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Showing 22 results for Education
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Volume 17, Issue 2 (9-2014)
Abstract
ELT has recently witnessed a shift away from a method-bound orientation and toward a post-methodic view of teaching English. Consequently, the focus of some second language teacher education programs has shifted toward sociopolitical aspects of ELT (Miller, 2004) and its contributions to reinforcement or transformation of the status quo (Kumaravadivelu, 2003a). Yet, in many countries, including Iran, ELT teacher education has maintained a relatively method-bound focus on technical dimensions of teaching English and has avoided adopting a critical and sociopolitical approach to ELT. In order to investigate the ways in which teacher education as currently practiced facilitates or stifles implementation of postmethod in ELT, the present study explored English teachers’ perceptions of the dominant approaches to teacher education in ELT centers in Iran and their ideological and pedagogical bases. To this end, 23 language teachers were interviewed about the logistics, content, and procedures of the teacher education programs they had attended. The analysis of the interviews, as directed by grounded theory, yielded three themes, namely no/little teacher learners’ involvement in course design and implementation, dominance of a transmission model, and dominance of a linguistic and technical focus.
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Volume 18, Issue 1 (4-2015)
Abstract
While teachers’ confidence in their abilities is a crucial asset in teachers’ professionalism and their identity development, their efficacy doubts are also considered useful. Given the diversity of English Language Teaching (ELT) contexts, this paper probes the dynamic nature of efficacy doubts the teachers face and are expected to resolve in English for General Purposes (EGP) and English for Specific Academic Purposes (ESAP) instruction. To this end, based on the existing theoretical frameworks in EGP and ESAP methodology and interviews with 25 university English teachers, two questionnaires were developed and administered to 170 Iranian EGP and ESAP university instructors. The results of factor analysis confirmed five factors underlying ESAP teachers’ teaching efficacy doubts and four factors for EGP teachers’ teaching efficacy doubts. The results may promise implications for ESAP and EGP teacher education programs teacher educators may address the common efficacy doubts identified in this study and expose the current in-service and future ESAP and EGP teachers to the typical factors which may potentially hamper their efficacy and help them resolve their efficacy doubts as a means towards professional development.
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Volume 18, Issue 2 (9-2015)
Abstract
The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural concepts related to language, teaching, and learning taken from Johnson (2009) and Rogoff’s (2003) mediatory model of development in six workshops through dialogic mediation. The data for the study comprised two semi-structured interviews, and three video-recording of critical reflection of each teacher on their video-taped classroom behavior. The recordings and transcripts were analyzed using Hatch’s (2002) procedure for interpretive analysis. The results of the study showed that participating teachers, over a process of struggle with their past experiences, gradually replaced their old everyday concepts such as grammatical accuracy, correct samples, and teacher interruption with new scientific concepts such as grammatical apprenticeship, guided grammatical participation, and grammatical appropriation through assisted participation. The results of present study can be illuminating for teacher educators and teacher education programs which have aimed at changing the classroom practice of in-service teachers.
Somayeh Baniasad-Azad, Mansour Tavakoli, Saeed Ketabi,
Volume 19, Issue 2 (9-2016)
Abstract
| This study investigated the nature of EFL teacher education programs with respect to implementation, practicality, and approach to teacher learning. The data were collected through observation of two teacher education programs and interviews with 8 teacher trainers. The results attested to the transmission orientation of the programs. It was found that a pre-specified body of teaching knowledge is transferred from the trainers to the teachers. Teachers’ creativity, prior knowledge, and experience, the role of teaching context, and the population of learners are not considered in program development. The results of interviews with teacher trainers supported the results of the observations. It was found that even the trainers are not involved in the process of program development, as they are only transmitting the materials presented by textbook authors. The findings also indicated that what teachers considered beneficial for their development was different from what was incorporated in the programs. The existing gap between macro plans and teachers’ practices and preferences results from the centralized education system in Iran in which practicing teachers are not involved in the policy-making process. Implications for teacher education in general and EFL teacher education programs in particular are discussed. |
Mahmood Reza Atai, Esmat Babaii, Mandana Zolghadri,
Volume 20, Issue 1 (4-2017)
Abstract
| Initiation into contextualizing mindful second language teacher education (SLTE) has challenged teacher educators causing their retreat into mindless submission to ready-made standardized directives. To revive the starting perspective in curriculum development in light of the recent trend towards responsive SLTE, this practitioner research investigated how the context was incorporated into the initial program phase. We reported an intrinsic case self-study narrating the contextualization events unfolded in the first five sessions of an English language teacher education program in Karaj, Iran. Selected factors guided data mining in an interview, classroom interaction transcripts, reflective tasks, institutional documents, and the teacher educator’s journal entries and recollections. The data underwent meaning-oriented, temporally sequenced content analysis. We redrafted the resulting narrative after member checking, and critical reviews. Afterwards, we conducted a layered context-bound thematic analysis on the big story followed by further theme analysis of the existing and emerging facets of adaptive expertise. Engagement in this narrative inquiry developed awareness of her practices and professional agency, constraints and affordances within the context of SLTE program. The findings extend narrative knowledging to the wider professional community of SLTE. |
