جستجوی مقالات مرتبط با کلیدواژه "آگاهی معلمان" در نشریات گروه "ادبیات و زبان ها"

Language learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) a Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test </em>indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills.

Language learning and achievement are related to the skills teachers practice and the presence of expert capability such as teachers’ reflectivity. The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction, and test the level of growing teachers’ awareness of reflective teaching which leads to students’ language achievement. Data were collected by the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected through convenient sampling and were randomly assigned to experimental and control groups. After completing the treatment, a reflective teaching inventory as a post-test was given to the two groups to test the impact of the treatment. The results of the t-test indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding reflective teaching and teaching skills.

The objective of the present study was to search the extent to which EFL teachers are involved in reflective instruction. For this purpose, the needed data were collected through the following instruments: a) a TOEFL test administered to 350 Iranian EFL students, b) reflective journals written by 120 Iranian EFL teachers, and c) Reflective Teaching Inventory. For the qualitative stage, 120 male and female EFL teachers from two language institutes in Kerman, the center of Iran, were selected throLanguage learning; Language achievement; Reflective teaching; Teachers’ awarenessugh convenient sampling and were randomly assigned to experimental and control groups. Then, a five-week treatment of syllabus preparation and reflective journal writing started. After the treatment, a reflective teaching inventory was given as a post-test to the two groups to test the impact of the treatment. The results of statistical analysis of the elicited data indicated that the experimental group outdid the control group in taking advantage of reflective teaching components. This finding raises provocative questions regarding the relationship between reflective teaching and teaching skills.

This study is aimed at examining the role of gender, and years of teaching experience in Iranian EFL teachers’ awareness of the code of ethics in research. 272 Iranian EFL teachers were chosen based on convenience sampling and were assessed through the Iranian EFL teachers’ awareness of the code of ethics in research scale inventory. After gathering the questionnaires, data was analysed by SPSS. An independent-samples t-test was performed to examine whether the teachers' awareness of the code of ethics in research differs significantly between genders. In addition, Pearson correlation was performed to find the connection between years of teaching experience and the aforementioned factor. The findings showed substantial positive relationships between all five sub-constructs of the code of ethics and experience. Besides, the findings revealed that there were considerable differences in the degree of knowledge among EFL teachers of research codes of ethics and its sub-constructs between male and female teachers. The mean score of the female teachers in all sub-constructs was higher than the male teachers. This study may be the only piece of research that has investigated the EFL teachers’ knowledge regarding factors affecting their awareness of the code of ethics in research in Iran.

English for Specific Purposes (ESP) is one of the considerable programs in the world of English language teaching and research since it pertains to specific needs of various specialties. Meanwhile, university students’ ability to communicate effectively through English language can greatly affect their career development in the target situation, namely in their future workplace. Moreover, ESP instructors play a conspicuous role in flourishing students’ English achievements, as they need to be equipped with the knowledge and awareness of their students’ English needs not only in the academic setting but also in the workplace environment. Thus, this study intended to investigate workplace English needs of Electrical Engineering (EE) students from ESP instructors’ point of view, together with the English requirements of EE employers in different Electrical companies in Iran. In doing so, data were elicited from 97 EE students, 39 EE employers from 15 well-reputed Electrical companies, and 15 ESP instructors. The results of t-test between instructors and employers indicated that ESP instructors were not fully aware of EE students’ future workplace needs. Therefore, having the rudimentary knowledge of the technical content in English on the part of ESP instructors can raise their awareness toward EE workplace needs Moreover, the findings of interview revealed that EE employers required their prospective workforce to be more proficient in speaking skills and to be more skilled in technical translation. The findings provide implications for ESP instructors and curriculum developers in order to be more aware of English needs of EE workforce.