Teaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220230901Psychology of the Colors in the Work Books and Its Influence on EFL Learners’ Creativity, Enjoyment, and Language Growth1252127620645010.22034/jeltal.2023.5.2.1ENEhsanNamaziandostPhD in Applied Linguistics (TEFL); Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran & Islamic Azad University of Ahvaz, Ahvaz, Iran0000-0002-8393-2537HosseinKargar BehbahaniPhD Student in TEFL, Department of Foreign Languages and Linguistics, Shiraz University,
Shiraz, IranTaherehHeydarnejadPhD in Applied Linguistics (TEFL);
Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, IranJournal Article20230508The current research investigates the influence of colors in workbooks on the creativity, enjoyment, and language growth of English as a Foreign Language (EFL) learners. In response to the recognized need for innovative approaches in EFL education, the research explored the psychological impact of colors on cognitive processes and emotional responses. Grounded in cultural perspectives, creativity theories, positive psychology principles, and language growth frameworks, the study adopted a phenomenological inquiry. Twenty-five EFL learners in Iran were selected using purposive sampling. The study utilized colored workbooks, semi-structured interviews, observations, and document analysis for data collection. The findings uncovered nuanced effects of colors on creativity, the impact of pleasant emotions in fostering enjoyment, and the multifaceted nature of language growth. The study discusses implications for language educators, materials developers, syllabus designers, and policymakers, integrating the main themes identified. The limitations of the study and suggestions for further research are provided at the end of the paper.https://www.jeltal.ir/article_206450_0bd0869531939465e429fb31df42188e.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220230901Gender Differences in Perceptions of Pedagogical Competence and Student Achievement: A Study of Iranian Junior High School EFL Teachers and Their Students1277129420645310.22034/jeltal.2023.5.2.2ENFatemehOwliaeiDepartment of English, Kazerun Branch, Islamic Azad University, Kazerun, IranSeyedeh KhadijehNajafiDepartment of English, Kazerun Branch, Islamic Azad University, Kazerun, Iran0000-0003-2320-5263ZahraKhajehDepartment of English, Kazerun Branch, Islamic Azad University, Kazerun, IranJournal Article20230502This study explored the impact of gender on the perceived pedagogical competences of Iranian EFL teachers and the academic achievements of junior high school students. Specifically, it examined differences between male and female English teachers' pedagogical skills and their students’ performance. A total of 30 English teachers (15 male and 15 female) participated in the study. They completed a self-report questionnaire consisting of 53 items to assess their perceptions of perceived pedagogical competence. In addition, 744 ninth-grade students (379 male and 365 female) from various high schools in Kazerun, Fars, Iran, were selected. Their academic achievements were evaluated using standardized test scores from their final English exams, retrieved from school records. The findings, analyzed using an Independent Sample T-Test, indicated a significant difference in pedagogical competence between male and female teachers, with male teachers scoring higher. However, the results of the Mann-Whitney U test revealed no significant difference in the academic achievement test scores between male and female students. The study concludes by discussing the implications of these findings. For EFL learners, these implications indicate that teacher gender may not directly influence academic achievement, emphasizing the need for students to focus on developing effective learning strategies, independent of teacher characteristics.https://www.jeltal.ir/article_206453_ebe5edfe76d128eeee9ccb8b6c6faf0e.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220231117Iranian EFL Teachers' Views on Professional Ethics and Students’ Success1295131620891110.22034/jeltal.2023.5.2.3ENAlyJavadyIslamic Azad University, Ardabil Branch, Iran0009-0006-6736-5014Journal Article20230823Professional ethics are standards and morals that individuals or organizations adopt in order to provide the best outcome in a profession and eventually create trust in public. In other words, they are the qualities that people expect to exist in workers, teacher etc. Professional ethics have been explored in different vocations and jobs, but it has rarely been discussed in educational context especially in Iran. The aim of this study was to investigate the opinions of EFL teachers on professional ethics and whether teachers qualified as ethical, can improve the success of students. In order to reach to the objectives of this study, the researcher asked 101 EFL teachers to fill out the professional ethics view questionnaire. Based on the results EFL teachers maintained positive idea regarding professional ethics in educational context and they believed that they should adhere to ethics in their profession. The participants also stated that commitment to professional ethics improves their teaching quality and eventually their students’ success in classroom. Finally, the ethical code with the highest mean score was “EFL teachers should up-to-date their knowledge for their classes”. This study has implications for EFL teachers and teacher trainers.https://www.jeltal.ir/article_208911_19862578306e9dde4ce766fec1bda53b.