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Ahmadreza Eghtesadi Roudi,
Volume 26, Issue 2 (9-2023)
Abstract
Reading is the main language skill in English as a Foreign Language (EFL)contexts, and the key to the reading skill is the knowledge of the alphabet. Although there are various approaches to teaching early reading and the alphabet in L1, such as whole language, language experience, literature-based, whole word, alphabetic method, and analytic and synthetic phonics, the topic of teaching alphabet and early reading is almost missing in language teaching methodology textbooks, and the few sources which deal with the subject seem to be mainly concerned with English as a Second Language (ESL) contexts where the learners’ mother tongue also uses a Latin alphabet. Early reading and alphabet teaching in EFL contexts has also received little research attention, and many aspects of literacy teaching in these contexts such as the effectiveness of different approaches for different age groups are still a mystery. ELT community, hence, needs to pay more heed to the needs of teachers and learners in EFL contexts. This paper intends to sensitize the international ELT community, including the researchers, teachers, and publishers to the importance and necessity of taking early literacy in EFL contexts into account.
Hamed Badpa, Hooshang Yazdani,
Volume 26, Issue 2 (9-2023)
Abstract
The teaching and learning of grammar have continuously been core areas of discussion among practitioners of TEFL. Despite significant investment in creating optimal conditions for grammar learning, it remains essential to explore innovative instructional methods that enable learners to engage meaningfully with grammatical structures, thereby enhancing the effectiveness of grammar acquisition. Learners may reconstruct various grammatical structures by interpreting grammar from their textbooks while drawing upon their own experiences, resources, and events from life. This is called a learning-oriented approach that involves hypothesis testing and conceptualization that, in turn, incubates awareness of one's limitations and needs. This study investigates whether the remodeling method of grammar instruction, where learners reconstruct grammatical structures based on personal experiences, significantly enhances Iranian EFL learners' grammatical and vocabulary proficiency. The research employed an experimental research design where a pretest was administered, and a posttest was administered. The study involved forty high school EFL students aged 15 to 16 from Imam Khomeini Technical High School in Shahreza, situated in the southern part of Isfahan province in Iran. While the performance of learners in the experimental group subjected to remodeling method interventions was obtained, their control group, which was not subjected to such intervention, was measured for comparison. The findings revealed that the experimental group recorded a higher improvement in grammatical knowledge due to the remodeling approach. Furthermore, the results indicated that engaging in the remodeling of various structures allowed learners to communicate more effectively in oral interactions and to enhance their understanding of grammar and vocabulary. Statistically significant differences were observed between the experimental and control groups. This study underscores the value of incorporating the strategy of having students remodel various structures based on their concepts in English language instruction to foster greater proficiency in the language. Based on the findings, the researcher recommends utilizing, activating, and implementing this strategy on the other skills of the English language.
Ghasem Barani , Zari Sadat Seyyedrezaei, Forough Aliabadi, Mohsen Davarzani,
Volume 26, Issue 2 (9-2023)
Abstract
Many significant psychological antecedents accompany second/foreign language (L2) teachers in the classrooms. Most recent studies show that spiritual intelligence, happiness, job performance, and psychological well-being are among these antecedents; however, the relationship between these constructs is still underexplored in the context of English as a Foreign Language (EFL). Therefore, this research aimed to explore the relationship among EFL teachers’ spiritual intelligence, happiness, and job performance considering the moderating role of psychological well-being. This study applied a correlational design. Iranian EFL teachers (n:103) were invited to participate in this study through convenience sampling. They were requested to fill out four questionnaires at work. The structural equation modeling (SEM) method was used through PLS software to analyze the collected data. Therefore, it was concluded that both spiritual intelligence and happiness positively influence EFL teachers’ job performance with psychological well-being only moderating the latter association. The findings of this study contribute to the knowledge on the teacher antecedents influencing their performance which can consequently result in enhancing the teachers’ job performance.
