In this study, the investigator sought to explore the perceptions and attitudes of Iranian English as a Foreign Language (EFL) learners towards the use of Socially Mediated Testing (SMT) in their English learning process. The primary aim was to identify the factors that significantly influence their learning experience when using SMT. The research process began with in-depth interviews of 50 EFL learners, aiming to gain a qualitative understanding of their thoughts and experiences with SMT. Based on the insights obtained from these interviews, the researcher developed a questionnaire tailored to capture the nuances of these learners' experiences. This questionnaire, consisting of 25 items, was then distributed to a larger sample of 475 EFL students. In the end, the researcher was able to identify four variables after using exploratory factor analysis to identify the factors. The 25-item questionnaire was then given to 785 EFL students, who chose each item on a Likert scale. The factor structure of the instrument was verified by the researcher using structural equation modeling (SEM). To determine if the suggested model matched the data, the researcher used the measurement with the best fit. The fit indices were estimated using the original EFA structure, which contained four factors and 25 elements. As a result, the researcher created a model that can be used as a respectable foundation for SMT research that will take place in Iran in the future, where such specific insights are unavailable in this politically distinct EFL setting. پرونده مقاله

Since writing is characterized with a cognitive nature, one practical approach to improve EFL learners' writing skill is to resort to inquiry-based learning approaches such as problem-based learning (PBL) which is characterized with a high cognitive demand and often contribute to high retention of knowledge. This study aimed at exploring Iranian EFL learners’ perceptions of problem-based learning. In so doing, a content analysis design was used within the qualitative paradigm. The participants consisted of 15 (8 females and 7 males) advanced EFL learners who participated in the study through purposive sampling from different language institutes in Tehran. The data were gathered through a semi-structured interview. Data analysis was conducted through thematic analysis. Based on the interview data, the following themes were extracted: Engagement, collaboration, personal preferences, sharing knowledge, novelty, less supportive teachers, joyful learning process, and use of adequate technologies, time requirements, affecting vocabulary learning, changing students' perception about the learning process and the teachers' role. The results have some implications for EFL teachers and learners, and curriculum planners. Key Words: Collaboration, Engagement, Writing, Problem-based Learning. پرونده مقاله

The present study investigated Iranian English language quality through validating the model of criteria. More specifically, the study analyzed the most and the least important criteria for evaluating the English language quality of EFL learners. Also, the differences among males and females with regard to the English language quality were investigated. In doing so, a total number of 100 English teachers of different levels of proficiency were chosen. The researchers-made questionnaire was distributed among participants via Google. The process of analyzing the data obtained from the questionnaire was performed in two software, SPSS 21 and pls. In the quantitative part of descriptive statistics, numbers, percentages, central indicators, and dispersion indicators were used. In inferential statistics, a factor analysis test was done to confirm and validate the questionnaire and structural equation model. Findings of the present study revealed the most important criteria for analyzing the EFL students' language quality which are individual characteristics, learning strategy, and learning dynamics. The results also indicated that educational technology and content regulation as background conditions, are effective in assessing the English language quality of Iranian learners. Moreover, no significant difference found among Iranian males and females with regard to the English language quality. It should be noted that the implementation of this approach requires the necessary professional potentials and competencies. پرونده مقاله

This study tries to investigate the most, and the least influential socially-mediated testing factors on learning among university students. The necessity to understand these socially-mediated testing to foster language learning in the Islamic Republic of Iran gets bolder where English as a foreign language learning, in political and social aspects fulfills a considerable role in different parts of daily life. The researcher used the quantitative method. The participants included 375 EFL learners studying or completing their Ph.D. The sample included 183 males and 192 females. The age range was from 29 to 37. The instrument applied in this study was a researcher-constructed questionnaire. It consists of two parts. The first part was a demographic question, and the second part consisted of questions about factors that affect on socially mediated testing. The reliability of this questionnaire was 0.804. The mean values of the four variables showed which factor have the most, and which one has the least impact on SMT based on the participants point of view who answered the questionnaires. The most effective factor is the ‘Positive points of SMT’, ‘Goals of the teacher in SMT’ can reach the second level. ‘Learning measurement of SMT’ can reach third level, and the last level is for ‘Negative points of SMT’. The results of this study can help teachers, students, parents, and all the people who are part of educational system, and make decisions to improve the system of the education in schools, and universities based on the findings of the articles. پرونده مقاله

