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

• View Article
• PDF 2.03 M

A Feasibility Study of Implementing EFL Teachers’ Individual Development Plans at Iranian Public Schools: A Mixed-Methods Study

Volume 15, Issue 32, 2023, Pages 22-40

10.22034/elt.2023.56761.2541

Mohammad Ali-Akbari; Sara Haghi; Ali Yasini

• View Article
• PDF 865.12 K

Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being

Volume 15, Issue 32, 2023, Pages 215-232

10.22034/elt.2023.57036.2547

Ehsan Namaziandoust; Tahereh Heydarnejad; Goodarz Shakibaei

• View Article
• PDF 1016.72 K

Investigating Iranian EFL Teachers’ Identity Development Processes

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

10.22034/elt.2022.51405.2488

Mojtaba Gheitasi; Mohammad Aliakbari

• View Article
• PDF 1.23 M

On the Relationship between Teacher Resilience and Self- efficacy: The Case of Iranian EFL Teachers

Volume 11, Issue 23, June 2019, Pages 277-292

Seyyed Ayatollah Razmjoo; Hakimeh Ayoobiyan

• View Article
• PDF 393.14 K

Is There a Place for Post-method Pedagogy in the Educational Context of Iran: Voices of EFL Teachers

Volume 10, Issue 22, December 2018, Pages 1-25

Farzaneh Amiri; Rahman Sahragard

• View Article
• PDF 505.23 K

Development and Validation of Teacher Emotional Support Scale: a structural equation modeling approach

Volume 10, Issue 21, June 2018, Pages 137-160

Reza Khani; Fian Ghasemi

• View Article
• PDF 570.83 K

Toward an Analysis of the Bond between Emotional Intelligence and Self-Efficacy among EFL Teachers

Volume 5, Issue 11, November 2013, Pages 107-125

Habibollah Mashhadi

• View Article
• PDF 265.36 K