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Showing 2 results for Seyyedrezaei
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 (3-2024)
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.
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