1. Applied Linguistics (Language Teaching and Learning)
Farzane Deliery Moghadam; Javad Gholami
Abstract
Publishing research in English poses linguistic challenges for non-native English speaker scholars (NNSS). To prepare their manuscripts for submission, peer review, and post-acceptance stages, they may receive linguistic assistance and editing from different individuals, such as field specialists or ...
Read More
Publishing research in English poses linguistic challenges for non-native English speaker scholars (NNSS). To prepare their manuscripts for submission, peer review, and post-acceptance stages, they may receive linguistic assistance and editing from different individuals, such as field specialists or EFL / ESL teachers, collectively called text-shapers. To the best of our knowledge, there is no recent comprehensive portrayal of text-shaping practices in the literature on English for research publication purposes (ERPP). This overview introduces the text-shaping community’s practices by reviewing the most significant and relevant studies on this realm in the leading journals on ESP / EAP and ERPP. We used the Web of Science database to make the review as inclusive as possible. Several search terms were used to compile the mainstream literature on the topic, including text shaper, literacy broker, language editor, author’s editor, convenience editor, editor, and copy editor. In this thematic review, we describe text-shapers' editing practices and strategies, outline their characteristics and techniques in providing linguistic services to NNES authors, and highlight the benefits and challenges text-shapers experience in the scholarly publishing industry. Moreover, text-shaping services in Asia, with mounting demand for publication in English, were examined explicitly along with other contexts to comprehensively depict its status quo geographically. As EFL teachers are one of the most active agents in delivering text-shaping services to the NNES authors, especially in contexts like Iran, this review could help the EFL community in Iran and similar contexts to get familiar with the bigger picture of text shaping and its dimensions.
1. Applied Linguistics (Language Teaching and Learning)
Shiva Azizpour; Javad Gholami
Abstract
Although supervision is an integral component of EFL teacher professional development, there have not been enough studies on language teacher supervision and EFL teachers’ attitudes toward supervision. The present study investigated EFL teachers’ attitudes toward supervision in Iranian language ...
Read More
Although supervision is an integral component of EFL teacher professional development, there have not been enough studies on language teacher supervision and EFL teachers’ attitudes toward supervision. The present study investigated EFL teachers’ attitudes toward supervision in Iranian language schools. To this end, 218 EFL teachers who received supervision were selected and asked to complete a teacher supervision questionnaire (Moradi, Sepehrifar, & Khadiv, 2014) to elicit their attitudes, feelings, and experiences toward supervision. The questionnaire consisted of five subcategories: teachers’ evaluation of supervision, their attitudes toward the mode of supervision, the contributions of teacher-supervision to their development, and the process before, during, and after supervision. The findings revealed that a great number of the participants harbored this view that the current supervision is useful for them and necessary for novice teachers. However, some held negative attitudes toward supervision as it puts them under pressure, creates anxiety, and damages their confidence and motivation. They found their supervisors’ feedback unsatisfactory mainly done for paperwork formalities. To improve the ongoing supervisory practices, they suggested the need for the development of transparent criteria and rubrics for supervision and called for discontinuation of unannounced and sudden supervisory observations.
1. Applied Linguistics (Language Teaching and Learning)
Javad Gholami; Mahsa Alinasab; Saeed Ayiewbey; Mohammad Nasimfar
Abstract
Nowadays, studying in higher education is not as uncomplicated as it seems to be, particularly in PhD programs. Given the complex interplay of multiple variables affecting one’s experience in such programs, there is a mounting need for probing more into the ways in which PhD students’ lives ...
Read More
Nowadays, studying in higher education is not as uncomplicated as it seems to be, particularly in PhD programs. Given the complex interplay of multiple variables affecting one’s experience in such programs, there is a mounting need for probing more into the ways in which PhD students’ lives are affected by these factors, and how their transition trajectories emerge. The present study explored the elements which shape PhD students’ lives, and how they interact with each other. Employing an ecological model framework, this cross-sectional study investigated how present as well as graduate students’ lives were affected in different phases of the program. To this end, ten PhD students or graduates of Teaching English as a Foreign Language (TEFL), representing early, mid, and completion phases of the program, were interviewed to qualitatively elicit the views they harbor toward the program. The findings emanating from the content analysis of the interview transcripts revealed that multiple factors in tandem mold students’ perceptions of the program. The most notable extracted themes embraced dissatisfaction with academic procedures, satisfaction with university professors, and challenges related to the students’ private lives.
