|
|
|
 |
Search published articles |
 |
|
Showing 254 results for Type of Study: Research
Dr Malak Ziba Mehrinejad, Dr Mohammad Khatib,
Volume 27, Issue 1 (4-2024)
Abstract
The main focus of this research was on comparing the effect of simple, complex, and very complex tasks on listening comprehension. To the best of researchers’ knowledge, the concurrent investigation of the effect of variables ± spatial reasoning and ± single task on listening comprehension has not been the main focus of relevant studies. However, a wealth of studies has examined the effect of some cognitive complexity variables on second language learners’ performance. The extent to which high-proficiency students comprehended simple, complex, and very complex tasks was compared by employing a within-subjects design. The purpose of employing this research’s second design, between-subjects design, was making a comparison between high-proficiency and low-proficiency students’ comprehension of simple, complex, and very complex tasks. High- and low-proficiency students were selected out of female students at an art non-profit university in Tehran by administrating the Oxford Placement Test to them. Thirty-one high- and low-proficiency students received simple non-spatial reasoning and single tasks, complex non-spatial reasoning and dual tasks, and very complex spatial reasoning and dual tasks in order. The extent of high-proficiency students’ comprehension of simple, complex, and very complex tasks was statistically different based on the results of Friedman test. The Mann-Whitney U test, Wilcoxon signed-rank test, post hoc Bonferroni test, and repeated-measures ANOVA results indicated a statistically significant association between students’ language proficiency and how they accomplished listening tasks with cognitive complexity diversity. Second language teachers and instructional task constructors can employ this study’s findings to arrange and construct tasks for instructing L2.
The main focus of this research was on comparing the effect of simple, complex, and very complex tasks on listening comprehension. To the best of researchers’ knowledge, the concurrent investigation of the effect of variables ± spatial reasoning and ± single task on listening comprehension has not been the main focus of relevant studies. However, a wealth of studies has examined the effect of some cognitive complexity variables on second language learners’ performance. The extent to which high-proficiency students comprehended simple, complex, and very complex tasks was compared by employing a within-subjects design. The purpose of employing this research’s second design, between-subjects design, was making a comparison between high-proficiency and low-proficiency students’ comprehension of simple, complex, and very complex tasks. High- and low-proficiency students were selected out of female students at an art non-profit university in Tehran by administrating the Oxford Placement Test to them. Thirty-one high- and low-proficiency students received simple non-spatial reasoning and single tasks, complex non-spatial reasoning and dual tasks, and very complex spatial reasoning and dual tasks in order. The extent of high-proficiency students’ comprehension of simple, complex, and very complex tasks was statistically different based on the results of Friedman test. The Mann-Whitney U test, Wilcoxon signed-rank test, post hoc Bonferroni test, and repeated-measures ANOVA results indicated a statistically significant association between students’ language proficiency and how they accomplished listening tasks with cognitive complexity diversity. Second language teachers and instructional task constructors can employ this study’s findings to arrange and construct tasks for instructing L2.
Ms. Aysen Chokani, Dr Hossein Navidinia,
Volume 27, Issue 1 (4-2024)
Abstract
The current study examines the interplay of Iranian EFL teachers' assessment literacy and self-efficacy. Therefore, firstly, it sought to examine whether these variables are significantly correlated. Secondly, it attempted to probe the demographic factors potentially influencing teachers' assessment literacy. To achieve this aim, a sample comprising 100 Iranian EFL teachers participated in this study by simultaneously filling out two questionnaires: Tschannen Moran and Hoy's (2001) teachers' self-efficacy scale and an abridged version of Teachers' Conceptions of Assessment Inventory-III (TCoA), validated by Brown (2006). The findings obtained from the study indicated a statistically significant relationship between Iranian EFL teachers' assessment literacy and their perceived self-efficacy, thereby highlighting the interconnectedness of these constructs within the context of educational practice. Furthermore, among the demographic variables examined (participants' gender, level of education, field of study, and age), teachers' assessment literacy is most significantly influenced by their level of education, suggesting a strong link between educational background and assessment competencies. The implications of these results for English language teachers are discussed.
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.