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220230901Virtual vs. Face-to-Face: Investigating English Teachers' Preferences and Motivations for Classroom Formats1317133621427210.22034/jeltal.2023.5.2.4ENMaryamHamzehlooDepartment of TEFL and English literature, Tehran Payame Noor University, Tehran, Iran0000-0002-8425-802XMahdiHamzehlooDepartment of IT Engineering
Mehralborz University
Tehran, Iran0000-0003-0301-5470Journal Article20230730The COVID-19 pandemic disrupted traditional education, leading to a shift toward online teaching. As educators adapted, new challenges and preferences emerged, influencing the future of English language instruction. This study explores the factors shaping English language teachers' preferences for online or in-person teaching formats in the post-pandemic era.<br />Using a survey of 53 English teachers, data was gathered on their experiences, motivations, and teaching practices through multiple-choice, Likert scale, and open-response questions. The survey was disseminated through educational networks, with responses analyzed using SPSS software to identify trends and correlations.<br />Results indicate that while half of the respondents still teach in person, 87.5% enjoy teaching online, citing flexibility, innovative tools, and audience reach as key benefits. However, some teachers face technical challenges and issues with assessing student performance. The findings suggest that teachers value both formats—online for personalized instruction and in-person for student engagement and personal interaction.<br />This study concludes that combining online and in-person formats may provide the most effective teaching strategy. Institutions are encouraged to offer hybrid options to enhance teaching and learning outcomes. Future research should focus on long-term impacts of hybrid models on both teacher satisfaction and student performance. Ethical considerations were upheld throughout the study, ensuring participant confidentiality and informed consent.https://www.jeltal.ir/article_214272_8701d65c96fe98167c965feb45274ca2.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220230901The Intensive Pre-Service EFL Teacher Education Program in Iran: A Description and Analysis Based on the ENABLE Model1337136021427610.22034/jeltal.2023.5.2.5ENZahraDolatiUniversity of Guilan0009-0002-5505-6565Journal Article20230908Being a definitive factor in forming the quality of education, any teacher education program needs to be described, investigated, and brought into line with standards. The intensive pre-service teacher education program for prospective English language teachers who enter the Ministry of Education through Teacher Employment Examination is an unexplored context, the content and curriculum of which is described and investigated in this paper. Using a qualitative research design, and through framework analysis approach, the program is reviewed based on the ENABLE model which proposes a sociocultural model of teacher education. The findings revealed that the program typically follows a traditional university-based model with a focus on theoretical knowledge and pedagogical methods, and it fails to establish a systematic sociocultural structure. Lack of feedback provision, guidance and self-mediation opportunities deviates significantly from the sociocultural model outlined by the ENABLE model. Some suggestions are put forward in order to socioculturally uplift the program. Providing constructive feedback, fostering collaboration among student teachers, modeling by the teacher educator, discussing classroom narratives with peers, encouraging collaborative reflection, and keeping reflective journals are among these suggestions which are recommended to be considered by policy makers, curriculum developers and syllabus designers of teacher education programs and teacher educators.https://www.jeltal.ir/article_214276_452d4b21e295cb674e84c2bb05a812a6.