شبنم نسیمی

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

This study explored how much of the time Iranian EFL teachers partake in constant expert turn of events (CPD) activities and how powerful these activities were in improving their instructing techniques. The current review is meant to investigate the view of Iranian EFL instructors about CPD, additionally, various kinds of CPD activities for example CELTA/DELTA courses that they liked, and explored how frequently Iranian EFL educators partake in the accompanying CPD activities. The members were 55 EFL instructors educating at various language establishments in Tehran and Karaj city. The information was gathered utilizing a three-segment online overview. The survey had been arranged in light of a 5 point-Likert scale and had shipped off members by email. To address the review's exploration questions, enlightening and inferential insights were used. For quantitative investigation, the information was at first placed into the Statistical Package for the Social Sciences (SPSS). Then, at that point, utilizing enlightening measurable methodologies, different insights for the information were registered and summed up. The discoveries of this quantitative review uncovered that English educators take part in an assortment of CPD activities. The discoveries of the review have suggestions for explicit activities that might be impetuses in building uplifting perspectives towards other CPD activities for EFL educators.