Mohammad Reza Tousinasrabadi, Navid Rasouli Azar,
Volume 27, Issue 1 (4-2024)
Abstract
The dominance of English as a global lingua franca has significantly influenced educational materials worldwide, often reflecting underlying patterns of linguistic imperialism. This study conducts a comparative analysis of TEFL textbooks from Iran and Lebanon to examine how cultural, linguistic, and ideological content is represented. Using Content Analysis, the research highlights stark contrasts between the Prospect Series, which is fully localized to Iranian cultural and ideological values, and the Themes Series, which incorporates a mix of Western, localized, and neutral content. Quantitative findings reveal that the Prospect Series avoids any form of linguistic or cultural imperialism, while the Themes Series contains a significant proportion (40%) of imperialistic themes, overshadowing localized content. The results underscore the divergent educational philosophies of the two countries, with implications for policy and pedagogy in developing culturally inclusive TEFL materials. The study contributes to the understanding of linguistic imperialism and offers actionable insights for creating balanced educational resources.
Hadi Azimi, Zeinab Jahangiri, Mohammad Barzegar Rahatlou,
Volume 27, Issue 1 (4-2024)
Abstract
The current study was conducted to examine the effect of receptive and productive types of learning medical terminology and vocabulary on medical students' reading comprehension to understand which one is more useful to improve reading comprehension of medical texts. Participants included 70 students (male= 36, female= 34) at the School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, who were assigned into control and experimental groups where medical terminologies and words were taught receptively and productively, respectively. Four standardized tests were administered to measure students' medical reading comprehension as well as receptive and productive medical terminology and vocabulary knowledge. Later, participants were asked to write a short medical report to understand the possible difference in the effects of the two productive and receptive vocabulary teaching strategies on their actual language production. The study concluded that all the participants who completed the productive and receptive tasks had higher scores on the posttest. In other words, the results of the study, following the related descriptive statistics and independent sample t-tests, indicated that both receptive and productive learning can be effective methods of improving reading comprehension skill of medical texts although the productive method was observed to be slightly, but not significantly, more effective.
Dr Malak Ziba Mehrinejad, Dr Mohammad Khatib,
Volume 27, Issue 1 (4-2024)
Abstract
The main focus of this research was on comparing the effect of simple, complex, and very complex tasks on listening comprehension. To the best of researchers’ knowledge, the concurrent investigation of the effect of variables ± spatial reasoning and ± single task on listening comprehension has not been the main focus of relevant studies. However, a wealth of studies has examined the effect of some cognitive complexity variables on second language learners’ performance. The extent to which high-proficiency students comprehended simple, complex, and very complex tasks was compared by employing a within-subjects design. The purpose of employing this research’s second design, between-subjects design, was making a comparison between high-proficiency and low-proficiency students’ comprehension of simple, complex, and very complex tasks. High- and low-proficiency students were selected out of female students at an art non-profit university in Tehran by administrating the Oxford Placement Test to them. Thirty-one high- and low-proficiency students received simple non-spatial reasoning and single tasks, complex non-spatial reasoning and dual tasks, and very complex spatial reasoning and dual tasks in order. The extent of high-proficiency students’ comprehension of simple, complex, and very complex tasks was statistically different based on the results of Friedman test. The Mann-Whitney U test, Wilcoxon signed-rank test, post hoc Bonferroni test, and repeated-measures ANOVA results indicated a statistically significant association between students’ language proficiency and how they accomplished listening tasks with cognitive complexity diversity. Second language teachers and instructional task constructors can employ this study’s findings to arrange and construct tasks for instructing L2.
The main focus of this research was on comparing the effect of simple, complex, and very complex tasks on listening comprehension. To the best of researchers’ knowledge, the concurrent investigation of the effect of variables ± spatial reasoning and ± single task on listening comprehension has not been the main focus of relevant studies. However, a wealth of studies has examined the effect of some cognitive complexity variables on second language learners’ performance. The extent to which high-proficiency students comprehended simple, complex, and very complex tasks was compared by employing a within-subjects design. The purpose of employing this research’s second design, between-subjects design, was making a comparison between high-proficiency and low-proficiency students’ comprehension of simple, complex, and very complex tasks. High- and low-proficiency students were selected out of female students at an art non-profit university in Tehran by administrating the Oxford Placement Test to them. Thirty-one high- and low-proficiency students received simple non-spatial reasoning and single tasks, complex non-spatial reasoning and dual tasks, and very complex spatial reasoning and dual tasks in order. The extent of high-proficiency students’ comprehension of simple, complex, and very complex tasks was statistically different based on the results of Friedman test. The Mann-Whitney U test, Wilcoxon signed-rank test, post hoc Bonferroni test, and repeated-measures ANOVA results indicated a statistically significant association between students’ language proficiency and how they accomplished listening tasks with cognitive complexity diversity. Second language teachers and instructional task constructors can employ this study’s findings to arrange and construct tasks for instructing L2.
