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کاربرد نوع شرط:
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: quality,CIPP Model,Private English institutions,Prospective,Quality enhancement
- چکیده:
- چکیده انگلیسی: The literature review left the researchers with an unanswered query about whether teachers' years of teaching experience could act as an index for enhancing the quality of teaching learning output. Therefore, the purpose of this study was to propose a quality enhancement model for the status of private Iranian English institutions. An ex post-factorial design was employed for the study. Thus, 250 male and female EFL teachers filled a previously developed English Language Teaching Quality Indices Survey. The reliability and validity of the survey were checked by Cronbach alpha, 95, EFA and CFA. Then, the researchers calculated the means of ELTQI constructs. The aim was to pinpoint the most prominent components that impact the quality of ELT as "must" to be indices in any educational setting. Besides, the researchers utilized the index with the highest mean as well as the ones which were highly recurrent in the literature and shared relations/predictions with teachers' years of teaching experience. Then, a model was proposed by running CFA, AMOS Software. It included factors like years of teaching experience, 21st century skills, teachers' qualifications and recruitment, teaching activities and methodologies, CPD (Continuing Professional Development) and assessment procedure. The results revealed that all the predictions were supported except for 21st century skills. Also, Teachers’ qualifications and recruitment gained the most importance from the teachers' point of view. As the pedagogical implication, proposing a prospective quality enhancement model can bring about clarity among different stakeholders, teachers, and learners of what is exactly expected of them.
- انتشار مقاله: 23-08-1398
- نویسندگان: Zahra Kafi,Khalil Motallebzadeh,Hossein Khodabakhshzadeh,Mitra Zeraatpisheh
- مشاهده
- جایگاه : پژوهشی
- مجله: Research in English Language Pedagogy
- نوع مقاله: Journal Article
- کلمات کلیدی: Commitment to Profession,Commitment to Students,Commitment to University,PLS-SEM,EFL university instructors
- چکیده:
- چکیده انگلیسی: Instructors play an important role in educating the future members of society through their work in universities and quality education cannot be achieved without the supreme efforts of dedicated and committed university teachers. Hence, there is a call for more research concerning the notion of teacher commitment, its dimensions and the factors that influence it. The current study first aimed to set priority among the dimensions of EFL instructors’ professional commitment through Partial Least Squares Structural Equation Modeling and then investigate the effect of EFL instructors’ employment status as full time or part time on their professional commitment through two-tailed t-test. A previously validated EFL Teachers’ Professional Commitment Questionnaire was employed to collect data from 420 EFL male and female university instructors. The results exhibited a significant difference between these two variables in total. One of the important implications of this research is that EFL instructors inspire to evaluate their commitment regarding the priority of dimensions and their underlying components meticulously to find out what they should work on more to improve students’ achievements in the EFL learning context of Iran.
- انتشار مقاله: 23-12-1397
- نویسندگان: Razieh Ganjali,Hamid Ashraf,Khalil Motallebzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of Language and Translation
- نوع مقاله: Journal Article
- کلمات کلیدی: Iranian EFL teachers,Development and Validation,Assessment Identity questionnaire,Disposition
- چکیده: مقاله حاضر گزارشی است از مرحله دوم یک پژوهش اکتشافی ترکیبی, که با هدف تهیه و اعتبارسنجی پرسشنامه هویت ارزیابی معلمان زبان انگلیسی بر اساس ابعاد و عوامل موجود در قسمت اول این پژوهش انجام شده است. فاکتورهای استخراج شده از مصاحبه به همراه چارچوب نظری ، پایه و اساس ایجاد مجموعه ای از اقلام را تشکیل دادند که بعداً مبنای 46 سوال پرسشنامه قرار گرفت . پیش نویس اولیه پرسشنامه بر اساس اظهارات کارشناسان و استادان حیطه ی سنجش و ارزیابی و اصلاح و بازنویسی شد. سپس پرسشنامه طراحی شده بین 384 معلم زبان انگلیسی توزیع شد. نرمال بودن و پایایی داده ها با استفاده از نرم افزار آماری SPSS مورد بررسی قرار گرفت. روایی ساختاری مقیاس طراحی شده ، از طریق CFA با AMOS 24 مورد بررسی قرار گرفت. نتایج حاصل از تجزیه و تحلیل آماری نشان داد که پرسشنامه هویت ارزیابی از مدل-داده مناسب برخوردار است ، تحلیل عاملی و مقادیر پایایی آن در سطح مطلوبی است. نتیجه این که پرسشنامه ی حاضر (متشکل از سه بعد: هویت ارزیابی، گرایشهای ارزیابی وعوامل محیطی) می تواند به عنوان یک مقیاس معتبر و قابل اعتماد برای ارزیابی هویت ارزیابی معلمان به کار گرفته شود. در انتها، کاربردهای مختلف مطالعه مورد بحث قرار گرفته است.
