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محمد مهدی شریفی، دکترای تخصصی آموزش زبان انگلیسی @mmsharifi7 0938-393-0936
Newly published article by Karimi and Asadnia in Language Awareness. In this study, the researchers have examined teachers' pedagogical knowledge base with a specific focus on online reading instruction at a tertiary education level and the antecedents of such pedagogical thoughts.The study findings indicated that experienced teachers’ pedagogical knowledge was informed by both cognitive and social sources, whereas novice teachers’ thoughts were more cognitively oriented.
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💡Newly published article by Chen et al. in Asian-Pacific Journal of Second and Foreign Language Education. The present study investigated the extent to which English as a foreign (EFL) teachers’ enthusiasm can be predicted by their work engagement and foreign language teaching enjoyment (FLTE) in the context of China. The results of structural equation modeling revealed that teacher work engagement and FLTE were strong predictors of Chinese EFL teachers’ enthusiasm. In addition, EFL teachers’ FLTE was a better predictor of their enthusiasm than their work engagement.
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تقریبا ۳۸ میلیون نفر عضو ایردراپ داگز هستند 😳
My rank: 96529
رتبه من در دنیا ۹۶ هزار و ۵۲۹ 🤩
(با توجه به عضویت و فعالیتم در تلگرام)
فردا ۱۴ آگوست تولد تلگرام هستش و قراره لیست بشه 👍
میخوای بدونی رتبه ات تو دنیا چنده رو لینک بزن:
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💡Newly published article by Elahi Shirval et al in International Journal of Applied Linguistics. This study investigates the daily progression of boredom and creativity among L2 teachers, their mutual development, and how control-value beliefs influence these dynamics. A 5-day experience sampling method study involving 98 L2 teachers generated 423 observations. Dynamic structural equation modeling (DSEM) results revealed varied relationships between boredom and creativity changes over a week, influenced by teachers’ control and value beliefs. Results suggest a reciprocal relationship between boredom and creativity in adaptable and traditionalist teachers.
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🔴 آزمون تعیین سطح دانشگاه کمبریج
https://www.cambridgeenglish.org/test-your-english/
پایگاه‌های مشابه‌یاب جهت کنترل عدم همپوشانی مقالات (plagiarism checker):
https://www.duplichecker.com/
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✅ خودنویس تولید محتوا با هوش مصنوعی
خودنویس، ابزار تولید محتوای هوشمنده که می‌تونه بهت کمک کنه تا نوشته ها و محتوای تصویری رو با تسلط باور نکردنی به زبان فارسی تولید کنی.
https://khodnevisai.com/
Newly published article by Ebadi, Aliabadi, and Ajabshir in Current Psychology. In this study, the researchers have explored the strategies EFL teachers perceived to use to promote EFL learners’ engagement in online gamification.The study findings indicated that the strategies embraced behavioral, emotional, cognitive, and affective aspects of engagement, and at the same time, they were aligned with four layers of ecological systems theory at a conceptual level.
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Newly published article by Nazari, Nejadghanbar, and Hu in Journal of Multilingual and Multicultural Development. In this study, the researchers have explored 14 language teacher educators’ emotional vulnerability and professional identity construction.The study findings indicated how context created tensions that profoundly shaped the language teacher educators’ emotional vulnerability and identification processes.
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Recently published article by Bahrami, Hosseini, and Atai in English for Specific Purposes. The researchers have investigated the extent to which Iranian EAP teachers are engaged with (reading) and in (doing) research as well as their research trajectory profile. The findings indicated "different profiles of research engagement and also pointed to several personal and institutional barriers that limit this activity" (p. 152).
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Newly published article by Johnson in TESOL Quarterly. In this study, the researcher analyzes how six exemplary middle school teachers (teachers who develop a rigorous understanding of their teaching and learners' learning) chose and used scaffolds during English language reading instruction. Data included video recordings of 60 reading lessons and 18 interviews. The study aimed to delineate the scaffolds the teachers used and the associated rationale. The teachers used a wide range of planned scaffolds (materials, structures, and routines) and interactional scaffolds (in‐the‐moment supports for language and content). They also rationalized their choice of scaffolds on the basis of their rigor to provide comprehensible input, opportunities for language production and interaction, or support for reading development.
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💡Newly published article by Haddadian et al. in Language Testing in Asia. This study adopted an exploratory sequential mixed-methods design via drawing on a dual deductive–inductive approach to develop and validate a Computerized Formative Assessment Literacy (CFAL) questionnaire for language teachers. The results of Exploratory Factor Analysis (EFA) revealed that CFAL consisted of six factors including practical, theoretical, socio-affective, critical, identity-related, and developmental. The results of Cronbach’s alpha demonstrated that the questionnaire and its six components had satisfactory levels of reliability.
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💡Newly published article by Nazari and Kamali in British Journal of Educational Studies.This study proposes an ecological model of teacher agency and emotional vulnerability that draws on epistemological roots of these two constructs to capture historico-personal, socio-organizational, and prospective levels of teacher professionalism. Researchers then ontologically apply the model to exploring transnational language teachers’ agency and emotional vulnerability in the context of Turkey. Data analyses revealed that the teachers’ personal emotions, embodied agencies, and vulnerabilities were profoundly shaped by individual histories, contextual discourses, and sociocultural particularities. The findings unpack novel dimensions of teachers’ agency and emotional vulnerability, attesting to their interconnection, especially within the context of transnationalism.
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💡Newly published article by Moradi, Nazari, and Kogani in System. This study explored emotion labor and social justice among Iranian English language teachers through the theoretical lens of perezhivanie. Data analyses showed that the teachers' perezhivanie included not just how contextual demands and institutional expectations impeded effective actualization of social justice, but the latter itself became a source of emotion labor for the teachers through discourse, culture, and ideology. The findings highlight that inasmuch as social justice is a constructive purpose in educational work, it should equally be understood and enacted cautiously because it has the potential to become a source of emotional challenges and professional conundrums for teachers.
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Strategies for Success: A Practical Guide to Learning English by H. Douglas Brown
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Newly published article by Kamali in Language Teaching Research. In this study, the researcher has explored the identity formation of the author as a novice research mentor of an independent research course for TESOL teachers. The study findings indicated that the author’s identity construction was influenced by different factors such as ‘autonomy in mentoring’, ‘mediating mentorship’, or ‘academic recognition’ in three levels of educational ecology.
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A PhD Course in Language Curriculum Development
سیلابس دوره دکتری تهیه و تدوین مطالب درسی دکتر وحدت
سیلابس دوره دکتری تهیه و تدوین مطالب درسی دکتر وحدت
Syllabus design and curriculum development