Zahra Mohammadi Salari,
Volume 27, Issue 1 (4-2024)
Abstract
The current study explored the status of rating scales among Iranian EFL raters. It appeared that EFL/ESL assessment environments were significantly influenced by the perceived authority of native assessment groups. Consequently, examining the realities of rating practices in EFL/ESL settings could offer a more accurate understanding of how assessment is viewed and implemented. To assess this, the present study conducted a comprehensive survey within the Iranian EFL writing assessment framework. A carefully designed eight-item interview guide was created to investigate various aspects of the rating task, including the rating scale. This guide was administered to ten raters from various universities and institutions in Iran, all of whom possessed either a Master's or Doctorate degree in TEFL. The raters participated in 40 minutes interview sessions, and the audio-recorded interviews were transcribed by the researcher for qualitative analysis. Through a thorough content analysis of the interview data, some general patterns emerged. Results of interviews with Iranian EFL composition raters revealed that rating scale in its common sense did not exist. In fact, raters relied on their own internalized criteria developed through their long years of practice. Therefore, native speaker legitimacy in the design and development of scales for the EFL context was challenged and the local agency in the design and development of rating scale was emphasized.
Dr Hossein Siahpoosh, Phd Candidate Elnaz Hoseinpour,
Volume 27, Issue 1 (4-2024)
Abstract
Abstract
Due to the significance of assessment in language education, this investigation aimed to inspect the influence of models of dynamic assessment (DA) on intermediate EFL learners' interactional and interactive metadiscourse use regarding TOEFL independent writing task fluency. The participants were 105 EFL learners Jahad university in Ardabil. Based on the random assignment, two experimental and one control group were established. To measure TOEFL iBT independent writing task fluency, during eight sessions, the first experimental groups received interactional metadiscourse instruction using interventionist interactionist DA and the second experimental group received interactive metadiscourse instruction using interventionist interactionist DA. The control group was instructed conventionally. After the treatment, all participants were administered a modified version of the TOEFL iBT independent writing task as the post-test. The obtained data were examined through Kruskal-Wallis tests. The outcomes indicated notable variations across the different groups in terms of writing fluency. The interventionist group outperformed the other two groups showing that interactional metadiscourse contributed to writing fluency. However, regarding the contribution of interactive metadiscourse to writing fluency, both interventionist and interactionist groups performed better than the control group. This means that DA plays a facilitative role in improving TOEFL iBT independent writing task fluency considering metadiscourse use, irrespective of DA classifications. This study may suggest some implications for educators, learners, and curriculu
Dr Asghar Moulavinafchi,
Volume 27, Issue 1 (4-2024)
Abstract
This mixed-methods study explored the relationship between teacher commitment and classroom justice among Iranian EFL instructors, utilizing both quantitative and qualitative approaches to provide comprehensive insights. The quantitative phase involved 198 EFL teachers, selected through convenience sampling, and employed the English Language Teacher Commitment Scale (ELTCS) and Teacher Classroom Justice Scale (TCJS) to assess the constructs. Pearson correlation analysis revealed a significant positive relationship (r = .777, p < .05) between teacher commitment and classroom justice, underscoring the interconnectedness of these constructs. The qualitative phase, involving 9 purposefully sampled participants, employed semi-structured interviews analyzed through Braun and Clarke’s (2006) thematic analysis framework, facilitated by NVivo software. Findings highlighted teacher commitment as a multifaceted construct shaped by emotional, professional, and contextual factors, with themes such as emotional connection to teaching, professional identity, and motivation for growth emerging as key drivers. Classroom justice was similarly found to be multidimensional, encompassing strategies for fairness, challenges in implementation, and its impact on teacher-student relationships. Cultural influences played a significant role in shaping teachers’ perceptions and practices in both constructs, reflecting the sociocultural context of Iranian EFL classrooms. This study emphasizes the reciprocal relationship between teacher commitment and classroom justice, suggesting that fostering one enhances the other. It advocates for teacher training programs and institutional policies that address both ethical and professional dimensions of teaching, while also calling for future research to explore these dynamics longitudinally and across diverse cultural contexts.
