Exploring the Components of Online Classroom Observation: insights from document analysis and EFL teacher observers’ perspectives

Volume 17, Issue 35, July 2025, Pages 137-160

10.22034/elt.2024.63903.2703

Masoomeh Estaji; Sara Toosi-Tehrani

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Exploring the Efficacy of Process-Based Reflective Teacher Training: A Focus on Situational Role Plays, Video Analysis, and Scenario Evidence as Guided Reflective and Caring Practices for EFL Teacher Candidates

Volume 15, Issue 32, 2023, Pages 79-103

10.22034/elt.2023.14157.1510

Masoumeh Estaji; Azadeh Hhaji-Karim

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Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities

Volume 14, Issue 30, 2022, Pages 91-114

10.22034/elt.2022.53522.2510

Masoomeh Estaji; Meisam Mirzaei Shojakhanlou

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IELTS Washback Effect and Instructional Planning: The Role of IELTS-Related Experiences of Iranian EFL Teachers (Research Article)

Volume 13, Issue 27, 2021, Pages 163-192

10.22034/elt.2021.45369.2369

Masoomeh Estaji; Farhad Ghiasvand

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On the Relationship between the Implementation of Formative Assessment Strategies and Iranian EFL Teachers’ Self-Efficacy: Do Gender and Experience Make a Difference?*

Volume 8, Issue 18, December 2016, Pages 65-86

Masoomeh Estaji; Saeedeh Fassihi

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