درخت حوزه‌های تخصصی

Due to the current COVID-19 pandemic, all face-to-face instruction at higher education institutions (HEIs) worldwide has been suspended. Therefore, many institutions and universities relied on online learning to continue the instruction process. The perceptions of teachers and students who went through this experience can provide useful information regarding the success of the online instruction. Thus, the purpose of this study was to investigate the perceptions of teachers and students during the COVID-19 pandemic in Iran. Additionally, it aimed at exploring the main advantages and disadvantages of online instruction during this time. To this end, 250 English language teachers and students were selected from different English language institutes and universities in Iran. Drawing upon Khan et al.’s (2021) questionnaire and an open-ended question, this study showed that both teachers and students had positive perceptions towards online learning and teaching during COVID-19 lockdown despite the fact that some students had not the necessary facilities and infrastructure for online classes. Furthermore, this study showed that validity, reliability, construction, administration, and effectiveness of online assessment was a major concern for both teachers and students. Besides, both groups expressed the benefits of online instruction more than its drawbacks. The results of this study have implications for higher education teachers, and stakeholders to get a better understanding of the students’ and teachers’ perception toward online instruction

The current research investigates the impact of two types of corrective feedback such as elicitation, and clarification requests - out of five types of corrective feedback - on the speaking abilities of Iranian intermediate EFL learners who are either introverts or extroverts. Participants in the study included 172 intermediate level students in 11 groups: 10 experimental and 1 control groups. They were language learners studying English in The Iran Language Institute in three branches: two branches in Babol, and one in Sari. The tools applied in this quasi-experimental research were: Oxford Placement Test (OPT) to achieve the homogeneity of the groups, speaking section of IELTS as pre-test and post-test and a Learning Style Survey to examine extraversion and introversion. ANCOVA and two-way ANOVA statistics were employed to analyze the data. The findings revealed that the extroverts had better performance in elicitation while the introverts had better performance in clarification corrective feedback. Employing the findings of the study, teachers can create a supportive and inclusive atmosphere that encourages both introverted and extroverted learners to participate and engage in speaking activities.

The implementation of a curriculum involves numerous variables and entities, both individual and institutional, which makes it a complex and multifaceted process in education. Implementing Communicative Language Teaching (CLT) curricula has proven challenging in various global contexts. The present study, using a human activity system model, investigated CLT implementation in Iranian senior high schools. There were four groups of participants in this qualitative study, including 20 teachers, 28 students, 10 teacher directors, and 10 parents. We used semi-structured interviews and class observations. The study's findings highlight several significant obstacles to implementing CLT in the examined educational setting. Key challenges include teachers' reliance on traditional methods despite acknowledging the benefits of communicative activities, inadequate professional development, and insufficient familiarity with CLT principles. Students face issues such as demotivation, overdependence on teachers, and limited opportunities to engage with English outside the classroom. Additionally, logistical difficulties, such as overcrowded classrooms, insufficient educational materials, and non-communicative assessments, combined with a lack of cooperation among educators and restricted teacher autonomy, further hinder the effectiveness of CLT. Based on these findings, we proposed several solutions and pedagogical implications to facilitate the successful implementation of this curriculum reform. 

Research within EFL education highlights specific challenges in fostering critical reading and collaborative learning skills among students, extending to the implementation of Virtual Literature Circle (VLC). Notable issues include persistently low engagement levels and limited participation observed within conventional instructional methods. Moreover, there exists a substantial gap in providing meaningful collaborative learning experiences in English as a Foreign Language (EFL) contexts, emphasizing the need for alternative approaches. This study investigated the impact of VLC within a Critical Reading class tailored for EFL students. Through a sequential explanatory mixed-methods design involving a cohort of 25 EFL students at STKIP PGRI Sidoarjo, the study examined their engagement with VLC and subsequent skill development. The findings revealed promising advancements, with students demonstrating increased engagement and active participation during VLC sessions. Additionally, students reported enhanced critical reading skills and a deeper understanding of literary texts through collaborative discussions within VLC. However, challenges persist, including the importance of diversified group dynamics, structured facilitation, and support mechanisms. Notably, students expressed a preference for the collaborative learning format facilitated by VLC over traditional instructional methods. These findings underscore the critical importance of VLC in addressing challenges and enhancing collaborative learning experiences for EFL students.

Autonomous learning is a study skill that may be challenging not only to learners with a dependent learning style but also to teachers used to teacher-oriented methodology. However, the considerable shift in the teaching and learning paradigm especially after the 2020 pandemic has made autonomous learning a must-gain skill. This research aimed to explore EFL teachers' perceptions of learner autonomy (LA), their actual practices, and the challenges of LA promotion at Omani secondary schools. It also investigated possible associations between teachers' beliefs about promoting LA and their academic level, gender, and years of experience. Within a convergent mixed-method parallel design, thirty Omani EFL school teachers were selected through convenience sampling to participate in the study. The instruments included teachers’ perceptions questionnaire, classroom observation data, and interviews with teachers. Frequency counts, ordinal regression analysis, and grounded theory were used to analyze the quantitative and qualitative data. The results revealed that although EFL teachers at Omani secondary schools practice some strategies that promote learner autonomy, these practices are not intentionally and exclusively implemented for LA purposes. Moreover, the results showed some discrepancies between teachers’ beliefs and their actual practices of LA due to some constraints and challenges such as the intensive English curriculum, teachers being overloaded with numerous school tasks besides teaching, learners' limited exposure to English outside the classroom, and teachers' inadequate professional background in the concept, principles, and practices of learner autonomy. No significant association was found between the teachers' general beliefs about LA and their particulars. It may be argued that the concept of autonomous learning and strategies to promote LA should be included as a core component of teacher training programs. By the same token, more self-study and self-assessment practices may be added to the English course materials in schools to help learners develop this essential skill for their higher education.