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Showing 4 results for Engagement
Leila Hassanzadeh, Saeideh Ahangari, Nasrin Hadidi Tamjid,
Volume 23, Issue 1 (3-2020)
Abstract
In educational psychology, mindsets refer to a set of core beliefs about intelligence and its role in successful learning in a specific domain. This study investigated the extent to which, the EFL learners’ mindsets might predict their English achievement considering the mediating roles of engagement and self-regulation. The data were collected by means of three questionnaires: The Language Mindset Inventory (LMI), the University Student Engagement Inventory (USEI), and the Academic Self-Regulated Learning Scale (A-SRL-S), as well as the institutes’ reports on their English achievement. We analyzed the data quantitatively using the SPSS 20 and Amos 8 Software. The results revealed that there was a significant direct relationship between language mindsets and English achievement of the EFL learners. Besides, this relationship was significantly mediated by the learners’ engagement and self-regulation. Drawing on the findings of this research, the challenge for teachers is to cultivate in students the mindsets that emphasize growth and potentials rather than constraints and stagnation.
Masoumeh Ghamoushi, Zohre Mohamadi Zenouzagh, Mohammad Hashamdar,
Volume 25, Issue 2 (9-2022)
Abstract
The growing literature on teacher professional development emphasizes the positive contribution of teacher engagement to the professional development of teachers. However, scant attention was given to the relationship between this concept and teacher ecological agency as one of the potential factors influencing teacher engagement and in turn professional development. To fill this research gap, a sample of 369 EFL teachers from different institutes in Iran selected through convenience sampling participated in this study. The required data was collected by administering two questionnaires: The teacher ecological agency questionnaire and the teacher engagement questionnaire. The relationship between teachers’ ecological agency and teachers’ engagement and their underlying components were investigated through structural equation modeling (SEM) and Pearson correlation. The outcomes of SEM revealed a significant association between teachers’ ecological agency and engagement. The Pearson correlation results indicated that all three components of teacher ecological agency are correlated significantly with all five components of teacher engagement. The highest degree of correlation was found between emotional engagement and practical-evaluative agency (.711), agentic engagement, and practical-evaluative agency (.705) and cognitive engagement and practical-evaluative agency (.692). The pedagogical implications of this study enhance the efficiency of the educational system and teachers’ professional development.
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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