- چکیده انگلیسی: This paper investigated the quantitative phase of an exploratory sequential mixed methods research. The main purpose of this study was to develop and validate a Teachers‟ Assessment Identity (TAI) question- naire based on the dimensions and factors found in the first part of the study. The extracted factors from interviews along with the theoretical framework formed the basis for the generation of the pool of items, which later reduced to 46 items for eventual inclusion in TAI questionnaire. This initial draft of the scale was revised and re-worded based on the comments offered by assessment experts and teachers. The de- signed questionnaire was then distributed to 384 EFL teachers. Normality and reliability of data were measured using SPSS. Construct validity of the designed scale was assessed through CFA with AMOS 24. The results derived from the statistical analysis indicated that TAI questionnaire had a good model- data fit, and the factor loadings and reliability values were at a satisfactory level. The findings showed that the Teachers‟ Assessment Identity (TAI) questionnaire contained three dimensions i.e. assessing as- sessment literacy, dispositions, and contextual factors. This questionnaire could be used as a valid and reliable scale for teachers as assessors.
- انتشار مقاله: 10-11-1399
- نویسندگان: Qotboddin Jan-nesar Moqaddam,Hossein Khodabakhshzadeh,Khalil Motallebzadeh,Gholam Hassan Khajavy
- مشاهده
- جایگاه : پژوهشی
- مجله: Iranian Journal of Applied Language Studies
- نوع مقاله: Journal Article
- کلمات کلیدی: Commitment to Profession,Commitment to Students,Commitment to University,EFL Instructors’ Professional Commitment,PLS-SEM
- چکیده:
- چکیده انگلیسی: Universities require highly qualified and committed instructors to carry out the significant tasks of educating the future generation of the society. The primary interest of this study was to explore the construct of teacher commitment to determine its dimensions and components and finally design EFL Teachers’ Professional Commitment Questionnaire. First, through a thorough analysis of the available literature as well as a semi-structured interview, the core dimensions and components were opted. Then, in the second qualitative phase, the researcher designed the early draft of a structured questionnaire which was handed into 25 experts. Content Validity Ratio was computed to ensure validity. Subsequently, the modified draft of the EFL Teachers’ Professional Commitment Questionnaire was designed and administered to 70 EFL university instructors to investigate the validity and reliability of the instrument employing Partial Least Squares Structural Equation Modeling. As a result, three dimensions of Commitment to Students, Commitment to Profession, and Commitment to University along with 10 components were confirmed. The practical implication of this study is a validated EFL Teachers’ Professional Commitment Questionnaire performing as an evaluative tool to assess the level of teachers’ commitment with respect to their commitment to students, university, and profession in the EFL academic context of Iran.