Pegah Merrikhi,
Volume 27, Issue 1 (4-2024)
Abstract
Learning to speak two languages is akin to mastering any other skill; it comes with a wealth of benefits. Research shows that being bilingual can greatly enhance cognitive and emotional development, as well as open up new avenues for learning success. It’s believed that the constant need to switch between languages offers several cognitive advantages. This study highlights that early childhood is the optimal time to learn a second language.
Studies have indicated that children exposed to two languages in their formative years often become proficient in both. Bilingual individuals—children and adults alike—tend to exhibit superior executive functioning skills, enabling them to shift focus, manage multiple tasks, and solve problems more effectively. Additionally, they possess heightened metalinguistic abilities, which allow them to reflect on and analyze language structures and functions.
To gather data for this study, observations and interviews were conducted with teachers from kindergarten and primary schools. A qualitative content analysis was performed on the collected data. The results revealed that students who received English instruction before the age of six showed significantly higher language and cognitive abilities compared to their peers who did not receive such instruction at the same stage.
Zahra Mohammadi Salari,
Volume 27, Issue 1 (4-2024)
Abstract
The current study explored the status of rating scales among Iranian EFL raters. It appeared that EFL/ESL assessment environments were significantly influenced by the perceived authority of native assessment groups. Consequently, examining the realities of rating practices in EFL/ESL settings could offer a more accurate understanding of how assessment is viewed and implemented. To assess this, the present study conducted a comprehensive survey within the Iranian EFL writing assessment framework. A carefully designed eight-item interview guide was created to investigate various aspects of the rating task, including the rating scale. This guide was administered to ten raters from various universities and institutions in Iran, all of whom possessed either a Master's or Doctorate degree in TEFL. The raters participated in 40 minutes interview sessions, and the audio-recorded interviews were transcribed by the researcher for qualitative analysis. Through a thorough content analysis of the interview data, some general patterns emerged. Results of interviews with Iranian EFL composition raters revealed that rating scale in its common sense did not exist. In fact, raters relied on their own internalized criteria developed through their long years of practice. Therefore, native speaker legitimacy in the design and development of scales for the EFL context was challenged and the local agency in the design and development of rating scale was emphasized.
Dr Hossein Siahpoosh, Phd Candidate Elnaz Hoseinpour,
Volume 27, Issue 1 (4-2024)
Abstract
Abstract
Due to the significance of assessment in language education, this investigation aimed to inspect the influence of models of dynamic assessment (DA) on intermediate EFL learners' interactional and interactive metadiscourse use regarding TOEFL independent writing task fluency. The participants were 105 EFL learners Jahad university in Ardabil. Based on the random assignment, two experimental and one control group were established. To measure TOEFL iBT independent writing task fluency, during eight sessions, the first experimental groups received interactional metadiscourse instruction using interventionist interactionist DA and the second experimental group received interactive metadiscourse instruction using interventionist interactionist DA. The control group was instructed conventionally. After the treatment, all participants were administered a modified version of the TOEFL iBT independent writing task as the post-test. The obtained data were examined through Kruskal-Wallis tests. The outcomes indicated notable variations across the different groups in terms of writing fluency. The interventionist group outperformed the other two groups showing that interactional metadiscourse contributed to writing fluency. However, regarding the contribution of interactive metadiscourse to writing fluency, both interventionist and interactionist groups performed better than the control group. This means that DA plays a facilitative role in improving TOEFL iBT independent writing task fluency considering metadiscourse use, irrespective of DA classifications. This study may suggest some implications for educators, learners, and curriculu
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.
