Volume 16 (2024)
Volume 15 (2023)
Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 9 (2017)
Volume 8 (2016)
Volume 7 (2015)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
English language learning
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

Masoumeh Estaji; Azadeh Hhaji-Karim

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


  The current study aimed to explore the effectiveness of a process based reflective teacher training course that utilized situational role plays, video analysis, and scenario evidence as guided reflective and caring practices for EFL (English as a Foreign Language) teacher candidates. To this end, 45 ...  Read More

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

Masoomeh Estaji; Meisam Mirzaei Shojakhanlou

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


  This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns ...  Read More

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

Masoomeh Estaji; Farhad Ghiasvand

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


  High-stakes tests exert impacts on teachers’ perceptions, methodology, practices, and materials used in the classroom. However, previous research studies have overlooked the role of teachers’ past experiences in the tests and their instructional planning prior to, during, and after the preparation ...  Read More

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

Masoomeh Estaji; Saeedeh Fassihi

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

  This study sought to examine the relationship between the use of formative assessment strategies and the Iranian EFL teachers’ sense of self-efficacy. Moreover, this study investigated the relationships and interactions between the EFL teachers’ use of formative assessment strategies, their ...  Read More