Corrective Feedback Types Opted for by EFL Teachers in Face-to-Face and Online Classes: A Comparative Study across Levels of Proficiency
Corrective Feedback Types Opted for by EFL Teachers in Face-to-Face and Online Classes: A Comparative Study across Levels of Proficiency

Alireza Asltaleb; Parviz Alavinia

Articles in Press, Accepted Manuscript, Available Online from 19 October 2024

https://doi.org/10.22099/tesl.2024.50365.3293

Abstract
  The current study aimed to investigate EFL teachers’ use of different corrective feedback types in face-to-face and online classes across levels of proficiency, as well as their perceptions ...  Read More
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach
Pedagogical Content Knowledge (PCK) as an Evaluation Lens for Iranian EFL Teacher Education Programs: A Glocal Approach

Abbas Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi

Volume 43, Issue 3 , August 2024, , Pages 53-79

https://doi.org/10.22099/tesl.2024.49231.3257

Abstract
  This study, contrary to the conventional research on PCK, which attempted to enhance the teachers’ PCK and single out its driving factors, aims to use PCK as an outcome-based ...  Read More
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach
EFL Teachers’ Individual Development Planning Model: A Data-Driven Approach

Sara Haghi; Mohammad Aliakbari; Ali Yasini

Volume 42, Issue 1 , January 2023, , Pages 1-28

https://doi.org/10.22099/tesl.2022.44999.3151

Abstract
  Despite a strong background in education and human resources, teachers’ Individual Development Planning (IDP), as a reflective tool for further learning, has remained untouched ...  Read More
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach
A Model of EFL Teachers' Pedagogical Content Knowledge: A Data-Driven Approach

Setayesh Sadeghi; Mohammad Aliakbari; Ali Yasini

Volume 41, Issue 2 , May 2022, , Pages 205-243

https://doi.org/10.22099/tesl.2021.41332.3031

Abstract
  Since its introduction in 1980, the concept of Pedagogical Content Knowledge (PCK) has attracted much attention. Although many studies have been conducted in science and mathematics, ...  Read More
Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices
Features of Language Assessment Literacy in Iranian English Language Teachers' Perceptions and Practices

Mohammad Reza Shah Ahmadi; Saeed Ketabi

Volume 38, Issue 1 , May 2019, , Pages 191-223

https://doi.org/10.22099/jtls.2020.34843.2739

Abstract
  Language assessment literacy (LAL), mainly defined as knowledge and skills of language assessment, in the last two decades, has started to receive the attention it deserves. As one ...  Read More
Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment
Collective teacher efficacy, teacher self-efficacy, and job satisfaction among Iranian EFL Teachers: The mediating role of teaching commitment

Jalil Fathi; Elaheh Savadi Rostami

Volume 37, Issue 2 , July 2018, , Pages 33-64

https://doi.org/10.22099/jtls.2019.30729.2572

Abstract
  A significant research base has increasingly substantiated that teachers are among the most significant players affecting student achievement in second language classrooms. As a result, ...  Read More
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach
Iranian EFL Teachers’ Sources of Self-Efficacy in the Context of New English Curriculum: A Grounded Theory Approach

Elyas Barabadi; Hossein Ahmad Barabadi; Seyyed Ehsan Golparvar; Mokarrameh Bayat

Volume 37, Issue 1 , May 2018, , Pages 37-72

https://doi.org/10.22099/jtls.2018.29613.2527

Abstract
  Teacher efficacy is an essential psychological variable which is linked to student achievement, motivation, and even student self-efficacy. Moreover, teachers' self-efficacy beliefs ...  Read More
Developing a Model of Teachers’ Possible Selves for the Iranian Context
Developing a Model of Teachers’ Possible Selves for the Iranian Context

adel dastgoshadeh

Volume 37, Issue 1 , May 2018, , Pages 73-96

https://doi.org/10.22099/jtls.2018.28369.2453

Abstract
  This study reports on the development and validation of a questionnaire for exploring the different types of EFL teachers’ possible selves. First, a theoretical framework behind ...  Read More
Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA)
Developing a Questionnaire for Assessing Iranian EFL Teachers’ Critical Cultural Awareness (CCA)

Mahmood Reza Atai; Esmat Babaii; Davood Taghipour Bazargani

Volume 36, Issue 2 , July 2017, , Pages 1-38

https://doi.org/10.22099/jtls.2017.24678.2214

Abstract
  Critical cultural awareness as a component of intercultural competence (Byram, 1997, 2012) has received the extensive attention of scholars in the fields of language teaching, cultural ...  Read More
Reflective Teaching through Videotaping in an English Teaching Course in Iran
Reflective Teaching through Videotaping in an English Teaching Course in Iran

Saeedeh Kavoshian; Saeed Ketabi; Mansoor Tavakoli

Volume 35, Issue 2 , July 2016, , Pages 1-38

https://doi.org/10.22099/jtls.2016.3746

Abstract
  The purpose of this study was to investigate videotaping as a strategy for EFL teachers’ reflective teaching. To this end, eight participants were selected from a language institute ...  Read More
Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables
Iranian Non-native English Speaking Teachers’ Rating Criteria Regarding the Speech Act of Compliment: An Investigation of Teachers’ Variables

Minoo Alemi; Zohreh Eslami Rasekh; Atefeh Rezanejad

Volume 33, Issue 3 , October 2014, , Pages 21-49

https://doi.org/10.22099/jtls.2015.2481

Abstract
  Among topics in the field of pragmatics, some seem to be in a more rigorous need of investigation. Pragmatic assessment and specifically the issue of pragmatic rating are among issues ...  Read More
The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes
The Relationship between EFL Teachers’ Emotional Intelligence and Students’ Motivational Attributes

Ali Roohani; Nafiseh Mohammadi

Volume 33, Issue 3 , October 2014, , Pages 113-133

https://doi.org/10.22099/jtls.2015.2483

Abstract
  This study explored the relationship between EFL (English as a foreign language) teachers’ emotional intelligence (EI) and their students’ motivational attributes. Additionally, ...  Read More
Variations in EFL Teachers’ Pedagogical Knowledge Base as a Function of Their Teaching License Status
Variations in EFL Teachers’ Pedagogical Knowledge Base as a Function of Their Teaching License Status

Mohammad Nabi Karimi (Allvar )

Volume 30, Issue 3 , October 2011, , Pages 83-114

https://doi.org/10.22099/jtls.2012.379

Abstract
  The study of teachers’ pedagogical knowledge base (PKB) to discover how teachers think and work is attracting increasing attention in ELT. Against this background, the present ...  Read More