The paper investigated the most and the least factors of student-generated vocabulary testing that can influence EFL learners’ autonomy. This study applies mixed-method research. For the qualitative phase, the researcher used 30 purposive participants and had a semi-structured interview to find the factors and make a questionnaire. The researcher used MAXQDA to analyze the data. Then the researcher prepared a questionnaire and distributed it among 225 convinced participants, making it reliable and valid. The reliability of this questionnaire was 0.92. For the quantitative phase, the researcher used 320 EFL learners who participated. The study instrument was a research-made questionnaire about the factors of student-generated vocabulary testing that can influence EFL learners’ autonomy consisting of two sections. The mean values of the four variables obtained from the participants’ viewpoints reveal which factors of the student-generated vocabulary testing have the most and least effect on autonomy among Iranian EFL learners. After analyzing the questionnaire, the researcher used 30 participants (13 males, 17 females) by random sampling for the qualitative phase to ask them about their point of view of SGVT and its effect on their autonomy. For analyzing the data, the researcher again used MAXQDA. The results of this study show that the most influential factor was ‘Personal characteristics. ‘Teachers’ role’ was determined to be the second significant factor. ‘Positive points of student-generated testing were in the third place, and the least effective one was ‘Negative points of student-generated testing. پرونده مقاله

Using Spencer-Oatey’s (2004, 2008) Rapport Management approach, this study was conducted to elicit the reprimanding response behavior of native Persian speakers and EFL Learners. The participants of this study were 30 native Persian speakers and 60 EFL learners. To fulfill the purposes of this study, a six-binary situation Interactive Discourse Completion (IDCT) Task was utilized. Emotion Likert-Scales such as the anger, responsibility, fairness and selfishness were also included to the end of IDCT. The findings depict that native Persian speakers take a rapport threatening perspective by claiming autonomy and violating association and involvement principles. They also manifest a rapport enhancing prospective by observing cost-benefit considerations. EFL learners, on the other hand, claim autonomy and violate respect and involvement components. They also respect identity face of interlocutors more than do their Native Persian counterparts. پرونده مقاله

Abstract Reading strategies are seen as supportive means to help learners process and comprehend English texts effectively. The present research probed to posit a discipline-specific model of reading strategies for Iranian TEFL postgraduate students. The motive behind developing a local model of reading strategy is twofold: first, a variety of postgraduate students admitted for M.A and Ph.D. programs, either may not have received their first degrees in TEFL or they are TEFL graduates who lag behind disciplinary-knowledge in terms of reading. Consequently, Twenty- eight postgraduate students majoring in English Language Teaching from Shiraz University, Isfahan University, Yazd University and Islamic Azad university of Bandar-Abbas wherein M.A and Ph.D. programs in TEFL are offered were asked to brainstorm their ideas as to how they approach technical materials in English. Conducting a 3-session semi-structured interview with 22 participants and focus-group interviews with six participants, the researchers then transcribed and codified the data according to Corbin and Strauss (2014) systematic steps of open, axial and selective coding for grounded theory. The findings revealed a six factor model encompassing 32 categories. The factors include: a) previewing the content, b) recognition of the salient and pronounced features, C) emphasis and clarification upon the significant features, d) consulting auxiliary sources, e) ruminating and reflecting upon the text, and f) reviewing the gist of materials. As a matter of fact, the proposed model can help postgraduate students move away from teacher authority and develop reading autonomy. پرونده مقاله

This study was an endeavor to develop a model of cultural identity among Iranian advanced EFL learners. To achieve this end, a multiphase design was implemented. Initially, it was attempted to investigate different factors of cultural identity to propose and validate a model. Thus, 20 EFL learners studying in Safir English language institute in Tehran were interviewed about their views of their cultural identity in the qualitative phase. After extracting four factors of cultural identity including: “religion, culture, nationality, and language”, a questionnaire was constructed which reflected these factors. Then, in the quantitative phase, the 30-item questionnaire went through an exploratory factor analysis for the sake of validity and after its validity and reliability were corroborated through a pilot study with 183 learners, it was distributed among 384 EFL learners. In addition, Structural Equation Modeling (SEM) analysis was run through LISREL 8.8. to confirm that the final proposed model enjoyed validity for future research. To do so, a confirmatory factor analysis was run and the model of cultural identity was developed. Eventually, the possible relationship between 384 EFL learners’ cultural identity and their English language achievement scores was examined and the results of this phase indicated that there was a significant and positive relationship between learners’ cultural identity and their English language achievement scores. The findings of this study can enhance awareness among English teachers, materials developers, and syllabus designers to equip themselves with the updated techniques to handle the possible challenges that may occur in EFL learning contexts. پرونده مقاله