Shadi Kamalirad,
Volume 27, Issue 2 (9-2024)
Abstract
Either motivation or culture are two key concepts in the field of second language learning. However, the incorporation of motivational and cultural aspects into curricula has been under investigated. To fill the existing gap, this study aimed to investigate the effects of motivation and cultural awareness raising based curriculum on Iranian ESP learners’ reading comprehension. To achieve these aims, 40 advanced adult participants were recruited and divided into 2 groups of experimental and control group. While the control group received the routine tradition curriculum, without any focus on cultural awareness and motivation, experimental group received a treatment which included a motivational and culturally based curriculum. The main instrument of the present study was a reading comprehension subtest of the 2006 institutional TOEFL Test which contained five passages. The findings revealed that motivation and cultural awareness raising based curriculum enhances participants reading comprehension. These findings have pedagogical implications for course designers and material developers.
Ms Taghreed Al Sa'ad, Dr. Mohammad R. Hashemi,
Volume 27, Issue 2 (9-2024)
Abstract
The present study explored the challenges encountered in implementing the "English for Iraq" curriculum in Iraqi preparatory schools, from the perspective of the instructors. The evaluation of the curriculum was conducted using Stufflebeam’s model, which comprises four components: context, input, process, and product. Fifty English instructors completed an online survey to participate in the study. The results showed that issues related to teacher training, resource availability, and the contextual relevance of the curriculum significantly impeded the successful implementation of the program. The results indicate that the socio-political environment has an impact on implementation. The most important factors that determine the curriculum's success are primarily the sufficiency of resources provided and the efficacy of the teaching techniques used. The research concludes that implementing suggestions for enhancing teacher training and adapting curriculum to better cater to the requirements of Iraqi students is crucial for improving the overall quality of English language instruction in Iraq.
Sahar Zahed Alavi, Mohammad Reza Ghorbani,
Volume 27, Issue 2 (9-2024)
Abstract
In educational settings, a common concern is whether instructional materials and assessments are cognitively aligned to foster deeper learning. This study investigates the alignment between the learning objectives presented in the Select Readings textbook and those evaluated in university-standardized achievement tests at Shiraz University, using Bloom’s Revised Taxonomy (2001) as the analytical lens. Drawing on Razmjoo and Kazempurfard’s (2012) coding methodology, both the textbook and two versions of related achievement tests were systematically analyzed. The results revealed a clear dominance of lower-order thinking skills, particularly factual knowledge within the Remembering and Understanding domains. Notably, the achievement tests emphasized Understanding to a greater extent than the textbook. Although the textbook incorporated some higher-order cognitive domains (Analyzing, Evaluating, Creating), these appeared infrequently in the tests. The findings point to a misalignment between instructional intent and assessment focus, raising concerns about the depth and validity of the evaluation tools. Contextual variables such as instructional intent, learner proficiency, and curricular constraints may also contribute to this imbalance, warranting further examination. The study underscores the need for assessment designers to adopt more cognitively diverse items that reflect the full spectrum of learning objectives embedded in teaching materials.