Leila Jooybary, Shahab Moradkhani, Nourrodin Yousofi,
Volume 20, Issue 2 (9-2017)
Abstract
| In their attempt to shed light on the factors contributing to the incongruity between L2 reading teachers’ beliefs and practices, most of the researchers have resorted to teachers’ personal perspectives. As a partial replication of the research carried out by Karimi and Dehghani (2016), the current study sought to broaden this restricted scope by examining the role of teacher education in shaping L2 reading teachers’ beliefs/practices. Data were collected from 84 L2 reading teachers through a survey and follow-up classroom observations. Overall, both undergraduate and graduate teachers had an equally heightened tendency toward competence-based theoretical orientation. However, both groups substantially utilized instructional moves conforming to text-based orientation. There were also significant frequency differences between undergraduate and graduate teachers in their recourse to competence-based pedagogical moves. It is concluded that while the inclusion of a finite number of theoretical coursework may sway L2 teachers to sanction competence-based theoretical orientation, a more clinical approach to teacher education should be embraced to promote the symbiotic belief-practice relationship among L2 reading teachers. |
Mahmood Reza Atai, Mohammad Nabi Karimi, Fatemeh Asadnia,
Volume 21, Issue 1 (4-2018)
Abstract
| The competitive academic atmosphere of the higher education worldwide along with the current trend in producing research-oriented knowledge by universities has made research publication the first priority for doctoral students. In this study, we addressed the conceptions of purpose, process, and product of publishing research articles among Iranian doctoral students of applied linguistics. To this end, thirty students were interviewed and the data were analyzed using the grounded theory approach. The findings demonstrated that doctoral students publish papers to prepare a competition-winning resume, significantly contribute to the ELT community, turn into life-long learners and problem-solvers, and fulfill their course requirements. Furthermore, with regard to the research publication process, they highlighted the role of mixed-methods in spotting real problems in context and getting their papers published in prestigious journals. Additionally, the students believed that publishing in international journals grants them the opportunity to gain international recognition, attract an international audience, receive expert quality feedback from professional reviewers, publish in journals specific in focus and scope, and avoid publishing in cheap predatory journals. Finally, the findings suggest that the doctoral students need more systematic coaching to successfully conduct and publish their research. |
Katayoon Afzali,
Volume 21, Issue 1 (4-2018)
Abstract
| In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses. |
Mehran Mohammadi Moghadam, Alireza Ahmadi,
Volume 22, Issue 1 (3-2019)
Abstract
| The purpose of the study was to investigate the effect of mediation on the development of a novice teacher and in turn the effect of transformation of the teacher on the behaviors and emotions of the learners using Vygotskian sociocultural view of learning. For this purpose, a novice teacher teaching the general English course at an Iranian university was selected. To develop an understanding of the instructional setting and to diagnose her weaknesses and strengths, she was observed by a teacher educator during the first five sessions. Different instruments and tools like the teacher and students’ narratives, stimulated recall of voice-recorded actual teaching, and observation were also used during the study to trace the teacher’s cognitive and emotional development. As most of her practices displayed over-reliance on translation and deductive teaching of grammar, and her oral narration showed instances of cognitive/emotional dissonance, strategic mediations, both implicit and explicit, based on her needs were offered after the fifth session in a face-to-face interaction to help her develop gradually. Analysis of the results showed the gradual development of her and the positive attitudes and active engagement of the learners during she was being mediated. Implications of the findings are presented and discussed. |
Hoda Divsar, Manoochehr Jafarigohar,
Volume 23, Issue 1 (3-2020)
Abstract
The present study investigated the educational objectives of the English literature curricula at the undergraduate and graduate levels at Iranian universities based on Bloom’s revised taxonomy. Using a detailed checklist based on Bloom’s revised taxonomy and the respective classifications, the educational objectives associated with knowledge (factual, conceptual, procedural, and metacognitive) and cognitive (remember, understand, apply, analyze, evaluate, and create) dimensions were analyzed. The results of the content analysis revealed the dominance of the lower-order thinking skills in the undergraduate curriculum and the prevalence of the higher-order thinking skills in the graduate curriculum. The results showed that the most frequent objective in terms of the knowledge domain was understand in both curricula. Regarding the knowledge dimension, conceptual and procedural knowledge occurred most often at both curricula, confirming that acquiring the knowledge of concepts and the processes safeguards the commended quality for the curriculum designers. Moreover, it was found that the metacognitive-related categories were almost missing from the categories. The results of the cross-tabulation revealed the superiority understand/conceptual in BA and the supremacy of understand/procedural in MA objectives. The findings entail the revisions of the educational objectives to accommodate critical thinking. The findings have pedagogical implications for EFL teachers, the curriculum developers, and policy makers.
