رضا طاهرخانی

Nowadays, teachers are expected to demonstrate a notable level of digital competence. Therefore, the current study investigated Iranian male and female pre-service and in-service EFL teachers’ digital competence. The study employed a mixed methods approach and three instruments including a questionnaire, structured interviews, and observations were utilized. Therefore, 157 Iranian in-service EFL teachers completed the DIGIGLO questionnaire. Also, 15 in-service and 15 pre-service EFL teachers participated in structured interviews. Moreover, 30 classes were observed. To analyze the qualitative data, thematic analysis was used and in the phase of quantitative analysis, descriptive statistics and independent sample t-tests were used. The results indicated that the level of Iranian in-service EFL teachers’ digital competence was moderate to high. In addition, some similarities and differences could be seen in the interview questions between in-service and pre-service EFL teachers. Moreover, it was revealed that there were no significant differences between male and female in-service EFL teachers’ digital competence. Furthermore, it was found that a majority of teachers incorporated digital technologies into their teaching practice. The results of this study can help curriculum developers and teacher educators realize a better conception of Iranian pre-service and in-service EFL teachers’ digital competence and their practices of using digital tools.

This mixed methods nationwide research aimed to examine the relationships between three variables; namely, self-efficacy (S-E), emotional intelligence (EI), autonomy (A), their sub-constructs and reading comprehension ability of Persian second language (PSL) students. Participants were 141 PSL students from 28 different countries studying at 12 universities across Iran. Data were collected through S-E, EI, A scales, and a reading comprehension test and were analyzed using Pearson correlation. The results revealed that there were significant links between the variables and their sub-constructs and reading comprehension ability. Also, structured interviews were administrated with 45 participants, the results of which confirmed those obtained from quantitative instruments. Moreover, structural equation modeling (SEM) was used to access more in-depth perception of the variables and explore the strengths of the causal relationships. The three independent variables strongly predicted reading comprehension, with S-E being the strongest predictor. Also, three out of four sub-constructs of EI, and two out of three sub-constructs of A were powerful predictors of reading comprehension. In terms of the increasing number of PSL learners, the findings of the present study could be helpful for L2 (particularly PSL) teachers, learners, and academic policymakers.

The impact of humor on language acquisition has been documented in scholarly accounts. Hence, this study investigated Iranian pre-service and high-experienced and low-experienced in-service EFL teachers’ beliefs and practices of humor in the classroom. In order to collect data, the researchers adopted four distinct instruments including pedagogical humor questionnaire, semi-structured interview, observation checklist, and field notes. A total of 182 Iranian EFL teachers participated completed the questionnaires, while 10 in-service EFL teachers engaged in semi-structured interviews. Additionally, the second researcher observed 36 classes. The results indicated that both pre-service and in-service EFL teachers believed that humor was effective. Notably, high-experienced in-service EFL teachers displayed more pronounced positive beliefs in humor compared to their pre-service and low-experienced counterparts. The results also disclosed that humor was a routine practice for high-experienced teachers. Based on the findings of the present study, it can be suggested that it is essential to train and educate both pre-service and in-service EFL teachers in order to integrate humor into different EFL classrooms.

This study was designed to explore the relation pattern of cultural intelligence, cultural identity, autonomy, and self-efficacy and second language achievement of Iranian EFL learners. The participants were 247 undergraduate students. Data were collected nationwide, from different parts of Iran; that is, from Kerman, south of Iran; Hamadan, west of Iran; Mashhad, east of Iran; and Gorgon, north of Iran. The participants' ages ranged from 18 to 26 and they were mostly juniors and seniors. They completed the following questionnaires: Cultural Intelligence Questionnaire (Ang, et al., 2007), Cultural Identity Clarity Scale (Usborne & Taylor, 2010), Learner Autonomy Questionnaire (Cotterall, 1995, 1999) and Self-Efficacy Questionnaire (Pinitrich, Smith, Garcia & Mckeachie, 1991). The participants’ GPA of three general English courses were considered as their second language achievement. Responses from questionnaires were collected through convenience sampling. The design of the study is based on path analysis. After data collection, the hypothesized model was tested by AMOSE program. The results demonstrated that the variables under study could strongly predict EFL learners' L2 achievement. L2 achievement may largely depend on students’ cultural intelligence, cultural identity, autonomy and self-efficacy. Also, it was reported that autonomy was the strongest predictor of EFL learners’ L2 achievement.

The systematic study of EAP teachers’ pedagogic content knowledge and their actual teaching practices in class is a fresh avenue in applied linguistics, especially in contexts like Iran, where, EAP courses are taught by two groups of teachers with different specializations; i.e., language teachers and content teachers. This study explored the similarities and differences between language teachers’ and content teachers’ PCK, and teaching practices, and students’ beliefs about their EAP teachers’ methodology at Medical Sciences Universities across Iran. In order to answer the research questions, a wide range of instruments including questionnaires, observations, semi-structured interviews, and field notes were utilized. Sources included language teachers, content teachers, students taught by language teachers, and students taught by content teachers. Representative samples of 318 EAP teachers and 1573 students participated in the study. The results indicated substantial inconsistencies across the two groups of teachers with respect to their PCK and teaching practices. The findings also showed that students favored language teachers’ methodologies and teaching practices. The findings promise implications for EAP instruction in Iran and highlight the pressing need for more systematic teacher training programs.