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محمد مهدی شریفی، دکترای تخصصی آموزش زبان انگلیسی @mmsharifi7 0938-393-0936
❤️ این ایردراپ خیلی ساده و عالیه تیک آبی داره و بزودی لیست میشه تسک هاش خیلی کم و راحته
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💡Newly published article by Song & Nejadghanbar in TESOL Journal. This study investigates the impact of social media discourses, espoused by neoliberal and consumerist ideologies, on a language teacher educator's (LTE) identity negotiation. Through a collaborative case study, it examines Hassan's (the second author) experiences with social media in the Iranian English language teaching context over three years. The analysis of Hassan's narratives reveals dominant social media discourses emphasizing sameness, omniscience, and commercialized luxurious lifestyles. These discourses often equate social media visibility with professional qualifications, pressuring Hassan to conform to trends that conflict with his sense of professionalism and authenticity. Hassan's emotional struggles and identity tensions led to critical reflection and ongoing negotiation of his professional identity.
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منابع زبان دکتری [دانلود رایگان بهترین کتاب] + نمونه سوالات
https://phdtest.ir/%d9%85%d8%b9%d8%b1%d9%81%db%8c-%d9%85%d9%86%d8%a7%d8%a8%d8%b9-%d8%b2%d8%a8%d8%a7%d9%86-%d8%b9%d9%85%d9%88%d9%85%db%8c-%d8%a2%d8%b2%d9%85%d9%88%d9%86-%d8%af%da%a9%d8%aa%d8%b1%db%8c/
Newly published article by Salimi et al. in Australian Journal of Applied Linguistics. This study investigated Iranian EFL teachers’ beliefs and practices, and the correspondence between these beliefs and practices. Data was collected through semi-structured interviews and classroom observations. The results showed that the teachers perceived six dimensions of translanguaging, including diverse beliefs of translanguaging, perceived relevance of translanguaging, pedagogical beliefs and approaches, attitudes toward benefits, concerns and challenges of applying translanguaging, and student-centered approaches. In regard to their practice, the teachers practiced translanguaging in various contexts and through different instructional strategies in their classes.
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Headway placement test
آزمون تعیین سطح کتاب های هد وی
🎂 تولد ۷ سالگی کانال دکتر محمد مهدی شریفی مبارک
امروز ۴ اکتبر کانالمون ۷ ساله شد و به همین مناسبت میخوام به قید قرعه به ۷ نفر هدیه بدم 😍
عکسی که میبینید از کتابخونه شخصی خودم گرفته شده و قراره به برندگان قرعه کشی طبق نظر خودشون کتاب هدیه بدم ☺️
کتاب ها در زمینه های مختلف هستن: آیلتس، تافل، جی آر ای، کنکور، دبیرستان و غیره
اگه تمایل دارید در این قرعه کشی شرکت کنید یه قلب خوشگل پای این پست بزنید و پی وی اعلام کنید 😉
قرعه کشی رو مستند میکنیم حتما 👌
@English_Dr_Sharifi
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تولید عکس و اطلاعات مختلف با کمک هوش مصنوعی
https://play.google.com/store/apps/details?id=com.microsoft.copilot
💡Newly published article by Nazari et al. in Asian-Pacific Journal of Second and Foreign Language Education. The present study explored 10 Iranian ESP teachers’ emotion labor. Collecting data from questionnaires, narrative frames, and semi-structured interviews, we show how contextual discourses, policies, and expectations of ESP instruction interact with the teacher participants across four areas of pedagogy, assessment, materials, and curriculum and culture. Our findings indicated that content featured as a significant factor in the teachers’ emotions, agency, and identity directly, indirectly, and specifically through content-related discourses and participants.
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💡Newly published article by Nazari and Hu in Teaching and Teacher Education. This study longitudinally tracked how a CoP focused on sharing emotional vulnerabilities contributed to three novice language teachers’ agencies across the three dimensions of belonging (engagement, imagination, and alignment). Multi-stage analyses of data sources (interviews, reflective journals, observations, and online interactions) revealed that the CoP provided a space for the teachers to engage in dialogism that mitigated the negative effects of emotional vulnerabilities on their growth and enhanced their ability to better exercise agency.
