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 teaching
Self-Reflection Training: An Investigation of Iranian In-Service EFL Teachers’ Belief and Performance Development

Sajjad Fathi; Ahmad Mohseni; Hossein Rahmanpanah

Articles in Press, Accepted Manuscript, Available Online from 15 November 2022


  This study aims to investigate the effect of implementing self-reflection training on Iranian in-service EFL teachers’ beliefs and performance development. From all available participants teaching at the International College of Tehran University of Medical Sciences in Tehran, 20 in-service EFL ...  Read More

English language teaching
Investigating Iranian EFL Teachers’ Identity Development Processes

Mojtaba Gheitasi; Mohammad Aliakbari

Volume 14, Issue 30 , November 2022, , Pages 115-136


  Teachers’ professional identity has been the topic of abundant research in recent few decades. It has been defined as the knowledge a teacher has of himself/herself in teaching contexts, and relationships that manifest themselves in practical professional undertakings. This study aimed at investigating ...  Read More

English language teaching
Reflectivity in reflective practice: A case of EFL student teachers in practicum

Najmeh Pourjafarian; Rahman Sahragard

Volume 14, Issue 30 , November 2022, , Pages 264-281


  The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset ...  Read More

English language teaching
Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers

Habib Soleimani; Seyyed Pedram Allahveysi

Volume 14, Issue 29 , May 2022, , Pages 214-227


  The present study aimed at investigating the impact of Multiple Intelligences inspired instruction on Foreign Language Teaching Anxiety (FLTA) of Iranian EFL teachers. To this end, an exploratory sequential mixed-methods approach was employed and twenty males and females in-service EFL teachers were ...  Read More

Contributions of KARDS to Iranian EFL University Teachers’ Professional Identity

Vahid Hassani; Mohammad Khatib; Massood Yazdani Moghaddam

Volume 11, Issue 23 , June 2019, , Pages 127-156

  This paper deals with the contributions of a language teacher education model by Kumaravadivelu (2012) known as KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) university teachers’ professional identity reconstruction. The researchers used ...  Read More

Making sense of EFL teacher agency: Insights from an Iran case study

Alireza Rasti; Rahman Sahragard

Volume 9, Issue 19 , June 2017, , Pages 145-169

  This investigation set out to look into the issue of teachers’ exercise of agency in the Iranian EFL context. More specifically, as part of a larger study, it reports on the ways two Iranian Ministry of Education teachers make sense of and operate in the country’s educational setting under ...  Read More