1. Applied Linguistics (Language Teaching and Learning)
Abbas Mehrbakhsh; Gholam-Reza Abbasian; Mojtaba Mohammadi
Abstract
Pedagogical Content Knowledge (PCK) is both decisive—as it helps to formulate and present subject matters—and glocally relative as it is prone to the specificity of curricula of varying socio-cultural contexts. This study developed and validated a PCK questionnaire by focusing on data obtained ...
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Pedagogical Content Knowledge (PCK) is both decisive—as it helps to formulate and present subject matters—and glocally relative as it is prone to the specificity of curricula of varying socio-cultural contexts. This study developed and validated a PCK questionnaire by focusing on data obtained from Iranian English as a Foreign Language (EFL) teacher-education programs. PCK questionnaire items were extracted out of an in-depth literature review (globally) and interviews with 80 student-teachers (locally) and 120 student-teachers attending the pilot phase. Then, 180 other student-teachers completed a glocalized Likert-scale PCK questionnaire. Next, the final questionnaire, which was supposed to accommodate glocal aspects and subjected to both expert judgments as well psychometric measures like reliability estimation and factor analyses, enjoyed acceptable reliability index and validity measures including those of content and construct validity. The valid measure characterized as a 39-item is ultimately represented by nine factors including: Teaching Language Skills, Language Teaching Strategies, Classroom Management, Curriculum Designing and Materials Development, Assessment Literacy and Abilities, Course book Evaluation, Language Teachers' Technological Knowledge, Language Teachers' Professional Development, and Internship effect on Practical Teaching. The results underscore the significance of PCK in shaping effective teaching practices and provides the scholars with both instruments and context-sensitive practical model of EFL program evaluation.
1. Applied Linguistics (Language Teaching and Learning)
Haniyeh Shirazifard; Gholam-Reza Abbasian; Ahmad Mohseni
Abstract
The present study aimed to investigate the effects of TBLT-synthesized collaborative dialogue in teaching writing skills to Iranian EFL learners and also to explore their teachers’ attitudes towards such an approach. Regarding the essence of the questions of the study, an explanatory sequential ...
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The present study aimed to investigate the effects of TBLT-synthesized collaborative dialogue in teaching writing skills to Iranian EFL learners and also to explore their teachers’ attitudes towards such an approach. Regarding the essence of the questions of the study, an explanatory sequential mixed-methods research design was employed. To this end, 100 conveniently sampled Iranian B.A. TEFL and Translation Studies students were identified as relatively homogeneous in terms of their language proficiency through administering Oxford Placement Test (OPT), and ten Iranian EFL teachers attended as the participants. The experimental group students were exposed to the synthetic approach of teaching writing. In contrast, the control group experienced conventional mainstream in the quantitative phase of the study lasting for 16-session treatments. As to the qualitative phase, a semi-structured individual interview was conducted with the participant teachers. The quantitative phase revealed that the synthetic initiative had comparatively significant impacts on the EFL students’ writing performance, and the qualitative phase showed that the teachers adopted some positive views toward the implementation of the applied synthetic approach to TBLT and CD in writing instruction. The findings offer some pedagogical implications for the stakeholders, including syllabus designers, EFL learners, and teachers, to include task-based collaborative dialogues in EFL instruction.
1. Applied Linguistics (Language Teaching and Learning)
Gholam-Reza Abbasian; Maryam Khezrinejad; Mojtaba Teimourtash
Abstract
The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation ...
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The increasing demand for lifelong learners and reflective practitioners has re-conceptualized the connection between assessment and learning to the extent that alternative assessment methods (i.e., self-, peer and teacher-assessment, etc.) have emerged. However, their incorporation into various language skills might bring about certain consequences. Among them, the writing skill is often perceived as unique in its nature in terms of both teaching practices and assessment modalities. In a bid to exercise a Learner-Oriented Assessment (LOA) practice, the present study was designed to comparatively implement self-, peer-, and teacher-assessments in a writing course, and explore the experiences and perceptions of the learners towards the three assessment alternatives. Pertinent statistical analyses revealed significant differences among them such that higher proficiency level learners evaluated their writings more realistically, while lower proficiency level over estimated their abilities. Moreover, most of them had positive attitudes towards this novel assessment experience, holding that LOA could scaffold them in gaining a lot and arousing their awareness of their weaknesses and strengths.
