The current study was performed to investigate the impact of metalinguistic oral and written corrective feedback on learners’ process writing ability through virtual learning environment. To this aim, a total of 66 Iranian EFL students in Shahrekord University participated in the study. To conduct the study, a sample of IELTS expository writing (Writing Task 1) was administered to all participants for homogeneity purposes. Then, each of the two classes was divided into two parts, and each was randomly assigned to one of the four comparison groups (oral metalinguistic feedback, written metalinguistic feedback, oral metalinguistic + error logs, and written metalinguistic + error logs). Next, the writing pretest (a process writing task) was given to participants prior to instruction. The treatment lasted for eight weeks, and then process writing posttest was administered. The results revealed that all groups made progress from pretest to posttest. However, no significant difference was found among the four types of metalinguistic corrective feedback. The implications of the findings are discussed throughout the paper. تفاصيل المقالة

The current study investigated the relationship between teachers’ creativity, motivation and job satisfaction. In so doing, the role of demographic factors, i.e. gender, teaching experience and teaching context was also taken into account. To conduct the study, a total of 103 EFL teachers at both institute and school contexts were selected. The teachers were recruited on a voluntary basis, and the sample included teachers from a variety of backgrounds and experiences, coming from both genders and either of the teaching contexts. Three questionnaires (Teacher Creativity Questionnaire, Teacher Motivation Questionnaire, and Job Satisfaction Scale) were employed to gather the data, which were then analyzed through a number of analyses, including Spearman’s Rank Order Correlation, Multiple Regression Analysis, Mann Whitney U test and Kruskal-Wallis test. Findings revealed the existence of a significant correlation between teachers’ motivation and their job satisfaction. Furthermore, teachers’ motivation in comparison with their creativity had a greater predictive power with regard to job satisfaction. However, demographic factors did not have a significant role in job satisfaction. The findings can offer insightful implications for educational authorities, teachers, school leaderships and academicians to help promote job satisfaction in different instructional contexts. تفاصيل المقالة

A bulk of research has been done on the use of technology in language learning and the results have shown that multimedia and hypertext environments resulted in greater gains in language learning than more traditional environments. Prior to the Covid-19 pandemic, online education was given little importance in the educational system of different countries, including Iran and Turkey. Actually, previously there was no need for online education. However, in the pandemic situation, the need for online classes and their significance in language learning became more ubiquitous. Thus, in view of the paucity of research on perceptions toward the efficacy of virtual learning, particularly the sheer dearth of comparative work on the issue, the researchers in the current study intended to investigate the practicality of commonly used online platforms in Iran and Turkey, i.e. Adobe Connect and Zoom. To this end, a total of 10 EFL professors (5 Iranian and 5 Turkish) participated in the interview session to deeply investigate their attitudes on the platforms of Zoom and Adobe Connect as regards issues related to materials and resources, instruction, and assessment. As the results of the interview showed, both Turkish and Iranian university professors had similar ideas about the online platforms and they listed some merits such as easy access, attractiveness, and applicability for teaching and learning in Covid-19. Also, the demerits were low interaction and communication, being demotivating for not disciplined learners, and so on. In general, based on the participants’ points of view, both online platforms were useful in terms of materials and resources as well as instruction; however, they had less control over cheating on tests, in terms of assessment. Different parties such as teachers, syllabus designers, and materials developers will benefit from the outcomes of this study. تفاصيل المقالة