Shadi Kamalirad,
Volume 27, Issue 2 (9-2024)
Abstract
Either motivation or culture are two key concepts in the field of second language learning. However, the incorporation of motivational and cultural aspects into curricula has been under investigated. To fill the existing gap, this study aimed to investigate the effects of motivation and cultural awareness raising based curriculum on Iranian ESP learners’ reading comprehension. To achieve these aims, 40 advanced adult participants were recruited and divided into 2 groups of experimental and control group. While the control group received the routine tradition curriculum, without any focus on cultural awareness and motivation, experimental group received a treatment which included a motivational and culturally based curriculum. The main instrument of the present study was a reading comprehension subtest of the 2006 institutional TOEFL Test which contained five passages. The findings revealed that motivation and cultural awareness raising based curriculum enhances participants reading comprehension. These findings have pedagogical implications for course designers and material developers.
Hamed Badpa,
Volume 27, Issue 2 (9-2024)
Abstract
The most significant problem for Iranian learners is that they are unable to effectively use their knowledge in communicating their messages. This research was both descriptive and quantitative. The participants were 15 pre-intermediate and 14 intermediate EFL learners between 16-23 years old who had enrolled in Talk Language School in Arak, Iran. The Nelson Proficiency Test was administered to determine the language proficiency level. The researcher recorded 36 sessions to make a permanent record of the learners ‘oral performance for later analysis. Eight sessions of each level were randomly selected, transcribed and then coded in order to provide answers for both questions. The coding categories included 22 types based on an integrated model of taxonomies presented by Dornyei and Scott (1997), which was originally adopted from Tarone‘s (1980), Faerch and Kasper‘s (1983) taxonomies. To answer the first question, the researcher calculated the frequency and means of strategies used by the subjects. For the second question, the relationship between learners' proficiency level, a chi-square test was employed. The findings showed that learners at both pre-intermediate and intermediate levels relied most often on fillers and hesitation devices, code-switching, asking for assistance, and repeating themselves. In contrast, strategies such as creating new words (word coinage), using foreign-sounding terms (foreignizing), and verifying listener understanding (comprehension checks) were the least commonly employed. These findings suggest that Iranian EFL learners heavily rely on basic communication strategies like fillers and code-switching, indicating a need for targeted instruction to expand their strategic competence. Additionally, the lack of significant correlation between proficiency level and strategy use implies that fluency development should focus on practical communication skills rather than solely on linguistic accuracy.
Ms Taghreed Al Sa'ad, Dr. Mohammad R. Hashemi,
Volume 27, Issue 2 (9-2024)
Abstract
The present study explored the challenges encountered in implementing the "English for Iraq" curriculum in Iraqi preparatory schools, from the perspective of the instructors. The evaluation of the curriculum was conducted using Stufflebeam’s model, which comprises four components: context, input, process, and product. Fifty English instructors completed an online survey to participate in the study. The results showed that issues related to teacher training, resource availability, and the contextual relevance of the curriculum significantly impeded the successful implementation of the program. The results indicate that the socio-political environment has an impact on implementation. The most important factors that determine the curriculum's success are primarily the sufficiency of resources provided and the efficacy of the teaching techniques used. The research concludes that implementing suggestions for enhancing teacher training and adapting curriculum to better cater to the requirements of Iraqi students is crucial for improving the overall quality of English language instruction in Iraq.
Sahar Zahed Alavi, Mohammad Reza Ghorbani,
Volume 27, Issue 2 (9-2024)
Abstract
In educational settings, a common concern is whether instructional materials and assessments are cognitively aligned to foster deeper learning. This study investigates the alignment between the learning objectives presented in the Select Readings textbook and those evaluated in university-standardized achievement tests at Shiraz University, using Bloom’s Revised Taxonomy (2001) as the analytical lens. Drawing on Razmjoo and Kazempurfard’s (2012) coding methodology, both the textbook and two versions of related achievement tests were systematically analyzed. The results revealed a clear dominance of lower-order thinking skills, particularly factual knowledge within the Remembering and Understanding domains. Notably, the achievement tests emphasized Understanding to a greater extent than the textbook. Although the textbook incorporated some higher-order cognitive domains (Analyzing, Evaluating, Creating), these appeared infrequently in the tests. The findings point to a misalignment between instructional intent and assessment focus, raising concerns about the depth and validity of the evaluation tools. Contextual variables such as instructional intent, learner proficiency, and curricular constraints may also contribute to this imbalance, warranting further examination. The study underscores the need for assessment designers to adopt more cognitively diverse items that reflect the full spectrum of learning objectives embedded in teaching materials.