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220230901Supervisory Relationships, Constructing Academic Identity, and Transition to the Researcher: An Interpretative Single-Case Study1361137421427810.22034/jeltal.2023.5.2.6ENFahimeHajiabadi; Department of English Language, Hakim Toos Higher Education Institute, Mashhad, IranFarzadRostamiEnglish department, Islamic Azad University, Baneh Branch0000-0003-2916-8053Journal Article20230607The present interpretative case study aimed to explore constructing researcher identity through successful dyadic supervisory relationships. The only participant in the current single case study was Ako, a recently graduated doctoral student who published some papers with his supervisor and kept that intimate and fruitful relationship after graduation. The data were collected through in-depth interviews, journals, and narration. Thematic analyses (Braun & Clarke, 2006) were conducted to analyze the collected data. In line with Wisker’s (2012) framework, the findings generated four themes, including supervisor's qualities, supervisor’s affective expectations, supervisee’s journey, and relationship enhancement. The results revealed that a full-fledged and intimate supervisory relationship, in both formal and informal settings, contributed to developing researcher identity. This research enhances our understanding of the importance of a good supervisory relationship, both from a theoretical and practical perspective. It expands our knowledge of the qualities that should be present in a supervisor-supervisee relationship and the necessary exercises needed to foster an academic identity through such a relationship. The results have some implications for teacher educators, university managers, supervisors, and doctoral students. Given the absence of supervisor training courses in the Iranian context, this study highlights the need for universities to establish a platform for training supervisors. This platform would enable supervisors to become acquainted with various supervising models and reflect on their experiences. Moreover, it would create an environment for doctoral students to critically examine their perspectives and enhance their understanding of the potential outcomes that can arise during the supervision process.https://www.jeltal.ir/article_214278_55df24e09fbc429a2b25401c301c30a8.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220240901Strength and Strategy: The Role of Resilience in Iranian EFL Teachers' Critical Thinking and Classroom Management1375139221502010.22034/jeltal.2023.5.2.7ENNedaFatehi RadAssistant Professor
Department of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran0000-0003-1295-9078AtefeNejad-Shahrokh AbadiDepartment of English Language, Kerman Branch, Islamic Azad University, Kerman, Iran.
atefe.shahrokhabadi2014@gmail.comKamranRabaniDepartment of Foreign Languages, Shahid Bahonar University of Kerman, Kerman, Iran.
krabani62@yahoo.com
https://orcid.org/0000-0002-0006-06740000-0002-0006-0674Journal Article20231012Given the significance of teacher-related factors in teacher effectiveness and a significant gap in the literature, this study aimed to address the relationship between Iranian EFL teachers’ resilience, critical thinking, and classroom management. Employing a qualitative thematic analysis design, 200 Iranian EFL teachers (100 males and 100 females) were selected through convenience sampling from private language institutions in Kerman, Iran. Data were collected using the Persian version of the Resilience Questionnaire, the English version of the Critical Thinking Questionnaire, and the Persian version of the Classroom Management Questionnaire. The results indicated a positive, significant relationship between EFL teachers’ resilience and their critical thinking. Furthermore, a significant, positive correlation was found between teachers’ resilience and classroom management. Additionally, the results demonstrated a significant, positive relationship between critical thinking and classroom management among the teachers. These findings might hold significant implications for EFL teachers, EFL teacher trainers, language institutions, and EFL learners.https://www.jeltal.ir/article_215020_e49da95c72ea5a475d999a27d5559bee.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220240901The Effect of Visual Aids on Vocabulary Learning among Iranian EFL Learners1393140721502110.22034/jeltal.2023.5.2.8ENFarnazSahebkheirDepartment of English Language Teaching, Tabriz Branch, Islamic Azad University, Tabriz, IranShafaghJalaliDepartment of English Language Teaching, Tabriz Branch, Islamic
Azad University, Tabriz, IranJournal Article20230918The present<br />research aimed to investigate the effect of visual aids as a teaching and learning tool on high<br />school EFL learners’ vocabulary learning. This research is a quantitative research with a quasi-experimental<br />design. It was conducted in the Imam Khomeini High School during the academic<br />year 2022/2023 in Tabriz, East Azerbaijan. To conduct the study, out of 79 high school EFL<br />learners 60 homogeneous students were chosen as participants. All of them were intermediate<br />level learners of English. Then, they were assigned to two classes each with 30 learners. The<br />homogeneity of the groups was checked through the PET test. Besides, a pre-test was used to<br />check their