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💡Newly published article by Namaziandost et al. in Journal of Applied Research in Higher Education. This research aimed to evaluate the potential influence of cognitive emotion regulation (CER) and reflective teaching (RT) on psychological well-being (PWB) and autonomy in the setting of EFL instruction in Iran. Findings revealed that the university EFL teachers' CER, PWB, and autonomy exhibited a positive correlation.The results indicated that language teachers with greater emotional control and immune system improvement are in better PWB and more autonomous than their less reflective counterparts.
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💡Newly published article by Nazari and Porsam in Innovation in Language Learning and Teaching.
Drawing on the theoretical standpoint of perezhivanie and situated within a narrative inquiry design,this study explored Iranian English language teachers’ autonomy and emotion. Data analysis revealed four themes as to the teachers’ autonomy and emotion: (1) emotion as a strong determinant of teachers’ autonomy in the past, (2) autonomy as a strong determinant of teachers’ emotion in the present, (3) emotion-autonomy as refracting resilience, and (4) emotion-autonomy nexus refracting identity development.
💡Newly published article by Nazari et al. in International Journal of Educational Research. This study explored Iranian young- and adult-learner teachers’ social justice practices and the contributions of such practices for their professional identity construction. Data analyses revealed that while the teacher groups were similar in relation to promoting social justice at the class (equal participation and group work) and institutional (developing communal sense of justice-oriented practices) levels, the young-learner teachers differed in focusing more on self-inquiry approaches to promoting just instruction.
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دوره سلف کوچینگ استاد ربانی که امشب شرکت کردم 😍
@e_library_sharifi
💡Newly published article by Kamali and Javahery in Human Arenas. This study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three predominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive.
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💡Newly published article by Nejadghanbar et al. in Ibérica. This study investigates language-related critical incidents (CIs) experienced by ESP instructors who are content experts. Twenty-seven CIs were identified via narrative frames (n = 17) and interviews with Iranian ESP instructors (n = 10). Of them, the ten language-related CIs were analyzed in terms of their nature, the strategies and tactics that the ESP practitioners utilized to tackle them, and the lessons that they learned from them. The language-related CIs centered on pronunciation difficulty, weak grammar, insufficient skills in teaching reading and writing, low competence in language testing, and unfamiliarity with research on academic genres. Findings showed that the ESP instructors deployed three types of coping strategy: admitting ignorance, avoidance, and risk-taking.
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💡Newly published article by Nazari et al. in Professional Development in Education. This study examined how a group of teachers engaged in action research (AR) and navigated their emotions in the way of experiencing wellbeing. Data were collected through semi-structured interviews, reflective journals, classroom observations, and post-class discussions. Data analyses showed that the teachers experienced wellbeing in three major terms: From initial emotional tensions to subsequent emotional wellness, developing wellbeing through practicing collective care, and wellbeing and self-empowerment as learning. Collectively, the teachers moved from hedonic to eudemonic forms of wellbeing during and after the AR programme, spanning their programme, inter-individual, and intra-individual levels of empowerment.
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Newly published article by Sheikhi and Alavinia in Heliyon. This study sheds light on the way classroom observation and a professional development course on classroom observation contribute to language teacher immunity development through a self-organization lens. To this end, the researchers designed an explanatory sequential mixed method study, and 13 novice language teachers were invited to fill the language teacher immunity scale before and after a professional development course. The findings revealed that the immunity levels of the students differed significantly before and after the intervention. The findings accentuate the importance of in-service programs in reforming the teachers’ narratives of classroom observations and enabling them to transform classroom observations from threats to opportunities.
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Newly published article by Arefian et al. in Innovation in Language Learning and Teaching.This study, using a transcendental phenomenology approach, aims to uncover how Iranian EFL teachers ' Chat GPT - driven collaborative reflective practice ( CRP ) can contribute to their professional development. Findings gathered through group discussions , observations , and semi - structured interviews demonstrated that EFL teachers developed professionally through Chat GPT - driven CRP done individually and collaboratively . Teachers ' individual reflection with Chat GPT served as a complementary preparatory step for contributing insightful perspectives during CRP in the community of practice.
