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Abstract

The present study aims to scrutinize teacher motivation in relation to two individual level predictors, namely, self -efficacy and burnout among English as a foreign language (EFL) teachers. To this end, 142 English as a foreign language (EFL) teachers were selected from various English language institutes of Mashhad and Tehran, two cities in Iran. They were requested to complete three questionnaires: the Maslach Burnout Inventory, the Teachers’ Sense of Efficacy Scale, and the Work Tasks Motivation Scale for Teachers. The findings obtained via SEM revealed that the proposed model had a good fit with the empirical data. In particular, it was found that job motivation contributed significantly to burnout depletion. It was also revealed that self -efficacy positively predicted job motivation, and burnout negatively influenced self -efficacy. However, self -efficacy surpassed motivation in predicting EFL instructors’ burnout. Results were discussed from both theoretical standpoints as well as previous empirical findings. Finally, implications were presented.
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Authors and Affiliations

Afsaneh Ghanizadeh
Nahid Royaei
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Abstract

English textbook authors generally take the “safe”, conventional approach’ to their topics. Meant to appeal to a heterogeneous, globalized market, textbooks avoid taboo and conflict, thus excluding broad areas of deeply universal human experiences. Using the example of “death” as an obvious “taboo” subject, this paper discusses the potential value of addressing controversial issues in language classrooms, as they encourage authentic communication and involvement.
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Authors and Affiliations

Halina Majer
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Abstract

Being reflective is one of the most paramount features that EFL (English as a Foreign Language) teachers need to be equipped with in the post-method era for their professional growth and development. The present study aimed to explore reflective teaching from a multi-dimensional perspective in terms of a) determinants that simulates teachers to reflect, b) consequences that teachers experience as a result of their reflective teaching, and c) obstacles that may arise and preclude teachers from reflective teaching. Qualitative data collection method was employed to gather data from 10 EFL teachers triangulating semi-structured interviews, diaries, journal, and observation. Data analysis via MAXQDA led to the emergence of three models for each dimension of the study. The results revealed that teachers not only reflect to respond to a problem, but also they reflect to diminish some negative factors like stress or anxiety on the part of both learners and themselves as well as improving, enhancing, or mending something in teaching or learning. The codes of determinants were also conceptualized into three broad categories of reflection-in-action, reflection-on-action, and reflection-for-action with the reflection-for-action used more frequently by the teachers. In the case of consequences, the codes were classified into two categories of internal and external consequences. It was also concluded that some of the consequences reinforce the reflective teaching and play the role of determinants motivating teachers to reflect again. Regarding the obstacles, after categorizing the codes into external and internal obstacles, it was observed that external factors are more robust.

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Authors and Affiliations

Farzaneh Tabassi
Afsaneh Ghanizadeh
Parinaz Gharooni Beigi
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Abstract

Although the usefulness of alternative assessment in second language (L2) classrooms has been extensively recognized by scholars, the use of the various types of alternative assessment in English as a Foreign Language (EFL) contexts has not received adequate attention by L2 practitioners. To contribute to this line of research, the present research sought to examine the impact of a portfolio-based writing instruction on writing performance and writing anxiety of EFL students. To this end, a number of 41 EFL learners were recruited as the participants of this study. They were then randomly divided to an experimental group (N=21) and a control group (N=20). The participants in the experimental group received portfolio-based writing instruction, whereas the control group received the regular writing instruction with no archiving of students’ drafts in portfolios. Timed-writing tasks and the Second Language Writing Anxiety Inventory (SLWAI) were employed to collect the data. The results obtained from ANCOVA analysis revealed that the portfolio-based writing instruction aided the participants in improving their writing performance more than the control group. Moreover, it was found that the use of portfolios significantly reduced the L2 writing anxiety of the participants while the traditional writing instruction did not have any significant impact on L2 writing anxiety of the control group. The pedagogical implications for portfolio-based writing instruction are discussed finally.

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Authors and Affiliations

Jalil Fathi
Ali Derakhshan
Maryam Safdari
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Abstract

The present qualitative study sought to unravel English as a foreign language (EFL) teachers’ perceptions and experiences of classroom justice and injustice. By employing purposive sampling, 31 EFL teachers in Iran were targeted to respond to an open-ended questionnaire. Subsequently, five of them took part in a follow-up, semi-structured interview. All data analyses were conducted via MAXQDA software. The main findings of the study were as follows; (1) The procedural, interactional, and distributive justice dimensions emerged in the teachers’ accounts of justice and injustice; (2) classroom justice was highlighted more saliently in teachers’ accounts than classroom injustice; (3) the teachers mainly had positive evaluations of their justice practices; and (4) they regarded educational and institutional factors, student-related factors, and teacher-related factors as the three major sources of challenges faced by EFL teachers when enacting classroom justice. It is hoped that by unraveling and reflecting on their justice and injustice behaviors, EFL teachers be prompted to go for their instructional justice betterment and more skillfully handle daily challenges that they face when trying to act fairly in the classroom.
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Authors and Affiliations

Masoomeh Estaji
1
Kiyana Zhaleh
1

  1. Department of English Language and Literature, Allameh Tabataba’i University, Tehran, Iran
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Abstract

The aim of the present study was to explore the role of temporal intelligence in English as a Foreign Language (EFL) learners’ self-regulation and self-efficacy. To this end, a general temporal intelligence (GTI-S) scale was designed based on the subconstructs of time in the literature. The scale, along with the learning self-regulation questionnaire (SRQ-L) and the English self-efficacy scale was administered to 520 EFL learners. To validate the GTI-S, confirmatory factor analysis (CFA) was run. The results of Pearson product-moment correlations demonstrated significantly positive relationships between temporal intelligence and controlled self-regulation, automatic self-regulation and self-efficacy (p<.05). Moreover, the findings of multiple regressions revealed that Linearity of Time, Economicity of Time, and Multitasking are the most important subconstructs of time with relation to these variables.

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Authors and Affiliations

Elham Naji Meidani
Reza Pishghadam

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