This inquiry investigates the impact of Computer Concept-Mapping on Iranian EFL learners’ writing complexity and accuracy. To this end, a total of 30 intermediate EFL learners aged 14 to 16 years were non-randomly selected, homogenized in terms of general proficiency, and classified into two treatment and control groups. Also, a pretest and a posttest on the participants’ writing performance were administered at the beginning and the end of the study.. Further, the ESL Composition Profile developed by Jacobs et al. (1981) was used as a criterion for evaluating the participants’ writing accuracy and complexity. The treatment group received computer-based concept mapping instruction, while the control group was instructed through conventional writing techniques. Then, the data obtained from the two groups’ pre- and posttests were comparatively analyzed through appropriate statistical tools. Parametric paired-samples and independent-samples t-tests as well as Pearson Correlation were also used to assess the inter-rater reliability indices of the participants’ writing tests. The results of data analysis indicated that computer concept-mapping instruction entails significantly better writing performance. This finding has implications for teachers and EFL programmers to use the latest methods and tools of instruction Manuscript profile

This study was conducted to explore the impact of integrating an evaluation cycle (Newly-developed Task Cycle) into Willis's task-based model on the improvement of Iranian medical students’ reading comprehension. In this quasi-treatment study, 60 medical students were selected through convenience sampling from Jahrom University of Medical Sciences, Jahrom, Iran, and assigned to two groups of Willis and NDTC. The control group (Willis group) received the procedures of the task-based cycle proposed by Willis, and the treatment group (NTDC group) received the procedures of NDTC designed by the researchers of this study. Each group participated in 12 sessions with a focus on reading comprehension, which met twice a week for 90 minutes. Prior to starting the treatment, a pre-test was administered. Also, one week after the last session, a post-test was administered. The post-test scores were compared with pre-test scores in each group and finally with each other. The results obtained from the statistical analysis of the collected data revealed that while both frameworks were effective in improving the learners’ reading skills, NDTC had a greater impact in this respect. The findings of the study have beneficial implications for teachers, researchers, and educational managers, should NDTC be infiltrated into teaching methods. Manuscript profile

Flipped instruction is one of the most important discussions in education. This study aimed to find the effectiveness of using flipped classrooms on learners' attitudes toward learning English and their autonomy. To this end, 68 EFL learners were selected based on their scores on the Oxford Placement Test (OPT). The participants were randomly divided into one experimental and one control group. Before the treatment, both groups were pretested by the administration of the learners' attitudes and learner autonomy questionnaires. The participants in the experimental group received the instructional materials through WhatsApp messenger and were asked to study the materials before attending the class. The control group received the materials in the classroom. At the end of the experiment, the two questionnaires were given to both groups once more as the posttests. The findings revealed the effectiveness of the flipped classroom in improving learner autonomy and enabling them to be more autonomous. The results also showed the experimental group's positive attitudes toward English language learning. Manuscript profile

The purpose of this article was to study the emotional feelings of Iranian novice and experienced EFL teachers. A group of 63 experienced and novice language teachers (33 men and 19 women) were selected by a purposeful sampling from the statistical population (77 people). The Persian version of the TES questionnaire was used to measure the emotional feelings of the participants toward their professional lives. About 80% of the novice teachers reported having the first stage of emotional feeling: fantasy. They described various fantasies about their students, the parents, and the school staff and the pleasant or unpleasant environments they think they will have in their future classrooms. This stage (unrealistic positivism) seemed quite pleasing to them since students and their parents respected them for their hard work, and no one wanted to misbehave. Moreover, 79% of novice teachers reported experiencing the "survival" stage, in which they fought for their professional identity and a sense of worth among students and colleagues, and 92 % reported a sense of failure when their students failed their classes. Manuscript profile

Different teacher characteristics affect their teaching in the classroom. Among these characteristics, teacher self-efficacy (TSE) can be mentioned. This study aimed at exploring the impact of different forms of TESOL/CELTA certification course (i.e., face to face and online) on Iranian non-native English teachers’ self- efficacy (TSE) perceptions. İn so doing, a quasi-experimental pretest and posttest design was used. The participants, who were selected through convenient and snowball sampling methods, consisted of 50 male and female Iranian EFL teachers whose majors were Translation and literature in English as well as Teaching in 30 to 40 age range, with one to more than ten years of experience in teaching. To measure the participants’ TSE perceptions, the Teacher Sense of Efficacy Scale (TSES), an extended model of the Ohio State Teacher Efficacy Scale (OSTES), was utilized (Tschannen Moran & Woolfolk Hoy, 2001). Data analysis was conducted at descriptive and inferential levels. As proved by the results of data analysis, the participants significantly improved in terms of their overall TSE perceptions as a consequence of exposure to the CELTA or TESOL certification course. Moreover, the findings revealed that although both face to face and online groups showed a remarkable improvement in their TSE perceptions after CELTA/TESOL certification course, there was a significant difference between the two groups’ TSE perceptions after the course in favor of the face to face group. The findings have some implications for in-service teacher training programs. Manuscript profile