The present research scrutinized the effectiveness of using technology and multimedia in smart classrooms on improving reading disorders, word chain, and word comprehension in late learning students. For this purpose, 34 male students with reading disorders (dyslexia) were selected as a sample based on the Wechsler IQ test, andKoromi Nouri and Moradi’s dyslexia test. The participants were selected from primary schools in Marand city in the academic year 2019-2020. This study isquasi-experimental research with pretest and posttest. The experimental and control groups included 17 participants, which were randomly assigned to each group. Both groups were evaluated by a diagnostic reading test as a pretest. The experimental group was taught in smart classes for 12 sessions for a year and each session was 90 minutes, yet the control attended in normal classes without using any technology and multimedia. At the end of the year, both groups were re-evaluated using the posttest. The data were analyzed by ANOVA test. The results showed that teaching based on multimedia in smart classrooms improved reading disorders, word chain, and word comprehension in retarded children.The findings can be of great importance for teachers and parents. پرونده مقاله

The current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ perception of the register-based instruction. To these ends, 50 intermediate and 50 advanced Iranian EFL learners were selected randomly and assigned to four groups: two experimental and two control groups. Employing an experimental pretest/posttest design, the learners of the two experimental groups received instruction on the three components of register; that is, field, tenor, and mode along with the implementation of a three-phase teaching/learning cycle, whereas the learners in the control groups were exposed to a conventional writing instruction. Quantitative analysis of the learners’ writing performance on the pre- and posttest measures revealed the contributory role of register instruction in improving Iranian EFL learners’ writing performance, regardless of their English proficiency level. Furthermore, having been surveyed through a researcher-made questionnaire, the advanced and intermediate learners expressed their positive attitude towards the instruction. The findings highlighted the necessity of superseding the traditional linguistic-based writing instruction by a contextual and situational teaching methodology similar to what has been implemented in the current study. پرونده مقاله

In today's society, it is important for teachers, particularly foreign language teachers, to understand that reflectivity is considered as a main factor in growing teaching profession. This study sought to examine the different dimensions of reflective teaching among Iranian EFL teachers considering the variables of gender, academic degree , teaching experience ‌,and interactional effect between them .In doing so, initially using an explanatory sequential mixed method survey‌ design a five–point Lickert scale ,29-items Reflective Teaching Questionnaire including (practical, meta-cognitive, critical, cognitive and affective ) was distributed to 142 EFL teachers (male and female) with 4 to 30+ years of professional experience with BA, MA, and PhD. academic degrees. Considering teaching experience, the participants were categorized into three groups.MANOVA results indicated the significant effect of teachers’ experience on their reflective teaching with the least effect reported on the affective dimension. Secondly, sixteen EFL teachers were invited to participate in an interview. The results of the present study will be useful for EFL teachers to have effective teaching, and to involve themselves more in exploring their students’ learning styles and critical aspects of the teaching context. Obviously, reflective teaching would help teachers to foster their independence. The analysis revealed that shortage of time, prescribed syllabi, predetermined textbooks, and ineffective teacher training programs were the main obstacles to reflectivity as experienced by the teachers. The outcomes have pedagogical implications for Iranian EFL teachers and theoreticians in the area of language teaching. پرونده مقاله

The need for a strong educational system is felt more than ever due to globalization. In this respect, teacher agency has an important role in educational change. This qualitative meta-study, therefore, addressed the attitude of the teachers towards agency and the way they enact agency to facilitate learning process. To this purpose, the needed data were gathered from the narrative of life, professional history and class observations of five English teachers in Iranian context. Then, based on the Grounded Theory Approach, the data were analyzed and the obtained results showed that teachers’ pre-teaching and during teaching processes were made up of complex relationships among different resources; that is, teachers’ life ideology (their perception towards themselves and their job) and financial status. At the same time, the results revealed that teachers’ instruction experiences highly affect both their magnification of agency and their decision-making processes. It was further seen that agency was not stable at all, meaning that social factors and environmental conditions played important roles in shaping teacher’s agency. پرونده مقاله

This study aimed to investigate the immediate and long-term effects of the flipped classroom approach andlanguage proficiency on the autonomy and anxiety of Iranian EFL learners. A total of 94 learners at theelementary, intermediate, and advanced levels were selected through convenience (availability) samplingprocedure from Payam-e-Nour University and split into the experimental and control groups. The research methodemployed was based on a nonequivalent control group pretest-posttest design. Data were analyzed using afactorial ANCOVA and a sample paired t-test. The results of this study reveal that the flipped classrooms had astatistically significant impact on the participants' learner autonomy and language anxiety. However, differentlanguage proficiency levels had no statistically significant effect on learner autonomy and language anxiety.Findings also suggest that the flipped classrooms had a long-lasting impact on language anxiety and learnerautonomy. It is concluded that, in many English language settings, the flipped classroom may be a suitable optionwith potentially positive outcomes. The findings of this study have some important implications for syllabusdesigners, curriculum planners, and language instructors of foreign languages. پرونده مقاله

