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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Teaching English Language
- نوع مقاله: Journal Article
- کلمات کلیدی: structural equation modeling,EFL Teachers,emotional regulation,teacher efficacy,Teaching Stress
- چکیده: خودکارآمدی معلم
- چکیده انگلیسی: As it has been revealed that characteristics of teachers and their psychological factors have a significant share of variance in affecting teacher performance, a bulk of empirical studies have been conducted to investigate factors related to teachers and their interrelationships. As an attempt to shed more light on the relationships among teacher psychological factors in English as a Foreign Language (EFL) context, this study examined the role of teacher self-efficacy and emotional regulation as predictors of teaching stress among Iranian EFL teachers. In so doing, a sample of 256 teachers completed three questionnaires measuring these constructs. Structural Equation Modeling was employed to test the hypothesized relationships among the variables. The findings revealed that emotional regulation accounted for 14.2% of the variance and teacher self-efficacy accounted for 22.1% of the variance in teaching stress. Although each of the two variables had a unique effect on teaching stress, teacher self-efficacy outweighed emotional regulation in predicting teaching stress. Finally, the practical implications of the results were discussed.
- انتشار مقاله: 16-10-1397
- نویسندگان: Jalil Fathi,Ali Derakhshan
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: English as a foreign language,Technology Integration,Technological Pedagogical Content Knowledge,EFL Students’ Perspectives
- چکیده:
- چکیده انگلیسی: Technological Pedagogical Content Knowledge (TPACK) is considered as a valuable frame for describing and understanding technology integration into different educational settings, including English as a Foreign Language (EFL) classroom. There is an accumulated body of literature on TPACK among teachers engaged in different areas of education. However, few studies have addressed the assessment of TPACK through students’ perspectives in EFL settings. To address this gap, the purpose of this study was set to assess Iranian EFL students’ perspectives regarding their teachers’ TPACK. A total of 148 Iranian EFL students participated in this survey study. The data were collected through administering a previously validated TPACK questionnaire to the participants of the study. The findings obtained from the survey indicated that most EFL students perceived that their EFL teachers excelled in four components of TPACK such as technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK), but the teachers were perceived to be relatively less proficient in the other three components of the scale such as technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK. The results suggest that Iranian EFL teachers may require further training in these latter elements of the TPACK to gain the required proficiency to integrate technology more effectively into their language classrooms.
- انتشار مقاله: 08-12-1397
- نویسندگان: Jalil Fathi,Saman Yousefifard
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Writing Performance,EFL Context,Flipped Classroom,Writing Motivation
- چکیده:
- چکیده انگلیسی: To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) writing course to Iranian learners’ writing development and writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional writing instruction, while the Experimental Group received a flipped writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 writing performance of the experimental group (F= 22.20, p = 0.000, partial eta squared = 0.35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ writing motivation (F= 51.67, p = 0.000, partial eta squared = 0.56). The findings have remarkable implications for L2 writing methodology.
- انتشار مقاله: 24-08-1399
- نویسندگان: Zeinab Moradi Khazaee,Hamid Reza Dowlatabadi,Majid Amerian,Jalil Fathi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: Delphi Technique,Postmethod,particularity,possibility,practicality
- چکیده:
- چکیده انگلیسی: After the introduction of postmethod pedagogy by Kumaravadivelu with its three principles of particularity, possibility and practicality, a wave of attention was directed towards this so-called 'postmethod era' and its appropriacy and adequacy in satiating the demands of the language learners in this 'brand new world'. This situation has created a healthy debate among the Iranian EFL community as well. The aim of this study was to explore the perspectives of the Iranian EFL domain experts about postmethod pedagogy. In so doing, the Delphi technique was adopted to reach ‘expert’ consensus. The participants of this study were 21 domain experts in the field of applied linguistics in Iran. The Delphi technique was a remarkably quick means of achieving a consensus on postmethod pedagogy for participants. Three waves of data collection were employed in the three rounds of Delphi with the same sample. The findings of this study raised much doubt and uncertainty about both method and post method pedagogy. It was revealed that the Iranian language education has never experienced method in its actual meaning, what it is known as the method has been an eclectic approach any teacher has adhered to simply based on his/her personal taste. Moreover, the findings of the Delphi technique indicated that postmethod pedagogy with its three principles is not applicable in the Iranian context. Finally, the theoretical and practical implications of this study are discussed.
