درخت حوزه‌های تخصصی

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.

Teachers' and students’ perceptions play a crucial role in textbook evaluation. This paper examines English teachers' and students' perception of sociolinguistic features of Vision text books at senior high schools in Iran. To do so 5 male English teachers from various provinces of Iran, namely: Ilam, Lorestan, Kermanshah and Khouzestan, with an age range between 25 and 44, with 4 to 20 years experience and with a variety of academic degrees (1 PhD, 2 masters, 2 bachelors) were chosen to participate in the study, along with 5 high school students (1 grade 10, 2 grade 11 and 2 grade 12). The semi-structured interview consisted of 7 items, used to obtain participants' perceptions regarding textbook sociolinguistic features. An inductive and deductive thematic analysis was used to analyze the data. The target culture, gender and religion were represented in the deductive phase of analysis, and new themes emerged from the data in the inductive phase, including representation of races and ethnicities, dress codes, and traditions and customs. According to the findings, the majority of teachers and students believe that newly published EFL textbooks do not provide opportunities for students to improve their communicative competence and cultural awareness in the target language. Furthermore, they believed that male characters dominated the Vision series' texts and illustrations and Islamic ideology was dominant in the Vision series. Teachers, students, and ELT administrators, as well as textbook designers and materials creators, may benefit from the results of this study.

The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. The statistical population of this research includes all primary school teachers of Birjand city who have participated in in-service and virtual courses in the academic year 2023-2024. Using available sampling, 45 teachers participating in face-to-face courses and 45 teachers participating in virtual courses were selected. In the first level, i.e. reaction, participants' opinions were collected in two stages (the beginning of the courses and the end of the courses). The tool used at this level was a researcher-made questionnaire. The second level, i.e. learning, was conducted using a researcher-made test of 19 questions and was performed as a pre-test and post-test. In the third level, i.e. behavior, data was collected 5 months after the end of the courses using the teachers' self-evaluation form and the teachers' evaluation form by their managers. The results of the inter-subject effects test to compare the reaction level components in the post-test stage and the f value obtained for all components are significant at the alpha level of 0.05. The F value obtained in the results of covariance analysis for comparing learning scores in the post-test stage is 26.563. The value of the t statistic and the value of the significance level for comparing the scores of the behavior level show that there is no difference in the variance between the two groups of face-to-face and virtual education The findings of the research show that face-to-face and virtual in-service courses are effective in the levels of reaction, learning and behavior, and there is a significant difference between the effectiveness of face-to-face and virtual courses; So that the obtained averages show that face-to-face training can have a significant effect compared to virtual training in these three levels.