جستجوی مقالات مرتبط با کلیدواژه "iranian english teachers" در نشریات گروه "ادبیات و زبان ها"

This study strived to determine the main factors contributing to the New Zealander and Iranian English instructors’ productive and maladaptive teacher immunity. Moreover, it examined the differences between the productive and maladaptive teacher immunity types of these groups of teachers. To this end, first, the researchers used convenience sampling for selecting 294 male and female New Zealander English instructors and 286 male and female Iranian English instructors at language institute settings as participants. Second, they used Google Forms to administer the teacher immunity, emotional intelligence, spiritual intelligence, perfectionism, and demographic information questionnaires of the study to New Zealander and Iranian participants. New Zealander and Iranian teachers completed and returned these questionnaires to the researchers in a one-month and seventy-day periods of time, respectively. Third, the researchers used logistic regression and chi-square tests to perform the data analysis. The results indicated that New Zealander teachers’ emotional intelligence, spiritual intelligence, and experience were the major factors in their productive and maladaptive teacher immunity.  On the other hand, Iranian teachers’ income, age, and emotional intelligence constituted the main factors in their teacher immunity types. Lastly, New Zealander teachers’ teacher immunity was more productive than Iranian instructors’ teacher immunity. The results were ascribed to the context-sensitive nature of English teachers’ productive and maladaptive teacher immunity. These results may have practical implications for the teacher education and supervisor education courses in foreign language contexts.

The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi-structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant.

Several languages displayed in Language Landscape (LL) in tourism cities are foremost to be explored since they can depict the battle and position of each language. As China has a tight cooperation with Indonesia and other countries, Mandarin has begun to be utilized in the public sphere, such as in the LL. Thus, this present study intends to analyze the use and position of Mandarin, the underlying reasons for using Mandarin, society’s perspective, and its implication. The qualitative method was applied in which all data were explained descriptively by engaging documentation and a questionnaire for data collection. The former was done through the 831 signs displayed in tourism cities in East Java (27 Mandarin LL involved). The latter was conducted through the 127 responses from various backgrounds old and younger generations. The results indicate that (1) Mandarin LL with top-down signs get a higher percentage than bottom-up signs in which Mandarin is in the fourth position, (2) the utilization of Mandarin in LL is to reveal their identity of the LL owner, (3) it is not vital to display Mandarin in LL due to the lack knowledge of it. Even if societies have negative perceptions of Mandarin, they confess that Mandarin is extensively spread due to its fast growth in any sector. Consequently, this study is crucial to give a wake-up call to the government and speakers of indigenous languages that they should take essential action to preserve the position of local-ethnic languages in LL.

As a novel concept in teacher psychology, language teacher immunity is a strong indicator of how teachers thrive or survive in the face of adversity. Research on language teacher immunity is still in its nascent stage, and the present qualitative study tries to fill the gap in the existing literature. This study aimed to investigate the possible sources of immunity among Iranian EFL teachers, the impact immunity may have on teachers’ classroom practices, and intervention strategies EFL teachers suggested to influence the development of immunity. Based on interviews with 13 seasoned high school EFL teachers, we found that four main stressors, namely, personal-level, school-level, organization-based, and sociocultural stressors, were the sources of maladaptive immunity development. The only cause for the development of positive immunity in EFL teachers was altruistic motivation. It was further found that those EFL teachers with positive immunity kept functioning effectively in their classrooms, whereas teachers with maladaptive immunity set into a state of indifference towards their students and complacency without exercising agency. These teachers had surrendered in the face of a multitude of adversities they faced during their professional life. The findings also indicated that in order to influence the development of immunity formation process to gear it towards an adaptive one, teachers’ economic situation should be improved by increasing their salaries, praising and appreciating their efforts, organizing practical in-service teacher training courses, and supporting them at schools by principals and other educational authorities.

In the available teacher development literature, the linkage between teaching experience, as one the crucial factors in teacher development (Tsui, 2005), and English teachers’ job performance with regard to gender differences has remain widely underexplored. To fill up this lacuna, this study investigated whether there was any significant correlation between Iranian English teachers’ years of experience and their job performance as well as how teaching experience can impact the job performance from the participants’ viewpoints. To meet the aims, 100 male and female English teachers were selected through convenience sampling approach in Loestan Province, Iran. To gauge the participants’ job performance, they completed a validated questionnaire developed by Moafian and Pishghadam (2009) and 20 teachers were invited to participate in semi-structured interviews. Their years of experience were requested. The findings indicated that there was a significant correlation between teaching experience and teachers’ job performance. In addition, it was found that there was not any statistically significant difference between the Iranian male and female English teachers’ job performance. Meanwhile, the results of the interviews unraveled that teaching experience can affect positively job performance from the participants’ perspectives. Finally, the implications for educational policy makers, teacher educators, and teachers were presented and discussed.

As part of a large-scale study, the study investigated the current professional development (PD) needs of Iranian English teachers through a validated questionnaire and semistructured interviews. The results showed that such traditional approaches as one-shot workshops and self-study are the dominant PD methods through which inservice courses are presented to Iranian English teachers. The results of the needs analysis indicated there was a discrepancy between the content of the inservice PD programs presented to the teachers and their actual PD needs because the content of the courses is often selected by those other than the teachers themselves. Furthermore, the results showed that whereas inservice PD programs presented to the teachers mainly followed traditional methods, the teachers preferred such interactive and collaborative PD methods as interactive workshops, teacher study group, online teacher learning, peer observation, and supervised teaching practice. Based on the results of the needs analysis, a combination of interactive PD activities was designed and implemented in various schools throughout a large city in the west of Iran. Finally, the findings bear some implications for foreign language education policymakers in general, and English teacher trainers and supervisors, in particular, which might be generalized to other similar contexts.

This study investigated the answer changing behavior of the Iranian university students and its relationship to the academic course, gender, and field of study. 362 students at the University of Isfahan took part in the study. 76 English language teachers were also surveyed for their attitude toward answer changing on MC tests. The results indicated that 42.11% of the teachers had a negative attitude toward answer changing as they believed that the first answer selected is intuitively the best one and should not be changed. The results also indicated that answer changing would basically have positive effects on the total test scores. It was found that 63.09% of the answer changes were beneficial (from Wrong to Right choices). In contrast, 15.18% of the answer changes were negative (from Right to Wrong options), and 21.73% had no effect on the test scores (from Wrong to Wrong options). As for the effect of gender, no significant difference was found between males and females. Concerning the effect of academic course, the only significant difference lay in the number of Right to Wrong changes. Finally, it was found that field of study would make a difference only when Right to Wrong changes were considered.