Culture is an inseparable part of a language. In other words, mastering a language and being able to communicate through it inevitably entails integrating with the culture of the speakers of that language which is the reflection of people's identity. The aim of the present study was designing a model of Iranian cultural identity. Initially, to select a homogeneous sample of learners at the advanced level, 300 language learners at the advanced level took TOEFL and 180 learners were chosen as the participants of the study. The cultural identity model was designed by the use of interviews and literature review to come up with main components of cultural identity. Afterwards, participants were interviewed about their identity and four components comprising Iranian cultural identity were identified. The results of the factors analysis showed that raw data converged to a pattern with four components which fit the hypothesized model of cultural identity. Then, the cultural identity questionnaire was given to participants. The results of statistical analyses indicated that there was a significant negative relationship between cultural identity and language achievement of the participants. پرونده مقاله

This qualitative study was an endeavor to assess English language quality of EFL students with linking to a grounded theory. To this aim, first 20 teachers working in a non-profit language institute were selected based on chain sampling or snowball sampling. Sampling continued until theoretical saturation and were interviewed. After extracting the components and indicators obtained from the analysis of interviews, a questionnaire was created to collect the necessary information and data to assess the quality of English language students. Then, a total number of 100 English language teachers teaching English in different levels of proficiency participated in this survey. According to the careful analysis, findings identified the main evaluating criteria for English language quality of Iranian EFL Learners as individual characteristics, learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety, weakness in learning, assessing knowledge/skills, positive evaluation, as well as individual and social consequences. Moreover, the most important ones with the highest distribution of category concepts among EFL learners referred to learning strategy (like to acquire language skills, spirit of competitiveness, spirit of collaboration, planning, cognitive development, employing group learning), individual characteristics (using peers' experiences, using the experiences of others, appropriate evaluation, giving desirable homework, eagerness to attend the class), and learning dynamics (innovative management, self-centered learning, having online learning, a positive learning context, access to up-to-date resources). The results can provide useful insight into curriculum development and improvement for seeking educational effectiveness in EFL setting. پرونده مقاله

The present study aimed at investigating student-generated vocabulary testing factors fostering autonomy among Iranian EFL learners. The changing needs of today's society have redefined the goals of education in general and teacher and learner roles in particular. Learners are no longer viewed as the individuals who passively receive knowledge from teachers. Instead, the modern society has necessitated a lifelong learning, that is, training learners by giving them the power to take the responsibility of their own learning. The qualitative method of research was used in this study. The participants consisted of 30 EFL learners studying or finished teaching English. A semi-structured interviews were designed and conducted. After conducting all the interviews, the recorded interviews were transcribed by the researcher. In order to maintain the confidentiality, each participant was given a name other than his or her real names. Then, the transcripts and interviews' notes and memos returned to the participants and they were asked to ensure that the data was genuine and truly based on their opinions. Then, the transcripts were read and reread several times in order to thoroughly comprehend and get familiar with. In this qualitative research, MAXQDA software was used to analyze the data. A large number of codes were consequently provided by the software and a list of tentative categories were prepared (4 themes and 14 categories) by the constant comparative method. The four themes are: 1- Personality characteristics 2- Positive points of student-generated vocabulary testing, 3- Negative points of student-generated vocabulary testing, 4- Teacher’s role. پرونده مقاله