- انتشار مقاله: 26-08-1392
- نویسندگان: Mohammad Khatib,Jalil Fathi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Teaching Language Skills
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Teachers,Job satisfaction,Teacher Self-Efficacy,Collective teacher efficacy,teaching commitment
- چکیده:
- چکیده انگلیسی: 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, teacher-related variables have enjoyed much research attention over the recent decades in both mainstream education and English Language Teaching (ELT). Likewise, the present study was set to test a structural model of collective teacher efficacy, teacher self-efficacy, job satisfaction, and teaching commitment, and specifically to examine the hypothesis that teaching commitment mediates the effects of collective teacher efficacy and teacher self-efficacy on job satisfaction. Using a sample of 312 Iranian EFL teachers, structural equation modeling (SEM) was conducted to establish the structural model. The findings of a confirmatory factor analysis (CFA) confirmed the fitness of both the employed scales and the structural model. The findings and implications of the present study are finally discussed.
- انتشار مقاله: 19-06-1397
- نویسندگان: Jalil Fathi,Elaheh Savadi Rostami
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Research in Applied Linguistics
- نوع مقاله: Journal Article
- کلمات کلیدی: self-efficacy,self-regulation,EFL Writing,Blogs,Writing Motivation
- چکیده:
- چکیده انگلیسی: Employing an explanatory sequential design, this study investigated the effects of a blog-mediated writing course on L2 students’ writing motivation, self-efficacy, and self-regulation. A number of 46 Iranian EFL learners from 2 intact university classes were recruited as the participants and were randomly assigned into the control group (n = 21) and the experimental group (n = 25). Over a 16-week university semester, the control group was taught using traditional writing instruction, whereas the experimental group was taught using a blog-mediated writing course. Data were collected through administration of 3 scales, measuring L2 writing motivation, self-efficacy, and self-regulation. Also, to reveal a more comprehensive understanding of blog-mediated writing instruction, a set of semistructured interviews were conducted with a number of participants in the experimental group. ANCOVA analyses and thematic data coding were conducted for the quantitative and qualitative data analyses, respectively. Findings revealed that integrating blogs into EFL writing instruction helped the experiment group to have more writing motivation and writing self-regulation than the control group that only had received regular in-class instruction. However, the blog-mediated writing course decreased the writing self-efficacy of the EFL students. Findings offer theoretical and pedagogical implications for L2 writing instruction.
- انتشار مقاله: 14-06-1398
- نویسندگان: Jalil Fathi,Mohammad Ahmadnejad,Nouroddin Yousofi
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of English for Academic Purposes
- نوع مقاله: Journal Article
- کلمات کلیدی: Resilience,structural equation modeling,EFL Teachers,Burnout,Teacher Self-Efficacy
- چکیده: همانطور که سازه های ذهنی و فردی معلمان اخیرا از اهمیت ویژه ای برخوردار بوده است، مطالعات تجربی فراوانی به بررسی رابطه ی میان متغیرهای مرتبط با معلمان پرداخته اند. به منظور بررسی بیشتر متغیر های مرتبط با معلمان در زمینه تدریس زبان انگلیسی بهعنوان یک زبان خارجی، پژوهش حاضر با هدف مطالعه نقش خودکارآمدی و تاب آوری در پیشبینی فرسودگی شغلی معلمان زبان انگلیسی ایرانی انجام گردید. تعداد 213 معلم زبان انگلیسی سه پرسشنامه مربوط به این متغیرها را تکمیل نمودند. جهت تحلیل دادهها از رویکرد مدل معادلاتساختاری برای بررسی مدل ساختاری مفروض استفاده گردید. نتایج بدست آمده نشان داد که خودکارآمدی معلم 1/20% واریانس، و همچنین تاب آوری معلم 7/11% واریانس در فرسودگی شغلی را تبیین می کند. همچنین نتایج بیانگر این بود که با وجود تأثیر یکتای هر دو متغیر بر فرسودگی شغلی، خودکارآمدی معلمان پیشبینیکننده قویتری برای فرسودگی شغلی آن ها بود. این یافته ها پیامدهای مهمی برای دوره های تربیت معلم دارد.