Mohammad Ghasemi Bagherabadi, Golnar Mazdayasna,
Volume 24, Issue 1 (3-2021)
Abstract
Teaching English as a second or foreign language has internationally turned into a determiner of success for societies. Thus, the demand has risen for changes in English Language Teaching (ELT) curricula in different contexts. In response to the growing globalization and the dissatisfaction of many Iranian ELT stakeholders with the former program in lower and upper high-school levels, the Ministry of Education, in 2010, initiated the renovation of national policy documents, coursebooks, and the introduction of Communicative Language Teaching (CLT) orientations. The present study is part of a larger project that aims to qualitatively scrutinize the implementational complexities of the new program using a systematic language-in-education planning (LEP) framework. In this respect, 30 experienced headteachers' perspectives and voices from several provinces were explored through open-ended semi-structured interviews designed based on the analysis of school-based documents and observations of ELT goings-on in state schools. Interviews were then transcribed and the content was analyzed to identify the recurring themes. Key findings indicated that the new received program suffers from drawbacks like underbudgeting, students’ unequal access to quality ELT, the shortage of prepared teachers, etc. We further found that the program still requires dedicated support of the macro- meso- and micro-level agents at the national scale. Correspondingly, implications for revisions and suggestions for future research are offered.
Sasan Baleghizadeh, Morvarid Saeedi,
Volume 24, Issue 2 (9-2021)
Abstract
| With the rapid growth of online education, many language teachers are seeking to gain the necessary skills and knowledge to teach English language courses online. This study investigates the effectiveness of an online training program designed to enhance the pedagogical competencies of teacher trainees in online environments. A qualitative approach was adopted, and four experienced teacher trainers and 25 student-teachers who participated in the program during different semesters were selected as participants for in-depth, semi-structured interviews. The findings reveal that while both trainers and student-teachers expressed some level of satisfaction with the program's quality, some areas required improvement. The program's strengths included its well-organized course structure, comprehensive training on online platforms, and effective development of online teaching materials. However, participants reported a lack of training on different teaching methods, writing skill, and adequate real teaching practice for future online teachers. These results have significant implications for online teacher training programs in general. Although the online format has numerous advantages, it also poses particular challenges for teacher education. To better prepare teachers for the unique demands of online teaching, future online language teacher training programs should address these challenges. The insights gained from this study can inform the development of more effective online training programs and contribute to the advancement of online educational policies and reforms. |
Anis Askarpoor, Mansoor Ganji, Ali Beikian,
Volume 25, Issue 2 (9-2022)
Abstract
Teacher professional development plays a critical role in enhancing educational outcomes, with Teacher Training Courses (TTCs) serving as a primary avenue for improving teaching quality. This study evaluates the effectiveness of an English TTC conducted at the Iran Language Institute (ILI) by employing a concurrent mixed-methods approach. Data were gathered from TTC candidates, attendees, and ILI teachers to assess their expectations, immediate evaluation, and delayed evaluation of the TTC. Seven interviews with TTC candidates were conducted to capture expectations, while 69 questionnaires from attendees and 85 from ILI teachers provided immediate and delayed evaluations respectively. Both interviews and questionnaires were structured around the five standards of the California Standards for the Teaching Profession (CSTP), and the data were analyzed using content analysis and descriptive statistics. The findings indicate that candidates expected the TTC to focus on modern teaching techniques, syllabus design, classroom management, and supporting diverse learners. Besides, satisfaction levels were higher among female teachers and TTC attendees compared to male teachers and ILI teachers respectively. All in all, areas such as supporting diverse learners and professional development emerged with the lowest levels of satisfaction. These findings underscore the importance of tailoring TTCs to address specific needs, particularly in areas where satisfaction levels are suboptimal, to ensure the continued improvement of teaching quality and student outcomes.