Achieving success in teaching English requires teachers to demonstrate varying essential characteristics that consist of several underlying and interacting constructs. The purpose of this study was to orient the reader and succinctly identify the key variables of teachers' passion that leads teachers to success. In fact, the study tried to identify the components of a model of teachers’ passion which can be expanded based on teachers’ perceptions and MSA model. It delineated the characteristics of successful English teachers embedded within five central dimensions, along with their underlying structures. The data of the study were collected with semi-structured interviews. The content analysis method was used to analyze the data. By the research aim, this study identified 5 dimensions from 22 subcomponents and 65 concepts. Individual characteristics were determined as the first dimension of the study. The subcomponents under these categories identified as ‘Self-awareness’, ‘Personal Lifestyle’ and ‘Potential Ability. Psychological characteristics were determined as the second dimension of the study. The subcomponents under these categories included ‘Anger Management, ‘Emotion’ ‘Positive Attitude’ and ‘Flexibility’. In conclusion, teachers were passionate about being successful, effective working conditions, students’ desire for learning, being more autonomous, equitable and consistent implementations regarding with education approach. The present study can offer major practical implications for language teachers, language students and material developers. In the second language learning context, creating positive emotions and lessening the negative emotions both on the part of the teachers as well as the learners could increase motivation, effort and success. پرونده مقاله

This study designed and validated criteria to evaluate the English language quality of Iranian EFL learners to provide information about the foreign language learning and teaching systems and to improve the quality standards in Iran. the method of this research is descriptive exploratory type. The statistical population of this research includes 20 experienced teachers working at different levels (primary, intermediate & advanced) in a non-profit language institute (Safir Language Institute) in Bandar Abbas, Hormozgan, Iran. Sampling was performed theoretically using chain sampling or snowball sampling. In this study, the process of analyzing the data obtained from the interviews was performed in three coding steps (open, axial, and selective) which were performed consecutively, the interviews were collected and analyzed and coded line by line using version 10 of qualitative data analysis software (MAXQDA). Results showed that the most important Criteria for Evaluating the English Language Quality of Iranian EFL Learners are learning strategy, individual characteristics, learning dynamics, educational technology, content setting, anxiety and low self-esteem, weaknesses in learning, positive evaluation, negative evaluation, assess knowledge and skills, individual consequences, social consequences, cultural implications, economic consequences, and political consequences. پرونده مقاله

This study aimed at investigating the socially-mediated testing factors affecting Iranian university EFL students. The necessity to understand these factors to foster language learning gets bolder when one attempts to investigate them in settings, like that of the Islamic Republic of Iran, where English as a foreign language has witnessed great ups and downs due to political and social changes. For this purpose, the researcher used a qualitative design. The participants in this study comprised 30 EFL university learners (15 males and 15 females) studying or having finished language teaching discipline. Semi-structured interviews were conducted to elicit data. The recorded interviews were transcribed, and each participant was assigned a fictitious name to protect their privacy. The transcripts as well as the researcher’s notes and memos were then returned to the participants to confirm that the data was genuine and reflected their viewpoints. The transcripts were read and reviewed a couple of times for the sake of familiarity. Then, they were transferred to a computer software called MAXQDA. As a result, a long list of codes emerged which was reduced to a smaller list of tentative categories (4 themes with 25 categories) through a constant comparative method. These four themes are, 1) positive points of socially mediated testing, 2) negative points of socially mediated testing, 3). learning measurement of socially mediated testing, and 4) goals of teachers in socially mediated testing. پرونده مقاله

This study intended to develop a model of motivating factors to learn English among Iranian Kurdish and Azerbaijani EFL learners. For this purpose, at first, an endeavor was made to discover motivation factors and validate a model. Therefore, in the qualitative phase, a semi-structured interview was done with 18 Azerbaijani interviewees (in the Azerbaijan University of Tabriz) and 18 Kurdish ones (in the Kurdistan University of Sanandaj) and 6 participants of focus group from each ethnic group to brainstorm their ideas. After discovering seven EFL motivating factors with 29 categories, a questionnaire was made which reflected the factors. In the quantitative phase, the 80-item questionnaire underwent an exploratory factor analysis to test validity, and after the confirmation of its validity and reliability through a pilot study with 234 participants, the questionnaire was distributed among 320 EFL participants. To corroborate the validity of the proposed model, Structural Equation Modeling (SEM) analysis was used with LISREL 8.8. Eventually, confirmatory factor analysis was run and the model of motivating factors was developed with three factors related more to Azerbaijani students leading to integrative motivation and four for Kurdish students making instrumental motivation. The emerged model is helpful for policymakers of education and teachers caring about better English instruction. پرونده مقاله

