relationship between the emotional intelligence and reading comprehension of Iranian EFL impulsive and reflective students. To do so, 121 students based on a PET test were selected. Then, they answered a translated version of emotional intelligence and did a reading comprehension test. Later, they filled out impulsiveness questionnaire reflectiveness questionnaire. The results of these questionnaires and the reading test were compared. The first finding of the research revealed that there was a significant relationship between Iranian EFL

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Asri, Mojtaba. "Exploring Iranian EFL Teachers' Perceptions about Obligatory Teacher Training Programs: Effects on Professional Development." International Journal of Linguistics, Literature and Translation 7, no. 9 (2024): 169–82. http://dx.doi.org/10.32996/ijllt.2024.7.9.20.

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The present study aimed to explore Iranian EFL teachers' perceptions of obligatory teacher training programs with a particular emphasis on their professional development. For this purpose, the mixed-methods design was used in the research. 165 Iranian English language teachers with different levels of experience teaching English in Iranian private English institutions took part in this study. They were all between the ages of 22 and 55 and had completed the required teacher training programs. They were academically qualified with bachelor's, master's, and PhD degrees, and they were both gender

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Marzban, Amir, and Mojgan Firoozjahantigh. "The Relationship between Willingness to Communicate and Vocabulary Learning Strategies among Iranian EFL Learners." Theory and Practice in Language Studies 7, no. 11 (2017): 1119. http://dx.doi.org/10.17507/tpls.0711.22.

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Two of the variables apparently contributing to the processes of EFL achievement are Willingness to Communicate (WTC) and Vocabulary Learning Strategies (VLS). They seem to be fundamental among Iranian EFL learners due to the fact that semantics and its backbone—vocabulary—as well as the incentive or motivation, Willingness to Communicate (WTC)—influence the progress and improvement of the proficiency of Iranian EFL learners. Moreover, the review of literature clarifies the fact that few studies have tried to open up the relationship between these two variables, i.e. WTC and VLS. Hence, the pr

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Kianinezhad, Neda. "Attitudes towards Online Teaching: Gender, Experience, and Age among Iranian English Language Teaching Teachers." TESOL and Technology Studies 4, no. 2 (2023): 15–26. http://dx.doi.org/10.48185/tts.v4i2.868.

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The field of education is currently experiencing a profound technological revolution, driven by the pervasive influence of the internet. This transformation has made the integration of technology indispensable. This research explores the nuanced influence of gender, age, and experience on the attitudes of 160 Iranian English as a Foreign Language (EFL) teachers toward online teaching. Central to this investigation is the 'Teachers' Attitude Towards Online Teaching' (TAtOT) questionnaire, thoughtfully adapted and validated for Iranian EFL teachers by Kianinezhad (2023). The study reveals a sign

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Jamalvandi, Behrouz, Hossein Sadeghi, and Hassan Soleimani. "Computer Assisted Language Learning and EFL Teachers’ Literacy: A Case in Iran." International Journal of English Linguistics 7, no. 1 (2017): 201. http://dx.doi.org/10.5539/ijel.v7n1p201.

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Computer assisted language learning (CALL) literacy is an issue of great concern not sufficiently dealt with in the literature of language teaching and learning. This study examines CALL literacy by Iranian EFL teachers. Reviewing the literature and some models of computer, information, and technology literacy, to collect the data, a questionnaire in Likert scale composed of four sections of computer mediated communication (CMC) tools, online information literacy, multimedia literacy, and basic computer skills was utilized. Following the data analysis by SPSS package, the findings showed Irani

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