Sharareh Sadat Sarsarabi, Zeinab Sazegar,
Volume 26, Issue 2 (9-2023)
Abstract
In a world with globalization and communication development as its main features, arriving at a common understanding and correct transition of meaning is an unavoidable necessity. Here the responsibility and duty of the people who hold the task of translation is of great importance and one of the issues that should be considered in translation is using euphemism. The current research seeks to find the relationship between translators’ gender, education, and age and their use of euphemisms in translation. The study consists of four hypotheses, this is descriptive research and a questionnaire is used to find the relationship between translators’ gender, education, age, and their use of euphemisms in translation. It has been distributed among the research population which consists of translators who are members of the Iran Translation Association. The results show that euphemism exists at a suitable level in the translation of the translators who are members of the Iran Translation Association. Moreover, the translators’ gender affects their use of euphemisms in translation. There is a direct relationship between translators’ age and their use of euphemisms in translation. Finally, the translators’ level of education does not influence their use of euphemisms in translation.
Mohsen Shirazizadeh, Somayeh Fathali, Mahshid Kkamareh,
Volume 26, Issue 2 (9-2023)
Abstract
The current study explored the status quo of L2 writing self-efficacy among Iranian English majors in light of their gender, level of education, and teaching experience. To this end, 193 learners who were students or graduates of English literature or translation at BA, MA and PhD levels and who ranged in age between 19 to 40 participated in this study. Data were collected using the Second Language Writer Self-Efficacy Scale that measures L2 learners’ linguistic self-efficacy, course performance self-efficacy, and self-regulation efficacy. Analysis of the data revealed no significant difference between males and females in terms of L2 writing self-efficacy. A significant difference was, however, found among all the three academic degree levels with the PhD group showing the highest level of L2 writing self-efficacy and the BA group showing the lowest self-efficacy. We set out to also examine whether experience in teaching English influences L2 writing efficacy. Our analyses revealed that the experienced teachers had a significantly higher L2 writing efficacy compared to the mid-experience teachers who were, in turn, less efficacious in L2 writing than low-experience participants. Implications of our findings for the writing courses and the what and how of writing instruction in the Iranian higher education curricula are discussed.
Dr. Ebrahim Samani, Dr. Mohammad Rahim Bohlooli, Dr. Abdolhossein Heydari,
Volume 27, Issue 2 (9-2024)
Abstract
The COVID-19 pandemic compelled universities worldwide to adopt Learning Management Systems (LMS) as the primary medium for emergency remote teaching. While these platforms ensured continuity of instruction, many students encountered significant technological, pedagogical, and equity-related challenges that limited their learning experiences. This study draws on qualitative data from 249 Iranian university students’ reflections during the pandemic to explore both barriers and opportunities in LMS use. Thematic analysis revealed recurring issues such as unstable internet connectivity, difficulties with uploading assignments, limited digital literacy, insufficient instructor support, and inequitable access to digital resources. Students also reported increased workloads, lack of feedback, and emotional fatigue. However, some identified benefits, including improved digital skills, flexibility in learning, and opportunities for self-paced study. Beyond documenting these emergency-period challenges, the study highlights how student voices can provide valuable guidance for the post-pandemic development of digital education. The findings underscore the importance of institutional policies, digital equity strategies, and culturally responsive pedagogy in shaping sustainable and inclusive higher education. By foregrounding student experiences, this research contributes to ongoing discussions on how hybrid and blended learning models can strengthen resilience and ensure meaningful engagement in future digital learning environments.
