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Showing 24 results for Iran
Dr Asghar Moulavinafchi,
Volume 27, Issue 1 (4-2024)
Abstract
This mixed-methods study explored the relationship between teacher commitment and classroom justice among Iranian EFL instructors, utilizing both quantitative and qualitative approaches to provide comprehensive insights. The quantitative phase involved 198 EFL teachers, selected through convenience sampling, and employed the English Language Teacher Commitment Scale (ELTCS) and Teacher Classroom Justice Scale (TCJS) to assess the constructs. Pearson correlation analysis revealed a significant positive relationship (r = .777, p < .05) between teacher commitment and classroom justice, underscoring the interconnectedness of these constructs. The qualitative phase, involving 9 purposefully sampled participants, employed semi-structured interviews analyzed through Braun and Clarke’s (2006) thematic analysis framework, facilitated by NVivo software. Findings highlighted teacher commitment as a multifaceted construct shaped by emotional, professional, and contextual factors, with themes such as emotional connection to teaching, professional identity, and motivation for growth emerging as key drivers. Classroom justice was similarly found to be multidimensional, encompassing strategies for fairness, challenges in implementation, and its impact on teacher-student relationships. Cultural influences played a significant role in shaping teachers’ perceptions and practices in both constructs, reflecting the sociocultural context of Iranian EFL classrooms. This study emphasizes the reciprocal relationship between teacher commitment and classroom justice, suggesting that fostering one enhances the other. It advocates for teacher training programs and institutional policies that address both ethical and professional dimensions of teaching, while also calling for future research to explore these dynamics longitudinally and across diverse cultural contexts.
Hamed Badpa,
Volume 27, Issue 2 (9-2024)
Abstract
The most significant problem for Iranian learners is that they are unable to effectively use their knowledge in communicating their messages. This research was both descriptive and quantitative. The participants were 15 pre-intermediate and 14 intermediate EFL learners between 16-23 years old who had enrolled in Talk Language School in Arak, Iran. The Nelson Proficiency Test was administered to determine the language proficiency level. The researcher recorded 36 sessions to make a permanent record of the learners ‘oral performance for later analysis. Eight sessions of each level were randomly selected, transcribed and then coded in order to provide answers for both questions. The coding categories included 22 types based on an integrated model of taxonomies presented by Dornyei and Scott (1997), which was originally adopted from Tarone‘s (1980), Faerch and Kasper‘s (1983) taxonomies. To answer the first question, the researcher calculated the frequency and means of strategies used by the subjects. For the second question, the relationship between learners' proficiency level, a chi-square test was employed. The findings showed that learners at both pre-intermediate and intermediate levels relied most often on fillers and hesitation devices, code-switching, asking for assistance, and repeating themselves. In contrast, strategies such as creating new words (word coinage), using foreign-sounding terms (foreignizing), and verifying listener understanding (comprehension checks) were the least commonly employed. These findings suggest that Iranian EFL learners heavily rely on basic communication strategies like fillers and code-switching, indicating a need for targeted instruction to expand their strategic competence. Additionally, the lack of significant correlation between proficiency level and strategy use implies that fluency development should focus on practical communication skills rather than solely on linguistic accuracy.
Mr. Mohammadtaghi Ghasemi, Ms. Fatemeh Bornaki, Mr. Abbas Godarzi,
Volume 27, Issue 2 (9-2024)
Abstract
Few dramatists have achieved the global reach and adaptability of William Shakespeare. In Iran during the Pahlavi era (1925–1979), Shakespeare’s works entered cinema in ways shaped by modernization, secularization, and Western influence, yet mediated by censorship and persistent patriarchal norms. While tragedies addressing regicide and royal authority were largely unstageable, filmmakers adapted “safe” plays like The Taming of the Shrew into the commercial filmfarsi genre, blending melodrama, comedy, and spectacle. Davoud Esmaili’s 1969 feature The Cat Is Killed at the Bridal Chamber, inspired by both Shakespeare’s play and Zeffirelli’s 1967 film adaptation, exemplifies this process, presenting the comedy through exaggerated humor while normalizing masculine aggression and female subordination. Employing Linda Hutcheon’s theory of adaptation and Laura Mulvey’s concept of the male gaze, this article examines how the film reinterprets The Taming of the Shrew not as critique but as reinforcement of patriarchal authority, revealing how filmfarsi both reflected and intensified gender hierarchies.
Nima Yousefi, Dr. Majid Nemati, Dr. Seyed Reza Dashtestani,
Volume 28, Issue 1 (4-2025)
Abstract
While the previous studies showed the impact of the music on the words’ learning and retention, this study explores the effect of traditional music as an input mode on Iranian upper intermediate learners’ learning and retention of difficult English words. Eighty participants were divided into four groups. Two groups were exposed to western music while other two groups were exposed to Iranian traditional music. Each group received a pretest first, followed by instruction on selected difficult vocabulary items, and then posttest and delayed posttest. Repeated measures ANOVA indicated significant main impacts of time on vocabulary learning and retention. Descriptive statistics showed that those who were exposed to western music were outperformed by the ones who were exposed to Iranian traditional music in both immediate and delayed tests, although no significant interaction between time and music type was found. These results show that culturally familiar musical input may ease vocabulary learning and retention in L2 contexts. For language teaching and curriculum design implications are discussed.
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