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Newly published article by Ghamoushi in Reflective Practice. This study aimed to investigate the impact of collaborative reflection and dialogic journals on EFL teachers’ ecological agency. For this purpose, 60 EFL teachers selected through purposive sampling were randomly assigned to three groups, one control group, and two experimental groups. The thematic analyses of the semi-structured interview revealed that both collaborative reflection and dialogic journals have contributed to the development of EFL teachers’ ecological agency.
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آزمون های مختلف دانشگاه کمبریج متناسب با نیازهای مختلف
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💡Newly published article by Haj Seyed Javadi and Meihami in English Teaching: Practice & Critique. The purpose of this study was to explore the role of case-based instruction (CBI) on the agency development of EFL student-teachers. The data collected through different data sources, such as narratives, interviews, recorded sessions and focused groups, were analyzed using a deductive-inductive thematic analysis.The results showed that CBI has a constructive role in developing the agency of EFL student-teachers. Active participation in CBI sessions helps teachers consider their future desires. The exploration of cases in CBI sessions helps them recall past experiences that led to the development of their agency.
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ساخت فیلم با استفاده از هوش مصنوعی
https://m.vidnoz.com/broadcast?from=video&id=5864479
TESOL Journal - 2024 - Song and Nejadghanbar - Consumerist discourses on social media and language teacher educator identity tensions
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💡Newly published article by Orakcı and Khalili in Cognitive Processing. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy.To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed.
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💡Newly published article by Fallah et al. in English Teaching and Learning. The aim of this study was to investigate the interconnections among perceived teacher enthusiasm (TE), foreign language enjoyment (FLE), academic boredom, and willingness to communicate (WTC) among undergraduate EFL (English as a foreign language) learners in Iran. The results of structural equation modeling analysis indicated that TE could positively predict FLE and WTC and inversely predict boredom. Further, FLE positively and significantly predicted WTC. However, boredom could only indirectly affect WTC through the mediation of FLE. Another line of the findings revealed that FLE but not boredom mediated the impact of TE on WTC.
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💡Newly published article by Estaji and Kardoust in Instructional Science. The present conversation analytic study examined the scaffolding interactions of a sample of Iranian English language teachers to identify how responsibility for learning was transferred in scaffolding interactions. The teachers were divided into two groups of novice and experienced based on the criteria proposed in the extant literature. The results showed that the novice and experienced language teachers enacted transfer differently. The novice teachers used more high-support moves, like models and questions with scarce use of low-support moves, thereby mostly curbing the transfer process.
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فیلم دوره سلف کوچینگ استاد ربانی که دیشب شرکت کردم 😍
@e_library_sharifi
💡Newly published article by Kamalvand and Khany in LanguageTesting in Asia. This study developed and validated a visual literacy scale for smartphone photography (VLS4SP). Despite the importance of visuals and smartphones, no valid scale is available in the domain of English language teaching (ELT) to measure L2 teachers’ VL. In developing and validating the new VLS4SP, initially, some items were generated and tested for validity. Second, the scale was tested through rigorous psychometric analyses. The results of structural equation modeling (SEM) suggested the existence of 28 items that represent the established conceptualization of VL in the literature and the three areas of meaning metafunctions in the social semiotic theory: representational, interactive, and compositional.
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💡Newly published article by Arefian and Esfandiari in Language Testing in Asia.In this qualitative study, 15 Iranian EFL student teachers were chosen purposively within a transcendental phenomenology to conduct Internet-based collaborative reflection(ICR) and one-learning-oriented assessment (ELOA) practices during situated learning in online teacher education. The results showed that implementing ICR on ELOA tended to enhance student-centered teacher education; collaborative and reflective teacher development; social, professional, cognitive, and emotional growth; and the connection of teaching, learning, and assessment within online teacher education. More specifically, ELOA practices allowed for meaningful tasks and authentic activities based on practical experience.
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