Volume 9, Issue 3
مرور بر اساس
ارسال های اخیر
-
Iranian Senior High School EFL Teachers' Perspectives of Lesson Study: Perceiving Challenges, Hindrances, and Benefits
(Imam Khomeini International University, 2022-07-01)Today, Lesson Study (LS) is a prerequisite to the professional development of teachers in high school settings. The present study aims to figure out how Iranian language teachers' attitudes towards LS can motivate their ...
-
Exploring Novice and Experienced Iranian EFL Teachers’ Beliefs and Practices regarding Classroom Interactional Competence and Uncovering Reasons behind Their Belief-Practice Misalignment
(Imam Khomeini International University, 2022-07-01)Due to its significance in language teaching and learning, research on teachers' classroom interactional competence (CIC) is well-visited in L2 classroom research; however, exploring EFL teachers' beliefs about CIC and ...
-
Comparative Rhetorical Move Analysis of Qualitative, Quantitative, and Mixed Methods Research Article Abstracts in Iranian vs. International Applied Linguistics Journals
(Imam Khomeini International University, 2022-07-01)There is a shortage of studies on the generic structure of research article abstracts published in Iranian and international applied linguistics journals considering their employed research approach (i.e., quantitative, ...
-
Designing and Validating a Flipped Learning Pattern to Enhance Problem-Based Teaching in Higher Education Instructors for Teaching the English Language
(Imam Khomeini International University, 2022-07-01)This study provides a framework for identifying, designing, and validating a flipped learning pattern to enhance problem- based teaching approach in higher education instructors in teaching the English language. Also, this ...
-
Cross-Cultural Pragmatic Failure in English Language Classrooms: Development of a Multi-Dimensional Model Based on EFL Teachers’ and Learners’ Perceptions
(Imam Khomeini International University, 2022-07-01)The present study aimed at investigating the perceptions of English language teachers and learners towards cross-cultural pragmatic failure in Iranian EFL contexts. To elicit the information for the construction of ...