Ms. Faezeh Moteshaker, Dr. Hossein Bahri,
Volume 27, Issue 2 (9-2024)
Abstract
This study investigates syntactic and thematic strategies by a translation model based on artificial intelligence, ChatGPT, in English to Persian literary translation. Mona Baker's (2011) theory of linear dislocation aims to assess whether and to what extent four major strategies (voice change, verb change, nominalization, and extraposition) occur in AI-generated text. The data set includes Thomas Hardy's short story Absent Mindedness in a Parish Choir and its full Persian translation produced by ChatGPT. A qualitative comparative method was adopted, in which Baker's scheme was taken as the starting point for text analysis. Forty four segments were identified and examined, each demonstrating the use of at least one of the mentioned strategies. The findings show that ChatGPT makes considerable use of all four strategies implicitly: verb change (31.82%), voice change (27.27%), nominalization (22.73%), and extraposition (18.18%). These results preserved thematic structure and communicative coherence in most cases. The study identifies ChatGPT's capacity to respond to functional translation in literary translation with idiomatic, rhythmic, and rhetorical fidelity. It suggests Baker's strategies are still relevant not only for human translators but also as a valuable instrument for evaluating and post-editing AI translations, especially literature. This study investigates syntactic and thematic strategies by a translation model based on artificial intelligence, ChatGPT, in English to Persian literary translation. Mona Baker's (2011) theory of linear dislocation aims to assess whether and to what extent four major strategies (voice change, verb change, nominalization, and extraposition) occur in AI-generated text. The data set includes Thomas Hardy's short story Absent Mindedness in a Parish Choir and its full Persian translation produced by ChatGPT. A qualitative comparative method was adopted, in which Baker's scheme was taken as the starting point for text analysis. Forty four segments were identified and examined, each demonstrating the use of at least one of the mentioned strategies. The findings show that ChatGPT makes considerable use of all four strategies implicitly: verb change (31.82%), voice change (27.27%), nominalization (22.73%), and extraposition (18.18%). These results preserved thematic structure and communicative coherence in most cases. The study identifies ChatGPT's capacity to respond to functional translation in literary translation with idiomatic, rhythmic, and rhetorical fidelity. It suggests Baker's strategies are still relevant not only for human translators but also as a valuable instrument for evaluating and post-editing AI translations, especially literature.
Farnoush Ahangaran, Sana Javanmard Gholenji,
Volume 27, Issue 2 (9-2024)
Abstract
The present study strived to determine the extent to which Iranian novice and experienced EFL teachers’ self-efficacy and personality predicted their teaching motivation by considering the meditating role of their writing ability. To this end, the researchers used convenience sampling to select 176 novice and 159 experienced EFL teachers at 37 language institutes in Urmia (Iran) as the participants. Moreover, they administered the demographic information questionnaire, teaching motivation questionnaire, self-efficacy questionnaire, personality questionnaire, and the writing test of the study to the participants in a two-week period. Furthermore, the researchers took advantage of a reliable framework for assessing the participants’ writing performance. Finally, the researchers used SPSS 24 and Amos 22 to perform the data analysis of the study. The results indicated that novice and experienced teachers’ self-efficacy and personality were significant predictors of their teaching motivation. Moreover, their writing ability significantly mediated the relationships between their self-efficacy, personality, and teaching motivation. The results may provide teacher educators, syllabus designers, and teachers with guidelines on the role teacher factors have in the process of language teaching.
Mozhgan Mostafavi, Prof Moussa Ahmadian,
Volume 27, Issue 2 (9-2024)
Abstract
With the tremendous breakthrough in technology and its pivotal role, some EFL teachers are inclined toward applying technology in their classrooms. Given this, the present research aimed to discover the relationship between the use of Anki by language learners and the improvement of their vocabulary learning. Another focus of the study is to explore what self-regulated learning strategies are applied by English language learners to enhance their vocabulary learning through using Anki. To find whether they enable learners to improve their language learning or not. To do so, a survey was conducted among 60 young Iranian students aged from 16 to 20, forming two homogeneous groups from Jahesh Institute of Mohajeran, Arak. The instructor selected 120 target words from two intermediate-level coursebooks for the experimental group to practice using Anki, alongside instruction on self-regulation strategies. The control group continued with regular classes. Both groups took a pre-test and a post-test, while the experimental group also completed an MSLQ questionnaire after the program. Following 14 treatment sessions, the participants' scores were compared. Quantitative analysis revealed that the Anki users showed significant improvement in vocabulary retention compared to the control group, demonstrating the app's effectiveness. The second finding demonstrated the type of self-regulated learning strategies employed by the learners to improve their vocabulary learning. In conclusion, using Anki can effectively enhance EFL learners’ vocabulary acquisition. This finding suggests that TEFL teachers should integrate technology-assisted learning tools like Anki into their instruction while also guiding students in self-regulation strategies to foster greater autonomy. Combining self-regulated learning techniques with mobile-based learning technologies offers significant potential for improving EFL students’ vocabulary retention and overall language development, ultimately leading to more successful learning outcomes.
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.