This study explores the motivating and demotivating factors among Kurdish and Azerbaijani EFL freshmen students in Iranian Kurdistan and Azerbaijan universities. The motive behind extracting motivating and demotivating factors was discovering the causes of their failureinEnglish learning and offering solutions. Collecting qualitative data was in accord with grounded theory, a three-session semi-structured interview running with 18 interviewees and a focus group with six from each university separately to brainstorm their ideas. The researchers then transcribed and codified the data according to Corbin and Strauss’s (2015) systematic steps of open, axial, and selective coding. For validation, one of the researchers interviewed the same number of students in Payameh Noor universities of Mahabad (with Kurdish students) and Miyandoab (Azerbaijanic students). Subsequently, in line with the body of literature and the data, six joint demotivating factors and 30 categories were obtained for both ethnic groups. In addition, seven motivational factors together with 29 categories were discovered, out of which three were related to Azerbaijani students leading to an integrative type of motivation, and four for Kurdish students making instrumental motivation. The proposed models are helpful for policymakers of education and those who care about better English instruction. پرونده مقاله

This study aimed to examine the different components of the speaking self-assessment instrument, and the most and least influential factors in the self- assessment instrument affecting Iranian EFL learners’ speaking skill. Finally, utilizing a grounded theory, the model of self -assessment Instrument affecting Iranian EFL learners' speaking skill was designed and validated. Accordingly, 20 language experts and 350 Iranian EFL learners were selected based on convenience sampling. The data were gathered via interviews and questionnaire. The data was analyzed by MAXODA. The findings revealed two broad categories of most influential factors in the self-assessment instrument affecting Iranian EFL learners’ speaking skill are classroom practice concerns EFL teachers’ actions in EFL speaking classrooms and conceptions referring to their beliefs about assessment in general and self-assessment in particular. In addition to teacher assessment, it was also reported using peer assessment can be influential. The participants explained that sometimes comment on their peers’ speaking productions can be conductive. Regarding the assessment techniques, the participants did not provide much information concerning the assessment procedures as no reference was made to any particular assessment techniques or tasks. As far as the least influential factors are concerned, teachers’ formative feedback, and assessment criteria were mentioned, implying that they do not have any significant impact on self- assessment instrument affecting Iranian EFL learners’ speaking skill. Consequently, the model of self-assessment instrument affecting Iranian EFL learners’ speaking skill emerges includes some characteristics and advantages, as well as disadvantages and challenges پرونده مقاله

Teacher emotions refer to the range of feelings and affective states experienced by educators during their professional practice, particularly in the context of teaching and interacting with students. This study aimed at developing a questionnaire for Iranian EFL teachers’ emotionality. In so doing, a qualitative thematic analysis method was used. The participants recruited for this study included 25 Iranian EFL teachers (15 males and 10 females) (in the qualitative phase) and 200 Iranian EFL teachers (120 males and 80 females) (in the quantitative phase) who were selected from different language institutes of Iran through convenient sampling. To collect the data, semi-structured interviews, audio-reflective journals, and observations were used. To analyze the data, thematic analysis and exploratory factor analysis (EFA) were used. According to the results, a questionnaire namely, the Questionnaire for Iranian EFL Teachers’ Emotionality in the Iranian Context was developed in 30 Likert items in six sub-scales including enjoyment, anxiety, burnout, responsiveness, emotional support, and flexibility. The results confirmed the reliability and validity of the developed questionnaire for Iranian EFL teachers’ emotionality. In line with the findings of the study, it can be concluded that Iranian EFL teachers experience emotionality in the form of positive and negative emotions. They experience such positive emotions as enjoyment, responsiveness, emotional support and flexibility. The negative emotions they experience include anxiety and burnout. Therefore, EFL teaching is a profession intermingled with diverse emotions. The findings have some implications for EFL teachers, learners, teacher education administrators and researchers. پرونده مقاله