- چکیده انگلیسی: As the individual and psychological constructs of teachers have gained momentum recently, a growing number of empirical studies have been carried out to investigate the relationships among teacher-related variables. In order to further explore the associations between teacher variables in English as a Foreign Language (EFL) context, this research explored the significance of teachers’ sense of efficacy and their resilience in predicting teacher burnout among Iranian EFL teachers. To this end, a total number of 213 male and female practicing teachers filled out a battery of three measuring instruments for these constructs. Structural Equation Modeling was used to test the structural model of the constructs. The results demonstrated that teacher self-efficacy represented 20.1% of the burnout variance while teacher resilience explained 11.7% of the variance in teacher burnout. It was found that although either of the two variables had a unique contribution to burnout, teacher self-efficacy appeared to be a more powerful predictor of burnout than teacher resilience. The findings have significant implications for teacher education programs.
- انتشار مقاله: 08-01-1399
- نویسندگان: Jalil Fathi,Abdulbaset Saeedian
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: structural equation modeling,EFL Teachers,Psychological well-being,Collective Efficacy,Teacher Self-Efficacy
- چکیده:
- چکیده انگلیسی: Due to the significance of teachers’ beliefs and individual variables, a bulk of studies has focused on teacher characteristics over the past two decades. As an attempt to further clarify the interplay between teacher-related constructs in English as a Foreign Language (EFL) context, the present study set out to explore the structural model hypothesizing the predictive role of teachers’ self-efficacy and collective teacher efficacy in affecting the psychological well-being of teachers in Iranian EFL context. In so doing, a sample of 179 English teachers was given the three self-report scales measuring the variables under investigation. As for the statistical analysis, Structural Equation Modeling (SEM) was employed to test the fit of the hypothesized model. The results indicated that teacher self-efficacy accounted for 19.8% of the variance while collective teacher efficacy amounted to 11.3% of the variance in psychological well-being. In addition, it was revealed that although both predictors had a unique effect on psychological well-being, teacher self-efficacy was a stronger predictor of psychological well-being than collective teacher efficacy. The results and implications are finally elaborated.
- انتشار مقاله: 05-08-1399
- نویسندگان: Jalil Fathi,Ali Derakhshan,Arash Saharkhiz Arabani
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: EFL Writing,learner autonomy,cognitive,Metacognitive,Blogs
- چکیده:
- چکیده انگلیسی: Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups. Over a 16-week semester, the control group students (n=21) were taught based on regular in-class writing instruction and the students in the experimental group (n=25) made use of blogs in addition to the traditional in-class writing instruction. The data were collected through administering a learner autonomy instrument, consisting of metacognitive, cognitive, social, and affective components, and conducting semi-structured interviews. The results of both quantitative and qualitative data revealed that the blog-mediated writing instruction contributed to enhancing learner autonomy of the participants. More specifically, the students who experienced blog-mediated writing activities showed improvement in metacognitive and cognitive components of learner autonomy. The findings offer significant implications for EFL teachers.
- انتشار مقاله: 17-03-1399
- نویسندگان: Behzad Nezakatgoo,Jalil Fathi
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Modern Research in English Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Vocabulary Learning,self-regulation,Memrise,App learning,MALL
- چکیده:
- چکیده انگلیسی: The purpose of the present study was to investigate the effects of the use of mobile application (app) of Memrise on the second language (L2) vocabulary learning and self-regulatory capacity in vocabulary acquisition. In so doing, a sample of 59 Iranian English-as-a-foreign language (EFL) learners from two intact classes participated in this quasi-experimental study. The two classes were randomly assigned to the experimental group (N=33) and the control group (N=26). Over a period of 13-week semester, the students in the experimental group made use of Memrise app to learn the new vocabulary items while those in the control group learned the new words traditionally without use of any app or technological devices. The multiple choice recognition test of vocabulary and self-regulating capacity in vocabulary learning scale were administered to collect the data. The findings revealed that Memrise helped students improve their L2 vocabulary learning and self-regulating capacity more than the control group. The findings provide implications for L2 researchers and practitioners.
- انتشار مقاله: 19-01-1398
- نویسندگان: Jalil Fathi,Forough Alipour,Abdulbaset Saeedian
- مشاهده