Dr. Mostafa Shahiditabar, Dr. Mohammad Amin Mozaheb, Ms. Motahareh Daghighi,
Volume 27, Issue 2 (9-2024)
Abstract
Discrimination in the education system and curricula is not limited to disadvantaged groups, and this issue is also evident in textbook content. The important role of textbooks in classrooms is undeniable. In this regard, the present study examined Iranian high school English textbooks named the “Vision” and “Prospect” series, as well as one of the localized English textbook series in Iran, the “Eight” series, focusing on the images contained in these books. In this study, Multimodal Critical Discourse Analysis (MCDA), proposed by Machin and Mayr (2012), was employed as the theoretical framework to critically examine the images in these textbooks. The findings of this study showed that a form of neoliberalism, as conceptualized by Fairclough (1993), is present in these books, the consequence of which is the depiction of luxurious and lavish schools instead of ordinary schools; this does not benefit underprivileged groups, as they are unable to afford the costs of privatization and are dependent on government support. In addition, in the “Eight” series, images based on the target-language culture are more frequently observed. This can prompt greater attention to images rooted in Iranian culture, which would help learners better understand the content and make it more tangible for them. This study can offer suggestions for improving and enhancing the “Eight” series.
Ghasem Barani, Zeynab Hedayati Katouli, Mohsen Davarzani,
Volume 28, Issue 1 (4-2025)
Abstract
Teachers as the heart of each educational system have been in danger of burnout according work-family interference. The following thesis relies on Hobfoll’s conservation of resources theory to investigate the association of work interference with family (WIF) and family interference with work (FIW) with burnout among the EFL teachers in Iran. The study also explores the moderating role of emotional intelligence (EI) in the relationship between work-family interference (WIF/FIW) and burnout. Data were collected from 155 EFL school teachers (male = 62, female = 93) in high schools in Iran using a questionnaire survey. These available participants were at the range age of 23 – 58, and they had different years of experience teaching at different public and private schools. The sampling strategy was informed by convenience sampling. Data were gathered through FIW five-item scale developed by Netemeyer et al., WIF five-item scale developed by Netemeyer et al., burnout 22-item scale, developed by Maslach et al., Wong and Law Emotional Intelligence Scale. Also the questionnaires were collected by the researcher and entered into PLS software for further analysis. The study utilized partial least squares path modeling to assess the proposed measurement and structural model. The design of this study is based on quantitative correlational design applied in Structural Equation Modeling (SEM). This study is utilized as a quantitative method of research in which three quantitative variables were examined, and it determines if there is any relationship among them. Findings reveal that WIF and FIW are positively associated with burnout. The association of WIF was found to be stronger than FIW with burnout. There is a statistically significant negative relationship between work-family interference and teachers’ burnout. Also, there is a significant relationship between family-work interference and teachers’ burnout. On the other hand, emotional intelligence does not moderate the relationship between family-work conflict and job burnout. This study provides some important implications for ministry of education, teachers and other stakeholders.
Dr. Reza Nejati, Dr. Mavadat Saidi,
Volume 28, Issue 1 (4-2025)
Abstract
effectiveness, however, challenges such as academic dishonesty remain significant concerns. Un-proctored online assessments, especially multiple-choice exams, are particularly vulnerable to cheating and plagiarism, threatening the integrity of student evaluation. While numerous strategies have been proposed to mitigate cheating, the effectiveness of specific measures in un-proctored settings remains underexplored. This study investigates the impact of several anti-cheating strategies on un-proctored online multiple-choice exams administered through Moodle. Strategies tested included fixed time limits, limited exam availability,restriction on backtracking, and auto-submit on time expiration. The TOEFL reading section was administered to 608 students to assess the effectiveness of these strategies. Results showed a Variance-Covariance Matrix value of +0.386 and a -2log likelihood of +37.913.919, indicating validity for the sample and effective mitigation of cheating. Item and person reliability analysis revealed that fewer than 4% of participants exceeded the outfit index of 1.2, suggesting minimal instances of random guessing or dishonesty. This research contributes to the growing body of literature by providing empirical evidence on the effectiveness of specific anti-cheating measures in un-proctored online assessments.
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