1. Applied Linguistics (Language Teaching and Learning)
Sasan Baleghizadeh; Mehran Mousavi
Abstract
Although IELTS preparation materials often claim to promote communicative competence, there is growing concern that they prioritize test-taking strategies over the development of authentic listening skills. This study examines the communicative orientation of listening tasks in six widely used IELTS ...
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Although IELTS preparation materials often claim to promote communicative competence, there is growing concern that they prioritize test-taking strategies over the development of authentic listening skills. This study examines the communicative orientation of listening tasks in six widely used IELTS preparation coursebooks in Iran (selected based on consultations with 15 institute directors across four major cities). In this context, learners heavily rely on instructional materials due to limited access to authentic English input. Utilizing an integrated framework that synthesizes Goh’s (2001) task typology with Bachman and Palmer’s (1996) model of communicative language ability, the study analyzed 565 listening tasks, a large sample, drawn from these internationally published IELTS coursebooks. Tasks were classified into four categories, one-way transactional, one-way interactional, two-way transactional, and two-way interactional, based on their participatory structure and communicative purpose. The findings show a clear imbalance; tasks are predominantly one-way transactional, emphasizing passive information extraction with limited opportunities for interactive engagement or pragmatic interpretation. While some coursebooks exhibit a gradual progression toward communicative authenticity across proficiency levels, others remain heavily exam-oriented. This variation reflects inconsistent support for developing real-world listening skills. In the Iranian EFL context, such a focus on non-interactive tasks may hinder learners’ pragmatic and strategic competence, leaving them underprepared for academic and professional communication. The study highlights the need for more communicatively oriented materials and pedagogical strategies aligned with national curriculum goals.
1. Applied Linguistics (Language Teaching and Learning)
Sasan Baleghizadeh; Arman Jula
Abstract
The present study sought to explore the predicting power of sense of self-efficacy (SE) and emotional intelligence (EI) on the Iranian EFL teachers’ job satisfaction (JS). To this end, 125 EFL teachers were selected from private language institutes. The participants were asked to complete three ...
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The present study sought to explore the predicting power of sense of self-efficacy (SE) and emotional intelligence (EI) on the Iranian EFL teachers’ job satisfaction (JS). To this end, 125 EFL teachers were selected from private language institutes. The participants were asked to complete three questionnaires: Minnesota Satisfaction Questionnaire (MSQ), Teacher Self-Efficacy Scale (TSES), and Emotional Quotient inventory (EQ-i). Significant positive relationships between EI and JS and between SE and JS were observed and independent variables significantly predicted JS. More experienced teachers had a significantly higher mean than novice teachers on JS. Finally, it was revealed that there was not any significant difference between less and more experienced teachers with regard to the correlation between EI and JS and between sense of SE and JS. It is concluded that providing teachers with some interventions such as coaching and mentoring seems necessary.
