درخت حوزه‌های تخصصی

The current study aimed to measure the validity and reliability of the three-factor questionnaire of media didactica of Persian language teachers. Two groups participated in the study: specialists in the fields related to media Didactica and high school teachers in Tehran. The group of experts was recruited by convenience sampling method, and a Cluster method was used to select teachers. The participants included 17 experts and 185 teachers. First, the three-factor media didactica questionnaire of Simmons (2017) was translated into Farsi, and in the next step, it was given to a group of experts to assess its validity, and after confirming its validity, it was given to teachers to assess its reliability. The results of confirmatory factor analysis showed that the model was compatible with three factors including media, media understanding and social development. Using Cronbach's alpha coefficient, it was found that the coefficient value of subscales ranged between 0.71 and 0.79. The results showed that the Persian media questionnaire was a valid instrument with good reliability and validity for measuring the media didactica of Persian language teachers.

According to sociocultural theory, dynamic assessment (DA) merges instruction and assessment. This study attempted to compare the effects of interactionist versus interventionist DA on the writing fluency and complexity of adult versus young IELTS candidates in an international language school in Tehran with the age range of 15-48. One hundred and forty students (90 males and 50 females) who had enrolled in the IELTS preparation course in the spring of 2021 participated in this study. The study participants were divided into four groups namely, young interactionist, young interventionist, adult interactionist, and adult interventionist. The participants in all groups were homogenized based on the result of their performance in a standard version of Preliminary English Test (PET). During the eight-week treatment period, the interactionist groups were given writing tests followed by the instructor’s feedback and guidance, while the interventionist groups received instructions and were given writing test samples without qualitative feedback. The pre-test and post-test comparisons among the four groups by Two Way ANCOVA showed that both young and adult individuals in the interactionist groups had a significant improvement in their writing performance compared to those in the interventionist group. In addition, the study revealed the significant impact of interactionist DA vs. interventionist DA on both young and adult participants' scores in both writing fluency and complexity post-test. Likewise, the results showed no statistically significant interaction between the type of assessment and the candidates’ age. The study presents pedagogical implications for teachers, students, and IELTS preparation program designers.

Several investigations in the psychology domain, educational psychology, and other related subjects have examined the inner voice. However, it has not been used as much in teaching foreign languages, particularly in developing learning materials. This study aimed to develop new English learning materials based on Tomlinson’s text-driven approach to enhance learners’ inner voice through instruction using the newly developed materials. The participants in this study were 40 intermediate female EFL learners, aged 20-35. All participants were selected through convenience sampling and were native speakers of Persian. The researchers then assigned the participants randomly into two experimental and control groups, each including 20 participants. Data were collected through an inner voice questionnaire and semi-structured interviews, utilizing both quantitative and qualitative methods to align with the study’s objectives, participant characteristics, and research questions. The quantitative data were statistically analyzed using SPSS (version 22), revealing that learners demonstrated a moderately high engagement with their inner voice after instruction with the newly developed materials. Qualitative insights emphasized key themes, including the natural use of English in internal thought processes, more frequent internal dialogues, and deeper mental engagement with the language. The study suggests that textbook developers and curriculum designers should consider new approaches to meet EFL learners’ psychological and cognitive needs, particularly in fostering inner voice processing for deeper engagement.

The present study aimed to explore the strategies and challenges faced by Iranian teachers in classroom management. The importance of this study lied in its potential contribution to effective approaches in classroom management, professional growth of teachers, and research knowledge. To serve that end, it utilized a qualitative research design, employing semi-structured interview and open-ended questionnaire to gather data from a sample of Iranian teachers. The findings revealed that Iranian teachers were required to use different strategies to put their knowledge resources and practices of classroom management into the real context of classroom with high effectiveness. The study also indicated several challenges faced by Iranian teachers, such as students’ misbehavior, class communication, fulfillment of learner expectations, time management, care for and attention to learners, giving and receiving feedback, interactions with students’ families, flexibility, accountability and commitment, lesson planning, group work planning, and professional ethics. It can be concluded that teachers’ classroom management literacy is fed by different knowledge resources. Moreover, classroom management literacy is not formed overnight, but it is the product of various knowledge domains. More importantly, classroom management is not an easy task for Iranian teachers. These findings have significant implications for Iranian teachers, teacher educators and curriculum planners.