ندا قراگوزلو

In the Iranian academic setting, the current investigation aimed to identify the assessment literacy (AL) components that experienced and novice English for Specific Purposes (ESP) teachers with and without TEFL (teaching English as a foreign language) backgrounds comprehended. We designed an explanatory sequential mixed-methods study, and selected 100 PhD male and female ESP educators from various branches of Islamic Azad University via criterion sampling in order to complete the teacher assessment literacy scale (TALS). The standard deviation as well as mean of the TALS were computed. The mean scores of the TEFL/non-TEFL and novice/experienced teachers on the seven TALS components were then independently compared using two multivariate analyses of variances (MANOVA). After administering the scale to 100 ESP teachers and analyzing the results, 20 of the instructors were chosen via convenience sampling for observation during the study's qualitative phase. Afterwards, the qualitative information was collected through the use of the observation notes. Employing axial/open coding and content analysis of themes, all of the notes were classified and examined. The results showed that in terms of knowledge of assessment literacy components, instructors with TEFL backgrounds understand much better than teachers without TEFL backgrounds. Similarly, the means of all TALS components were greater for inexperienced teachers than for experienced ones. Furthermore, the results of the qualitative phase demonstrated that the novice TEFL teachers performed AL components more effectively than their non-TEFL counterparts as well as the experienced TEFL/non-TEFL instructors.

This study aimed at examining the effect of cognitive-based learning on Iranian EFL learners' reading comprehension components; identifying the main idea, making Inferences, recognizing unfamiliar vocabulary, text organization, and information recall. In doing so, the researchers selected 84 homogeneous intermediate level male and female EFL learners with the age range 18 to 25 out of 110 conveniently nominated sample of students majoring in different fields in a Vocational and Technical college in Dezful. A standard version of Quick Oxford Placement Test (QPT) was used to homogenize the participants and the selected ones whose scores were within one SD above and below the mean, were considered as the experimental (i.e., cognitive-based learning, n=41) and control (n=43) groups in line with the nature of convenience non-random sampling. Then, the learners in both groups experienced the processes of pretesting, 12 sessions of intervention which were presented through synchronous online Interactions using Adobe Connect, and post-testing. A validated researcher-made L2 reading comprehension test tapping different reading components was used to collect the data. The results of Analysis of Covariates (ANCOVA) and Multivariate Analysis of Covariates (MANCOVA) proved the effectiveness of cognitive based learning, using Bloom’s Taxonomy levels in developing L2 reading and its components among the participants. The findings can be used to enrich cognitive learning and analytical views in the L2 reading classroom, helping both teachers and learners in this regard.

Despite the increased research on various aspects of academic optimism (AO) in general education, this line of inquiry has not received adequate empirical attention in English language teacher education. The present mixed-methods study aimed to explore the role of AO in MALL-oriented listening instruction among Iranian EFL teachers, with a focus on variations in their experience ranges. A total of 168 teachers participated in the study and completed the study scales, and 15 teachers with higher levels of perceived AO were further interviewed to gather qualitative data. Descriptive and inferential statistics were used to examine the quantitative data, while thematic analysis was conducted to analyze the qualitative data. The quantitative results indicated significant differences between novice, experienced, and highly experienced language teachers, with the latter holding more positive beliefs about AO and MALL in relation to listening. Additionally, a significant correlation was found between AO and MALL. The qualitative findings complemented the quantitative results by highlighting the pivotal role of academic optimism in driving teachers’ motivation, the positive impact of teachers’ optimistic attitudes on student engagement and motivation, and the pedagogical strategies employed by optimistic teachers to effectively incorporate MALL in their instructional practices. These findings provide implications for teachers and teacher educators, emphasizing the importance of integrating AO principles in MALL-related professional development courses to positively contribute to teachers’ professional growth. The study contributes to the limited empirical research on AO within the context of English language teacher education and provides valuable insights into the complex interplay between academic optimism, MALL-oriented listening instruction, and teacher-student interactions.

The present study was an attempt to investigate assessment literacy among ESP instructors in the Iranian academic context. A mixed-methods sequential explanatory study was designed, and 100 novice/experienced ESP instructors with TEFL/non-TEFL backgrounds at the Ph.D. level were selected through criterion sampling to complete a questionnaire and a scale. Then, from among the mentioned participants, 20 were selected for classroom observations and in-depth, semi-structured interviews based on convenience sampling. First, the quantitative data were collected using observation checklists and analyzed through running Chi-square to compare the assessment practices of novice/experienced instructors with TEFL/non-TEFL backgrounds. Next, the qualitative data were collected through taking notes and applying interviews. All interviews were transcribed, categorized, and analyzed through content analysis of themes and open/axial coding. The findings indicated that the instructors with TEFL backgrounds significantly practiced assessment methods more than the ones with non-TEFL backgrounds. Furthermore, it was found that novice instructors significantly practiced assessment methods more than the experienced ones. Likewise, it was identified that novice TEFL instructors perceived assessment components better than their non-TEFL or experienced counterparts. The findings of this study can be useful for executive administrators in the ministry of higher education, university instructors and students.