Ms. Faezeh Moteshaker, Dr. Hossein Bahri,
Volume 27, Issue 2 (9-2024)
Abstract
This study investigates syntactic and thematic strategies by a translation model based on artificial intelligence, ChatGPT, in English to Persian literary translation. Mona Baker's (2011) theory of linear dislocation aims to assess whether and to what extent four major strategies (voice change, verb change, nominalization, and extraposition) occur in AI-generated text. The data set includes Thomas Hardy's short story Absent Mindedness in a Parish Choir and its full Persian translation produced by ChatGPT. A qualitative comparative method was adopted, in which Baker's scheme was taken as the starting point for text analysis. Forty four segments were identified and examined, each demonstrating the use of at least one of the mentioned strategies. The findings show that ChatGPT makes considerable use of all four strategies implicitly: verb change (31.82%), voice change (27.27%), nominalization (22.73%), and extraposition (18.18%). These results preserved thematic structure and communicative coherence in most cases. The study identifies ChatGPT's capacity to respond to functional translation in literary translation with idiomatic, rhythmic, and rhetorical fidelity. It suggests Baker's strategies are still relevant not only for human translators but also as a valuable instrument for evaluating and post-editing AI translations, especially literature. This study investigates syntactic and thematic strategies by a translation model based on artificial intelligence, ChatGPT, in English to Persian literary translation. Mona Baker's (2011) theory of linear dislocation aims to assess whether and to what extent four major strategies (voice change, verb change, nominalization, and extraposition) occur in AI-generated text. The data set includes Thomas Hardy's short story Absent Mindedness in a Parish Choir and its full Persian translation produced by ChatGPT. A qualitative comparative method was adopted, in which Baker's scheme was taken as the starting point for text analysis. Forty four segments were identified and examined, each demonstrating the use of at least one of the mentioned strategies. The findings show that ChatGPT makes considerable use of all four strategies implicitly: verb change (31.82%), voice change (27.27%), nominalization (22.73%), and extraposition (18.18%). These results preserved thematic structure and communicative coherence in most cases. The study identifies ChatGPT's capacity to respond to functional translation in literary translation with idiomatic, rhythmic, and rhetorical fidelity. It suggests Baker's strategies are still relevant not only for human translators but also as a valuable instrument for evaluating and post-editing AI translations, especially literature.
Dr. Ebrahim Samani, Dr. Mohammad Rahim Bohlooli, Dr. Abdolhossein Heydari,
Volume 27, Issue 2 (9-2024)
Abstract
The COVID-19 pandemic compelled universities worldwide to adopt Learning Management Systems (LMS) as the primary medium for emergency remote teaching. While these platforms ensured continuity of instruction, many students encountered significant technological, pedagogical, and equity-related challenges that limited their learning experiences. This study draws on qualitative data from 249 Iranian university students’ reflections during the pandemic to explore both barriers and opportunities in LMS use. Thematic analysis revealed recurring issues such as unstable internet connectivity, difficulties with uploading assignments, limited digital literacy, insufficient instructor support, and inequitable access to digital resources. Students also reported increased workloads, lack of feedback, and emotional fatigue. However, some identified benefits, including improved digital skills, flexibility in learning, and opportunities for self-paced study. Beyond documenting these emergency-period challenges, the study highlights how student voices can provide valuable guidance for the post-pandemic development of digital education. The findings underscore the importance of institutional policies, digital equity strategies, and culturally responsive pedagogy in shaping sustainable and inclusive higher education. By foregrounding student experiences, this research contributes to ongoing discussions on how hybrid and blended learning models can strengthen resilience and ensure meaningful engagement in future digital learning environments.
