درخت حوزه‌های تخصصی

Social identity plays a significant role in the professional life of teachers; however, the social identity of English as a foreign language (EFL) teachers is an under-investigated research area in general and in the context of Iran in particular. This study aimed to explore Iranian primary-level EFL teachers’ perceptions toward social identity. To this end, phenomenological design was adopted. Participants included 15 teachers (7 males and 8 females) from private language schools of Tehran and Tabriz who were selected through convenience sampling. Data were collected through face-to-face semi-structured interviews. Based on the results of the thematic analysis, five main themes were identified: social communication skills, professional development experiences, using collaboration, group activities, and negotiation strategies to understand students’ social identity, effect of social identity on teaching profession, and effect of social identity on teacher interactions. This study has some implications for primary-level EFL teacher educators and primary-level EFL teachers. Primary-level EFL teacher educators should use the findings to train pre-service teachers on the construction and reconstruction of their social identity. Besides, primary-level EFL teacher teachers should be attentive to the reconstruction of their social identity based on the insights taken from this study.

Objective: The new development in the area of Artificial Intelligence (AI) education has raised interest with a sense of urgency about further refining it in the area of science education. Method: The qualitative study provides an insight into views of science teachers about the potential and limitation of employing ChatGPT in science education and how to take advantage of such technology-based developments. Methods: The research was conducted based on 46 science teachers of Zanjan province, using the snowball sampling method. Results: The teachers gave feedback on how ChatGPT can be beneficial and restrictive as an effective educational tool for their classroom. Overall, findings paint a picture where even though the teachers openly acknowledged that ChatGPT is full of potential to make so much space for interaction, they were still concerned about the impact of the technology, for instance, making too much dependency on the technology among the learners and how the tools impede the capacity of the students in thinking critically and creatively. The results also support discussion of future Career development opportunities with responsive curricula redesign for the sake of leveraging the possibilities of AI tools in an effort to support learning. Practice and policy implications and directions for research on the career development opportunities are considered in the conclusion and limitations of the study. Conclusion: .This study adds to the growing field of education and AI by highlighting the need to balance innovation with pedagogical responsibility. It shows that AI can enhance teaching as a supportive tool, not a replacement. Successful integration requires attention to equity, ethics, and collaboration among educators, policymakers, and technologists.

This study compared the impact of interactive meta-linguistic feedback on the learning and retention of grammatical structures among Iraqi EFL learners. The study used a quasi-experimental design with 62 intermediate-level male students separated into three groups: one receiving interactive meta-linguistic feedback, another receiving traditional meta-linguistic feedback, and a control group that received no feedback. Pre-tests, immediate post-tests, and delayed post-tests were used to assess participants' knowledge of the following grammatical structures: present perfect, present perfect continuous, future, and future perfect. The results showed that interactive meta-linguistic feedback greatly improved both grammatical structure learning and retention when compared to other types of input. This study emphasizes the significance of feedback in language acquisition and proposes that interactive approaches may be more effective in promoting grammatical accuracy among EFL learners. This study compared the impact of interactive meta-linguistic feedback on the learning and retention of grammatical structures among Iraqi EFL learners. The study used a quasi-experimental design with 62 intermediate-level male students separated into three groups: one receiving interactive meta-linguistic feedback, another receiving traditional meta-linguistic feedback, and a control group that received no feedback. Pre-tests, immediate post-tests, and delayed post-tests were used to assess participants' knowledge of the following grammatical structures: present perfect, present perfect continuous, future, and future perfect.