vocabulary knowledge at the onset of research. The experimental group experienced<br />vocabulary learning through visual aids. In contrast, the control group was taught the same<br />materials through the conventional method. It means teacher explained the meaning of words in<br />English, Persian or Turkish. Students also tried to find the meaning in dictionary. A vocabulary-based<br />test, acting as a post-test, was conducted after the treatment. The results of the<br />Independent-Samples t-test on the post-test scores of both groups showed that the experimental<br />group acted better than the control group. The study proves the need for visual aids in teaching<br />English vocabulary to bring about better outcomes in students' achievements in the English<br />language. The researchers suggested some practical implications that can be useful and<br />instructional to syllabus designers as visual aids are effective means to stimulate further<br />activities.https://www.jeltal.ir/article_215021_74b7c28dfbb87076b0cb7ade8f45abb0.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220240901Assessing Autonomy: A Comparative Analysis of Teacher, Self, and Peer Assessments in EFL Contexts1408142421611110.22034/Jeltal.2023.5.2.9ENShadabJabbarpoorEnglish Language Department, Islamic Azad University, Garmsar Branch, Garmsar, IranSeyedeh ShamimehRezaeiMA in TEFL , Islamic Azad University Central Tehran Branch)Journal Article20231002This study examines the impact of different types of assessment, teacher-assessment, self-assessment and peer-assessment, on Iranian English as a Foreign Language (EFL) learners’ autonomy. Initially 110 learners from Goyesh English Language Institute in Karaj, Iran were involved and then the sample was reduced to 90 intermediate female students after administering the Preliminary English Test (PET). Participants were randomly divided into three groups: Peer-Assessment Group (PAG), Teacher-Assessment Group (TAG), and Self-Assessment Group (SAG), each with 30 learners. A pre-treatment Learner Autonomy Questionnaire was used to collect the data which was validated through expert review and pilot testing to ensure the reliability (Cronbach’s alpha = 0.87). Semi-structured interviews were also used to collect the data. Assessments were conducted over 12 sessions (90 minutes each) across six weeks as follows: in TAG, the teacher evaluated the students’ essays; in PAG, students assessed their peers; in SAG, learners self-assessed their essays. The same questionnaire was administered as a post-test after the treatment. There was a significant difference in autonomy as revealed by ANCOVA, with the highest mean score achieved by PAG, followed by SAG and TAG. These findings underscore the importance of incorporating peer-assessment strategies within EFL contexts in order to develop learner autonomy. Implications on EFL teachers focus on the necessity of incorporating collaborative assessment techniques within their teaching materials to promote a more autonomous learning atmosphere within their classrooms.https://www.jeltal.ir/article_216111_f4fc35a35549927699fcdd8ef5c1e89b.pdfTeaching English Language and Literature Society of Iran (TELLSI)Journal of new advances in English Language Teaching and Applied Linguistics2676-29275220230901Discoursal Features of Court Speech in Trial Sessions from a Forensic Linguistic Perspective1425143722799310.22034/Jeltal.2023.5.2.10ENShimaSayahiDepartment of English, Arv. C, Islamic Azad University, Abadan, IranJournal Article20221209This research investigated verbal specialties in the text interpretation of the forensic discourses of the judges and defendants for verification or disapproval of allegations against suspects. The methodology of the current research is qualitative since the frequency of weak and strong styles of speech was counted in the five court sessions. McMenamin’s (2002) Verbal Style Model was followed to investigate weak and strong verbal styles of judges and defendants in the court's trial sessions. Five visual files of several trial sessions in the Judicial Courts of the Islamic Republic of Iran were analyzed. Descriptive statistics revealed that strong and weak verbal styles were used differently. The total frequency of strong style markers was 247, while the frequency of weak style markers was 224. The most frequent discoursal weak style elements are anaphoric expressions, repetition, intensifiers, and ungrammatical sentences. In contrast, judges used more linguistic intensity and lexical variety of standard language, which were not observed in the defendants’ speech. Implications suggest employing linguistic elements like situational context, including genres, style, verbal act, nonverbal communicative competence, and topic, can affect trial processes. Thus, the weak and strong styles of speech should be used with care by both judges and defendants.https://www.jeltal.ir/article_227993_5f2c3783fea9574311de7fa12fe0fa93.pdf