فهرست مطالب fatemeh hafez

This study explores the research approach preferences of Teaching English as a Foreign Language (TEFL) faculty members and Ph.D. candidates, and the role of TEFL Research Methodology course instructors and the Ministry of Science, Research and Technology (MSRT) curriculum of Ph.D. level in Iran in this respect. Based on purposive sampling and availability, 10 faculty members and 25 Ph.D. candidates were selected and sat a semi-structured interview. Based on the results of the interview, a researcher-made questionnaire was developed and validated. Next, 53 faculty members and 98 Ph.D. candidates were selected based on purposive sampling and their availability to respond. Findings revealed that mixed-methods research (MMR) was the most preferred research approach of both groups of participants. Despite the overall preference for MMR studies, the results showed that the MSRT curriculum and the instructors of the Research Methodology course did not focus on MMR adequately. Furthermore, the participants believed that Research Methodology course at the Ph.D. level did not equip the addresses well enough to be able to conduct accurate and appropriate MMR studies. Findings could imply that MSRT curriculum developers and Research Methodology course instructors need to pay more attention to the research approach preference (i.e., MMR) of the end-users (i.e., PhD candidates).

With the central role of textbooks, particularly, in centralized educational systems such as that of Iran where a single textbook is recommended for nation-wide use, evaluation textbooks, esp. whilst-use evaluation, can highlight points of strength and weakness in a book and pave the way for its improvement in later editions. The present study set to evaluate Vision 1, English textbook for year 10 in the new Iranian educational system. To this end, a questionnaire taken from Ahmadisafa et al. (1396) was distributed among 150 English teachers (selected from different provinces of the country through convenience sampling). Furthermore, 20 of the above teachers responded to a researcher-designed semi-structured interview involving: 1) general evaluation of the book, 2) advantages of the book over those previously used, 3) viewpoints of the teachers' over realization of the aims of the book, 4) its points of weakness, and 5) the teachers' suggestions for improvements in its later editions. The results indicated that the teachers were relatively satisfied with: 1) supplementary materials and teacher's book, 2) grammar, vocabulary and language functions, 3) content and language skills, 4) tasks and exercises, 5) design and layout, and 6) teaching methodology. However, the interview revealed the teachers' relative dissatisfaction with the book, with most of them considering the book unsuccessful in fulfilling the set objectives.