فهرست مطالب مهرشاد احمدیان

Metacognition, the ability of learners to control their thoughts and regulate their own learning, plays an important role in learning to listen (Wenden, 1998). Motivation, a crucial dimension of sustained learning activities (Dörnyei, 2018), has long been argued not only as one of the most significant variables contributing to the process of L2 acquisition but also as one of the most vital predictors of success in foreign language learning (Dörnyei, 1998). The use of L1 in an EFL classroom is inevitable. However, most teachers are in doubt to use it or not, and if yes, when, why and for what purposes it should be used (De la Campa & Nassaji, 2009).

The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study.

Academic writing is one of the important skills in higher education and as a social phenomenon can be investigated for ideological manipulations. This study tries to unveil the westernized hegemonic discourse such as legitimation patterns in academic discourse of Iranian applied linguists in three major research paradigms. To this end, five-point classification of van Leeuwen’s (2008) authorization’s category was used as our analytic framework. The published articles of Iranian academic-scholarly journals were critically analyzed for the observed frequencies of the mentioned classifications and Chi-square tests were used to statistically investigate the associations between authorization’s patterns and research paradigms. The results revealed statistically significant associations between quantitative and qualitative research methods on one hand and between qualitative and mixed-methods on the other hand. Accordingly, the results of this study may shed some lights on the domination of positivist’s ideology in academic writing of the applied linguists in Iran. In this respect, the policy makers in the Ministry of Science, Research, and Technology, along with editorial boards of Iranian journals in the field of applied linguistics, may change the globalized and westernized view of education into more locally oriented approaches. Furthermore, professors and students may adopt more democratic views in their research and reporting studies.

The advent of postmethod pedagogy has completely changed today's conceptualization of language teachers, and the importance of powerful teaching has increasingly gained momentum in the field of TESOL. However, contemporary English language teaching contexts suffer a dearth of a workable package to educate the much-needed autonomous postmethod language teachers who are able to have their own contextualized praxis. As such, the present research aims to nurture the required self-growth and self-development in language teachers through forming collaborative professional and critical discussion circles. Enjoying a mixed method research design whose quantitative section included a quasi-experimental design consisting of three phases--a pretest, an educational 12-week long treatment phase, and a posttest--the results of the study gained by two instruments, namely, the reflective teaching questionnaire developed by Akbari et al. (2010) and two similar language teaching episodes, bore witness to the significant changes in the level of reflectiveness of all 13 language teachers who partook in these discussion circles. Developmentally speaking, participating language teachers were found to initiate the whole process, direct it, and finally evaluate the new experiences further along the road. Hence the ideals of teacher development, self-growth and personal development, were accomplished through the study.