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Showing 4 results for Barani
Fahimeh Hokmabadi , Omid Mazandarani, Behzad Ghonsooly, Ghasem Barani,
Volume 25, Issue 2 (9-2022)
Abstract
Despite the fact that there exists a considerable amount of literature on pedagogically-oriented stylistics, a significant number of the often-cited articles turns out to be based on trust and intuition. This is what has been accentuated by prominent figures as Hall (2007), Carter (2007, 2010), Zyngier and Fialho (2010), among others, while calling for more robust empirically-based studies. The present study is undertaken to review 13 studies published from 2015 to 2022. In doing so, an adaptation of a coding framework was employed to serve as guideline for this review study. In this vein, three overarching themes were detected: 1) stylistics as accessible toolkit for teacher training, 2) stylistics' significance in curriculum and syllabus development and 3) stylistics as an opportunity for cooperation between higher education and language teachers. By detecting these emergent themes some uncharted areas of stylistics-inspired pedagogies as well as some rectified issues were revealed. Despite this, there still remains the issue of underreporting which is indeed undermining to the credibility of pedagogical stylistics. Thus, a set of recommendations were accordingly provided for further advancement in studies concerning pedagogical stylistics.
Ghasem Barani , Zari Sadat Seyyedrezaei, Forough Aliabadi, Mohsen Davarzani,
Volume 26, Issue 2 (9-2023)
Abstract
Many significant psychological antecedents accompany second/foreign language (L2) teachers in the classrooms. Most recent studies show that spiritual intelligence, happiness, job performance, and psychological well-being are among these antecedents; however, the relationship between these constructs is still underexplored in the context of English as a Foreign Language (EFL). Therefore, this research aimed to explore the relationship among EFL teachers’ spiritual intelligence, happiness, and job performance considering the moderating role of psychological well-being. This study applied a correlational design. Iranian EFL teachers (n:103) were invited to participate in this study through convenience sampling. They were requested to fill out four questionnaires at work. The structural equation modeling (SEM) method was used through PLS software to analyze the collected data. Therefore, it was concluded that both spiritual intelligence and happiness positively influence EFL teachers’ job performance with psychological well-being only moderating the latter association. The findings of this study contribute to the knowledge on the teacher antecedents influencing their performance which can consequently result in enhancing the teachers’ job performance.
Shahrbanoo Parichehreh, Zari Sadat Seyyedrezaei, Ghasem Barani, Omid Mazandarani,
Volume 27, Issue 1 (4-2024)
Abstract
This investigation examined the effect of BigBlueButton and formative assessment strategies (Mind Dump and Word Journal) on Iranian EFL students’ directed motivational currents (DMCs). Having utilized a quasi-experimental design, it was conducted among 90 out of 120 participants selected via convenience sampling. Quick Placement test was distributed to 120 students from English Translation and Literature at Sari and Qaemshahr branches of Azad University. 90 Iranian sophomore students were chosen and divided randomly into control, Face-to-Face, and BigBlueButton groups. Students in each experimental group (N=30) (Face-to-Face and BigBlueButton) were split into two subgroups (Mind Dump and Word Journal). Students in the experimental groups were taught narrative writing with instructional embedded formative assessment strategies, whereas students in the control group were taught without using these strategies and with traditional teaching methods. To gauge students’ DMCs, DMC Disposition Questionnaire was utilized. Students were distributed the questionnaire once at the outset and once at the end of the course. The results of Quade Nonparametric Analysis of Covariance indicated DMCs of Iranian EFL students using Mind Dump and Word Journal in BigBlueButton significantly improved compared to their counterparts implementing these strategies in Face-to-Face and those who did not use these strategies in the Control group.
Ghasem Barani, Zeynab Hedayati Katouli, Mohsen Davarzani,
Volume 28, Issue 1 (4-2025)
Abstract
Teachers as the heart of each educational system have been in danger of burnout according work-family interference. The following thesis relies on Hobfoll’s conservation of resources theory to investigate the association of work interference with family (WIF) and family interference with work (FIW) with burnout among the EFL teachers in Iran. The study also explores the moderating role of emotional intelligence (EI) in the relationship between work-family interference (WIF/FIW) and burnout. Data were collected from 155 EFL school teachers (male = 62, female = 93) in high schools in Iran using a questionnaire survey. These available participants were at the range age of 23 – 58, and they had different years of experience teaching at different public and private schools. The sampling strategy was informed by convenience sampling. Data were gathered through FIW five-item scale developed by Netemeyer et al., WIF five-item scale developed by Netemeyer et al., burnout 22-item scale, developed by Maslach et al., Wong and Law Emotional Intelligence Scale. Also the questionnaires were collected by the researcher and entered into PLS software for further analysis. The study utilized partial least squares path modeling to assess the proposed measurement and structural model. The design of this study is based on quantitative correlational design applied in Structural Equation Modeling (SEM). This study is utilized as a quantitative method of research in which three quantitative variables were examined, and it determines if there is any relationship among them. Findings reveal that WIF and FIW are positively associated with burnout. The association of WIF was found to be stronger than FIW with burnout. There is a statistically significant negative relationship between work-family interference and teachers’ burnout. Also, there is a significant relationship between family-work interference and teachers’ burnout. On the other hand, emotional intelligence does not moderate the relationship between family-work conflict and job burnout. This study provides some important implications for ministry of education, teachers and other stakeholders.
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