Farnoush Ahangaran, Sana Javanmard Gholenji,
Volume 27, Issue 2 (9-2024)
Abstract
The present study strived to determine the extent to which Iranian novice and experienced EFL teachers’ self-efficacy and personality predicted their teaching motivation by considering the meditating role of their writing ability. To this end, the researchers used convenience sampling to select 176 novice and 159 experienced EFL teachers at 37 language institutes in Urmia (Iran) as the participants. Moreover, they administered the demographic information questionnaire, teaching motivation questionnaire, self-efficacy questionnaire, personality questionnaire, and the writing test of the study to the participants in a two-week period. Furthermore, the researchers took advantage of a reliable framework for assessing the participants’ writing performance. Finally, the researchers used SPSS 24 and Amos 22 to perform the data analysis of the study. The results indicated that novice and experienced teachers’ self-efficacy and personality were significant predictors of their teaching motivation. Moreover, their writing ability significantly mediated the relationships between their self-efficacy, personality, and teaching motivation. The results may provide teacher educators, syllabus designers, and teachers with guidelines on the role teacher factors have in the process of language teaching.
Mr Parviz Ahmadi,
Volume 27, Issue 2 (9-2024)
Abstract
The rapid transition to online learning during the COVID-19 pandemic has highlighted the need to examine preservice teachers’ readiness and experiences with digital instruction. This qualitative study explored the perspectives of 15 undergraduate EFL preservice teachers and a focus group of 5 teacher educators at a public university in Sanandaj, Kurdistan Province, Iran. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify key patterns in technological competence, pedagogical integration, student engagement, and professional support. Findings revealed that participants’ engagement with online platforms was largely driven by necessity, with initial struggles in technical operation and lesson adaptation gradually giving way to growing confidence and autonomy. Despite developing practical skills, many preservice teachers encountered challenges in designing interactive lessons, maintaining student motivation, and addressing infrastructural limitations. Teacher educators emphasized the importance of mentorship, reflective practice, and structured guidance in building pedagogical readiness. The study also highlighted a gap in context-specific preparation in Iran, particularly regarding institutional support and tailored professional development for digital teaching. Implications suggest that teacher education programs should integrate experiential training, ongoing mentorship, and context-sensitive strategies to bridge the gap between technical competence and effective online pedagogy. This research contributes to understanding the factors influencing preservice teachers’ preparedness for online language instruction and provides practical recommendations for enhancing teacher education in digitally mediated environments.
Mozhgan Mostafavi, Prof Moussa Ahmadian,
Volume 27, Issue 2 (9-2024)
Abstract
With the tremendous breakthrough in technology and its pivotal role, some EFL teachers are inclined toward applying technology in their classrooms. Given this, the present research aimed to discover the relationship between the use of Anki by language learners and the improvement of their vocabulary learning. Another focus of the study is to explore what self-regulated learning strategies are applied by English language learners to enhance their vocabulary learning through using Anki. To find whether they enable learners to improve their language learning or not. To do so, a survey was conducted among 60 young Iranian students aged from 16 to 20, forming two homogeneous groups from Jahesh Institute of Mohajeran, Arak. The instructor selected 120 target words from two intermediate-level coursebooks for the experimental group to practice using Anki, alongside instruction on self-regulation strategies. The control group continued with regular classes. Both groups took a pre-test and a post-test, while the experimental group also completed an MSLQ questionnaire after the program. Following 14 treatment sessions, the participants' scores were compared. Quantitative analysis revealed that the Anki users showed significant improvement in vocabulary retention compared to the control group, demonstrating the app's effectiveness. The second finding demonstrated the type of self-regulated learning strategies employed by the learners to improve their vocabulary learning. In conclusion, using Anki can effectively enhance EFL learners’ vocabulary acquisition. This finding suggests that TEFL teachers should integrate technology-assisted learning tools like Anki into their instruction while also guiding students in self-regulation strategies to foster greater autonomy. Combining self-regulated learning techniques with mobile-based learning technologies offers significant potential for improving EFL students’ vocabulary retention and overall language development, ultimately leading to more successful learning outcomes.