Mr Parviz Ahmadi,
Volume 27, Issue 2 (9-2024)
Abstract
The rapid transition to online learning during the COVID-19 pandemic has highlighted the need to examine preservice teachers’ readiness and experiences with digital instruction. This qualitative study explored the perspectives of 15 undergraduate EFL preservice teachers and a focus group of 5 teacher educators at a public university in Sanandaj, Kurdistan Province, Iran. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify key patterns in technological competence, pedagogical integration, student engagement, and professional support. Findings revealed that participants’ engagement with online platforms was largely driven by necessity, with initial struggles in technical operation and lesson adaptation gradually giving way to growing confidence and autonomy. Despite developing practical skills, many preservice teachers encountered challenges in designing interactive lessons, maintaining student motivation, and addressing infrastructural limitations. Teacher educators emphasized the importance of mentorship, reflective practice, and structured guidance in building pedagogical readiness. The study also highlighted a gap in context-specific preparation in Iran, particularly regarding institutional support and tailored professional development for digital teaching. Implications suggest that teacher education programs should integrate experiential training, ongoing mentorship, and context-sensitive strategies to bridge the gap between technical competence and effective online pedagogy. This research contributes to understanding the factors influencing preservice teachers’ preparedness for online language instruction and provides practical recommendations for enhancing teacher education in digitally mediated environments.
Fatemeh Fazlali,
Volume 28, Issue 1 (4-2025)
Abstract
This study explores the interplay cultural identity (CI), cultural intelligence/cultural quotient (CQ), and critical intercultural awareness (CIA) among English as a Foreign Language (EFL) learners with a focus on the potential influence of gender and educational context. To this end, a total of 192 EFL learners (122 language institute and 70 senior secondary school) in Tehran (120 females and 72 males) of different ages (17-35) from different language institutes and senior secondary schools took part in the study. The participants completed the Cultural Identity Clarity Scale (Usborne & Taylor, 2010), the Cultural Intelligence Scale (Ang et al., 2007), and the Critical Intercultural Awareness Questionnaire (Susilo, 2022). The results indicated that EFL learners’ cultural identity and intelligence/cultural quotient (CQ) were significantly associated with critical intercultural awareness (CIA). Moreover, EFL learners’ CQ was found to be the strongest predictor of critical intercultural awareness (CIA). The findings also revealed that gender and educational context played significant roles: female EFL learners had higher levels of cultural identity, cultural intelligence/cultural quotient, and critical intercultural awareness than their male counterparts. Moreover, the results designated that EFL learners in language institutes had higher levels of cultural identity, cultural intelligence/cultural quotient, and critical intercultural awareness than senior secondary school counterparts. The results can offer valuable insights for EFL policymakers, managers, curriculum developers seeking to enhance intercultural competence in language education within the Iranian context.
Ms. Negin Moscochi, Dr. Mohammad R. Hashemi,
Volume 28, Issue 1 (4-2025)
Abstract
This qualitative study employs the activity theory framework to investigate learners’ perceptions of engagement in a technology-based language learning environment. The participants were English language learners from a private language learning institute in Tehran that, during the covid-19 pandemic, worked with students in different cities in Iran through online classes. The primary data were gathered through observation of classes held on the Adobe Connect platform and a semi-structured interview with 20 learners, which were categorized using a typology study design to understand different aspects of engagement and the influencing factors on them, to justify the data and identify possible contradictions within the activity theory framework. Findings revealed that learners’ perception of engagement and language learning is related to interaction patterns, technology acceptance, and the quality of communication in the classes. Moreover, contradictions were found in the main elements of interaction patterns and how they are integrated with learners’ engagement and language learning.
Dr Parviz Ahmadi,
Volume 28, Issue 2 (9-2025)
Abstract
This qualitative study explored how mentoring and reflection can really support the development of preservice EFL teachers’ pedagogical content knowledge (PCK) at a public teacher training university in Iran. The research which is grounded in an interpretive paradigm tried to understand the lived experiences of eight preservice teachers in their final year of undergraduate study. The data for the study were gathered through semi-structured interviews, reflective journals, and classroom observations. The analysis tried to follow Strauss and Corbin’s coding procedures. It included open, axial, and selective coding. After the analysis, five main themes emerged: the integration of theory and practice, the reflective transformation of teaching beliefs, the impact of mentorship on professional identity, challenges within teacher education programs, and the importance of peer collaboration and communities of practice. The findings clearly showed that mentoring and reflection could be vital in helping preservice teachers to connect pedagogical theory with classroom application, and to create context-sensitive teaching strategies, and to gain confidence in their instructional decisions. However, the study also highlighted the existing shortcomings in the current teacher education system, such as insufficient ongoing mentoring and limited opportunities for peer reflection. The research concludes that developing structured mentorship, reflective engagement, and collaborative professional communities can strengthen preservice EFL teachers’ PCK to a great extent and help close the gap between theory and practice which are apparent in Iranian teacher education.
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