One of the significant factors in EFL learning is teacher effectiveness which is of high importance since teachers are really and directly engaged in language learning as the final aim of English classes. This study aimed at exploring Iranian EFL teachers’ perceptions of critical pedagogy-based teacher effectiveness. In so doing, a qualitative thematic analysis method was used. The participants included 20 male and female Iranian English teachers who were selected through purposive sampling. To collect the data, a semi-structured interview was used. According to the results, the following themes were extracted from the data: Paying Attention to Students’ Needs, Being Aware of Students’ Goals in English Learning, Friendly Relations with Students, Flexibility in Teaching/Assessment Methods, Making Classes Student-Centered, Cooperative Teaching, Facilitating Students’ Learning, Being Aware of the Last Achievements in the Field of TEFL, Generating Equal Opportunities for All Students in the Class, Teaching Students Problem Posing Skills, and Teaching Students Critical Thinking Skills. The findings have some implications for EFL teachers, learners, teacher education instructors and policymakers. پرونده مقاله

The term ‘teacher emotions’ is defined as feelings and affections teachers experience in their professional practice. Teacher identity, as the beliefs, values, and perceptions that teachers hold about themselves and their roles, holds paramount importance in the realm of education as it profoundly shapes the teaching and learning process. This study sought to delve into modeling EFL teachers’ emotionality and identity. In so doing, a quantitative correlational design was used. The participants employed included 200 Iranian male and female EFL teachers who were selected from different language institutes of Iran through convenient sampling. To collect the data, the Teacher Emotionality Questionnaire and the Revised Identity Style Inventory (ISI-5) were used. To analyze the data, Structural Equation Modeling (SEM) was run. As unveiled by the results, positive emotionality (i.e., enjoyment, responsiveness, emotional support and flexibility) was a direct and significant predictor of informational identity. Positive emotionality was a negative and significant predictor of diffuse-avoidant identity. Negative emotionality (i.e., anxiety and burnout) was a significant and negative predictor of informational and normative identity. Negative emotionality was a significant and positive predictor of diffuse-avoidant identity. Congruent with the findings, it is concluded that Iranian EFL teachers are exposed to different kinds of positive and negative emotions. The results also lead to the conclusion that diffuse-avoidant identity aspect is weak in teachers who experience positive emotions. In sum, it is concluded that emotionality and identity aspects are interrelated in EFL teachers. EFL teachers should make attempts to experience more positive emotions than negative ones so that their identity is developed in a positive and authentic direction. پرونده مقاله

این مطالعه کمّی به دنبال اعتبارسنجی مدل انواع حرکات ایرانی با استفاده از بینش‌های حاصل از معلمان انگلیسی و ادبیات فارسی ایرانی بود. بر اساس 3 موضوع و 8 دسته از مدل انواع حرکات شامل: الف) دیداکتیک (تمرین، آموزش و بازخورد)، ب) انضباط (تنبیه و مدیریت)، و ج)سازگاری (اعتماد، درگیری و تشویق)، یک پرسشنامه 3 عاملی انواع حرکات تهیه و با نمونه‌ای به حجم 190 نفر از معلمان در بافت ایرانی پایلوت شد تا قابلیت اعتماد و روایی آن را ارزیابی کند. تحلیل عاملی اکتشافی (EFA) انجام شد که وجود 3 سازه و 26 مورد را تأیید کرد. همچنین روایی صوری و محتوایی پرسشنامه انواع حرکات تأیید شد. علاوه بر این، ضریب آلفای کرونباخ 0.83 نیز قابلیت اعتماد آن را تأیید کرد. سپس، پرسشنامه نهایی 26 مورد در میان طیف وسیعی از معلمان انگلیسی و ادبیات فارسی ایرانی از طریق کانال‌های مختلف مانند ایمیل، واتس‌اپ و تلگرام توزیع شد و در نهایت 332 پاسخ دریافت شد. یافته‌ها نشان داد که نگرش معلمان انگلیسی و ادبیات فارسی ایرانی در مورد سازه‌های سازگاری و انضباط به لحاظ آماری متفاوت است. سپس با استفاده از تحلیل عاملی تأییدی (CFA)، نتایج ساختار اولیه شناسایی شده از طریق EFA را که شامل 3 سازه و 26 مورد است، تأیید کرد. به طور کلی، مدل پیشنهادی انواع حرکات نشان‌دهنده برازش قابل قبول تا خوب است، هرچند امکان بهبود در شاخص‌های TLI و CFI وجود دارد. نتایج نشان می‌دهد که حرکات دیداکتیک باید در کنار سایر روش‌های آموزش برای تکمیل آموزش استفاده شوند.

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