- انتشار مقاله: 17-03-1399
- نویسندگان: Razieh Ganjali,Hamid Ashraf,Khalil Motallebzadeh
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of English Language Pedagogy and Practice
- نوع مقاله: Journal Article
- کلمات کلیدی: gender,teachers’ awareness,Code of ethics,years of teaching experience
- چکیده: این مطالعه با هدف بررسی نقش جنسیت و تجربه در تدریس در آگاهی معلمان زبان انگلیسی ایرانی از استاندارد های اخلاقی در تحقیق انجام شده است. 272 معلم ایرانی زبان انگلیسی بر اساس نمونه گیری آسان انتخاب شدند و از طریق پرسشنامه دانش معلمان زبان انگلیسی ایرانی در مورد استانداردهای اخلاقی در تحقیق ارزیابی شدند. پس از جمع آوری پرسشنامه ها ، داده ها توسط نرم افزار اماری "اس پی اس اس" مورد تجزیه و تحلیل قرار گرفت. از آزمون "تی" مستقل برای ارزیابی اینکه آیا دانش معلمان از اخلاق در تحقیقات به طور قابل توجهی بین دو جنس متفاوت است استفاده شد. علاوه بر این ، همبستگی پیرسون برای یافتن رابطه بین تجربه در تدریس و عامل فوق الذکر انجام شد. یافته ها رابطه مثبت و معناداری بین هر پنج زیرساخت اخلاق و تجربه را نشان داد. علاوه بر این ، یافته ها نشان داد که در میزان دانش معلمان از اخلاق پژوهشی و زیرساخت های آن بین معلمان زن و مرد تفاوت معناداری وجود دارد. میانگین نمره معلمان زن در تمام زیرساخت ها از معلمان مرد بیشتر است. این مطالعه ممکن است تنها پژوهشی باشد که در ایران دانش معلمان را در مورد عواملی که بر آگاهی آنها از اصول اخلاقی در تحقیق تأثیر می گذارد را مورد بررسی قرار داده است.
- چکیده انگلیسی: 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.
- انتشار مقاله: 20-07-1399
- نویسندگان: Farideh Samadi,Khalil Motallebzadeh,Hamid Ashraf,Gholam Hassan Khajavy
- مشاهده
- جایگاه : پژوهشی
- مجله: Journal of English Language Pedagogy and Practice
- نوع مقاله: Journal Article
- کلمات کلیدی: animator,author,footing theory,principal,professional success
- چکیده: این تحقیق با هدف بررسی نقش نقش معلم در موفقیت حرفه ای وی انجام شده است. قابل توجه است که، نقش معلم از یک دیدگاه جدید، نظریه فوتینگ گافمن بررسی شده است. طبق نظریه گافمن (1981)، نقش سخنران را می توان به سه دسته animator،author، principle طبقه بندی کرد،animator کسی است که ایده های دیگران را عینا تکرار می کند، author ایده ها و نظریات دیگران را با عبارات متفاوت بیان می کند، principle کسی است که ایده های متعلق به خودش را تولید می کند.
با به کارگیری این نظریه در محیط آموزشی، محققان 36 استاد دانشگاه را در رشته آموزش زبان انگلیسی در سطح تحصیلات تکمیلی انتخاب کردند و از دانش آموزان آنها (118 نفر) خواستند که نقش غالب اساتید خود را را به عنوانanimator ،author و یا principle، به طور کلی و به صورت جداگانه، از طریق یک چک لیست استعاره و موفقیت حرفه ای آنها را از طریق پرسش نامه ی مشخصات معلمان موفق زبان انگلیسی بررسی نمایند. نتایج تجزیه و تحلیل کای اسکوئرنشان داد که اساتید به طور عمده نقش author و animator را بازی می کنند. نتایج آنووا یک طرفه همچنین نشان داد که استادانی که نقش principleایفا می کنند، از موفقیت های حرفه ای بیشتری برخوردارند نسبت به کسانی که نقش های animator وauthor را دارند. نتایج به دست آمده نتیجه گیری های ضمنی و پیشنهاداتی را در محیط درسی دانشگاهی ایران ارائه می دهند.- چکیده انگلیسی: This study aimed at exploring the influence of the role that a teacher employs on his/her professional success. The teacher role was investigated from a new outlook, Goffman's footing theory. According to Goffman (1981), a speaker's role can be classified into three categories of animator, author, and principal, characterized as the repeater of the ideas made by the others, the paraphraser of concepts, and the creator of original ideas, respectively. Applying this theory in the educational context, the researchers selected 36 university professors of TEFL in the MA level and asked their students (N=118) to identify their professors' dominant role as animator, author, or principal, both generally and individually, via a metaphor checklist and their professional success via the Characteristic of Successful Iranian EFL Teacher Questionnaire. The results of Chi-square analysis indicated that the professors dominantly take on the author and animator roles respectively. One-way Anova results also demonstrated that the professors taking on the principal role enjoy higher professional success than those adopting the animator and author roles. The results offer implications and suggestions for pedagogical consideration within the Iranian university context.
- انتشار مقاله: 10-04-1397
- نویسندگان: Khalil Motallebzadeh,Hanieh Garmabi,Mehri Bakhtiari Fayendari
- مشاهده