The relationships among variables involved in the construction of work-based identity and work engagement of EFL teachers have been left unnoted in the field of language education. The present study was an attempt to examine the nature of the existing relations among work- based identity and its major predictors - work engagement and job demands and resources in the domain of EFL teaching. The issue of gender in relations among work-based identity, work engagement, and job demands and resources was also the focus of the study. To achieve the objectives of the study, the predictive power of the job demands and resources (JD-R) model in EFL teachers’ work engagement and work-related identity was tested via structural equation modeling and gender was considered as a moderating variable. The current study was carried out through cross-sectional field survey amongst 250 English teachers. Results demonstrated that work resources and demands had a direct effect on work-based identity; furthermore, work resources and demands had an indirect effect on work-based identity by interacting with job engagement whereas the proposed work-based identity model was invariant to gender. The research has some implications for theory and practice. The findings of the present study concerning the determinants of EFL teachers’ work-related identity provide new and useful insights for the policy-makers, administrators, managers of educational institutes to improve work-related identity of their EFL teachers. پرونده مقاله

Research findings on teaching of language learning strategies found that summarizing is of tremendous role in learning in general, and in reading comprehension in particular. Due to its importance and also due in large to the fact that there wasn’t a comprehensive way of summarizing the current study tried to provide an inclusive genre -based model for text summarizing, and examine its effectiveness in a mixed-methods study which lasted for one academic semester. The results of the quantitative phase revealed that the experimental group outperformed in the posttest. It can be said that the effectiveness of the Genre-based model is principally due to its role in increasing the learners’ structural awareness, namely in supporting them in finding out the schematic structure of texts and eradicating the insignificant parts. In the qualitative phase the researcher designed a questionnaire and found out attitudes of the learners towards the model. The results exposed that learners had positive attitudes towards the genre-based model of summary development. Through making use of the model they have an effective tool for taking the gist of texts out of them, and make connections with what they already know. پرونده مقاله

This study was an attempt to provide a comprehensive model for summary writing based on the model of Van Dijk’s concept of macrostructures. The effectiveness of the model was examined in a genre-based quasi-experimental study with the data collection procedure lasting a semester. The participants included 60 female English learners divided into two experimental and control groups. The results of the study revealed that the experimental group outperformed the control group in the posttest which was mainly due to the potential role the treatment had in increasing the learners’ structural awareness in order to help them find the most important parts of the texts, i.e. those relating to the main idea of the text and disregard the less relevant ones. The results of this study contributed to the understanding of the genre-based model and that English learners could get the essence of a given text by only understanding the gist and comprehending some sentences in a text. English learners could realize that all of the words and sentences in a text have a responsibility of conveying a particular message and that there is no need to memorize or remember every individual information in a text. پرونده مقاله

Various predictive research designs have been used to discover the relationship between learners' aca- demic achievement and the degree of teacher-student interactions they receive individually or in a group and the mediating role of their academic interest in learning. How these relation- ships/correlations work in an English as a Foreign Language (EFL) setting, however, has remained a rarely investigated topic. This study explored the effects of teacher-student interactions on academic achievement by focusing on the mediating role of academic interest. In doing so, 218 EFL learners (102 males and 116 females) who were undergraduate English students at Islamic Azad University, Tabriz Branch were selected out of 645 students through the stratified random sampling method. This number of the learners was determined according to a sample size calculator for structural equation modeling (SEM). A correlational survey design was employed to investigate the purposes of the study through the SEM framework. The results demonstrated a significant correlation among variables and multiple predictions of students' academic achievement through the predictor variables. The outcomes confirmed that the increased interest of the EFL learners in learning and their interactions with their teachers could considerably contribute to improvement of their academic performance. پرونده مقاله

Systemic functional and genre-based approaches developed by Halliday emphasized the point that language structure is intrinsically interrelated with social context and function. Administering these approaches in EFL situations would augment teachers’ and learners’ apprehending of the core of language use and usage in dissimilar settings. Teachers can use these approaches in instruction and assessment of language skills and sub-skills grounded on specific genres. The aim of the study is to explore EFL teachers’ use of a systemic genre-based rubric for assessing expository writing of EFL learners. The current study is a two-staged quantitative research. The participants of the first stage included 50 male and female EFL teachers holding M.A. and Ph.D. degrees selected using a purposeful sampling method. The second stage was conducted among 105 male and female EFL teachers selected through stratified sampling. The instrument was a researcher-made questionnaire developed grounded on Halliday’s systemic functional linguistics including the components of Context of Culture, Context of Situation, and Lexico-Grammar features. The reliability of the questionnaire was ensured through Cronbach’s alpha and the validity was examined by content and construct validity. The findings of the first stage showed that the designed questionnaire was localized and confirmed using factor analysis. Moreover, the results of the second stage obtained from one sample t-test revealed that EFL teachers noticeably consider and apply the mentioned components in assessing expository writing. Accordingly, it can be concluded that using systemic genre-based rubric can be effective in accurate assessment of expository texts. پرونده مقاله