Dr. Simin Anbarshahi, Ms Asma Bagal Gorbani,
Volume 27, Issue 2 (9-2024)
Abstract
This study highlights the pivotal role of mobile phones in education, with particular emphasis on vocabulary acquisition in contemporary EFL/ESL classrooms through the use of two prominent applications. To ensure a homogeneous sample, 180 intermediate learners were selected from an initial pool of 270 individuals on the basis of their scores on the NELSON test, specifically those whose scores fell within one standard deviation above or below the mean. Subsequently, the Vocabulary Knowledge Scale (VKS) test was administered to assess participants’ existing vocabulary proficiency. Then, the participants were randomly assigned to one of three groups: two experimental groups and one control group. One experimental group utilized the English Vocabulary Builder application, while another experimental group employed the VocAPP English Flashcards application. Following the intervention period, all participants completed an identical post-test to evaluate their vocabulary learning. Te second post-test was administered six days after the intervention to assess participants' vocabulary retention. Analysis of the collected data demonstrated that learners who used the VocAPP English Flashcards application achieved significantly higher scores compared to those in the other groups. These indicated results a statistically significant effect of the application on long-term vocabulary retention, leading to the rejection of the third null hypothesis. This outcome also indicates a meaningful difference between the two applications, which may be attributed to the user-friendly interface of the VocAPP English Flashcards and its incorporation of flashcard creation as an innovative and engaging vocabulary learning strategy.
Mr. Mohammadtaghi Ghasemi, Ms. Fatemeh Bornaki, Mr. Abbas Godarzi,
Volume 27, Issue 2 (9-2024)
Abstract
Few dramatists have achieved the global reach and adaptability of William Shakespeare. In Iran during the Pahlavi era (1925–1979), Shakespeare’s works entered cinema in ways shaped by modernization, secularization, and Western influence, yet mediated by censorship and persistent patriarchal norms. While tragedies addressing regicide and royal authority were largely unstageable, filmmakers adapted “safe” plays like The Taming of the Shrew into the commercial filmfarsi genre, blending melodrama, comedy, and spectacle. Davoud Esmaili’s 1969 feature The Cat Is Killed at the Bridal Chamber, inspired by both Shakespeare’s play and Zeffirelli’s 1967 film adaptation, exemplifies this process, presenting the comedy through exaggerated humor while normalizing masculine aggression and female subordination. Employing Linda Hutcheon’s theory of adaptation and Laura Mulvey’s concept of the male gaze, this article examines how the film reinterprets The Taming of the Shrew not as critique but as reinforcement of patriarchal authority, revealing how filmfarsi both reflected and intensified gender hierarchies.
Dr. Mostafa Shahiditabar, Dr. Mohammad Amin Mozaheb, Ms. Motahareh Daghighi,
Volume 27, Issue 2 (9-2024)
Abstract
Discrimination in the education system and curricula is not limited to disadvantaged groups, and this issue is also evident in textbook content. The important role of textbooks in classrooms is undeniable. In this regard, the present study examined Iranian high school English textbooks named the “Vision” and “Prospect” series, as well as one of the localized English textbook series in Iran, the “Eight” series, focusing on the images contained in these books. In this study, Multimodal Critical Discourse Analysis (MCDA), proposed by Machin and Mayr (2012), was employed as the theoretical framework to critically examine the images in these textbooks. The findings of this study showed that a form of neoliberalism, as conceptualized by Fairclough (1993), is present in these books, the consequence of which is the depiction of luxurious and lavish schools instead of ordinary schools; this does not benefit underprivileged groups, as they are unable to afford the costs of privatization and are dependent on government support. In addition, in the “Eight” series, images based on the target-language culture are more frequently observed. This can prompt greater attention to images rooted in Iranian culture, which would help learners better understand the content and make it more tangible for them. This study can offer suggestions for improving and enhancing the “Eight” series.
Haniy Shariati, Dr Hossein Talebzadeh,
Volume 28, Issue 1 (4-2025)
Abstract
The current study reports the steps taken in the first phase of a larger project aiming at assessing the pragmatic competence of Iranian EFL learners with a focus on L2 (im)politeness features. To this end, a Multiple-choice Discourse Completion Test (MDCT) was developed, based on the scenarios present in two recently published webcomics. First, the types and the frequencies of the L2 (im)politeness strategies found in the webcomics were determined through discourse analysis. Next, similar situations to those present in the webcomics were developed based on a table of specifications developed by the researchers. The developed (im)politeness questionnaire was first piloted by a number of native English speakers and improved according to their comments and suggestions. Finally, the finalized version of the questionnaire, i.e., the developed DCT, was administered to a few Iranian EFL learners for the final piloting. The steps taken and the findings of each one is reported and discussed.
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.
|
|
Publisher
