درخت حوزه‌های تخصصی

This research sought to assess the integrated impact of CLT (Communicative Language Teaching) and PLT (Pragmatic Language Teaching) on language competency, pragmatic awareness, and cultural competence. The study used a mixed-methods methodology, integrating both pre- and post-tests, questionnaires, interviews, and classroom observations, in addition to technological tools to enhance learning experiences in 150 advanced EFL students from five Iranian universities. The results obtained from repeated measures ANOVA and t-tests demonstrated that the integrated use of CLT and PLT approach leads to a considerable enhancement in language proficiency, pragmatic awareness, and cultural competence, when compared to the utilization of either method individually. Qualitative findings demonstrated a notable rise in student self-assurance, enhanced comprehension of different cultures, and heightened levels of involvement. The results highlight the efficacy of combining Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) through the use of technology to improve global language training. The study's findings emphasize the necessity of providing instructor training in both strategies, developing a curriculum that effectively combines communicative and pragmatic features, and doing additional research to understand the long-term effects of integrated language teaching approaches. The research enhances our understanding of how the integration of Communicative Language Teaching (CLT) and Pragmatic Language Teaching (PLT) might optimize language learning consequences and better equip students for real-life communication.

This study investigated the impact of teacher and peer scaffolding on the speaking performance of Iranian EFL learners. Utilizing a quasi-experimental design, 60 intermediate-level female learners were selected from a population of 75, divided into three groups: teacher scaffolding, peer scaffolding, and a control group. The study employed the Preliminary English Test (PET) and speaking pretest and posttest to ensure homogeneity and measure the participants’ progress in speaking proficiency. The results of a One-way ANOVA indicated significant improvements in speaking performance for both scaffolding groups compared to the control group. However, no significant difference was found between the effects of teacher and peer scaffolding. These findings suggest that both types of scaffolding are equally effective in enhancing L2 speaking skills, supporting the theoretical framework of Vygotsky’s Zone of Proximal Development (ZPD). The study underscores the importance of incorporating scaffolding into language instruction to foster better speaking outcomes.

The teacher ranking system in Iran is intended to enhance performance and motivation but encounters several challenges. This study aims to investigate Iranian teachers' experiences and perceptions of this ranking system using a qualitative, interpretative phenomenological approach. Data were gathered through semi-structured interviews with 15 teachers from various Iranian cities. Findings revealed that the ranking system impacted four main areas: psychological effects, professional development, transparency and fairness, and educational quality. It supports professional growth, transparency, and improved teaching methods, but can also cause stress, psychological pressure, and reduced focus on teaching, potentially lowering teaching quality. Strengths of the system include professional development, increased transparency, skill updates, and fostering healthy competition. Conversely, its weaknesses involve heightened stress, diminished teaching focus, and reduced quality. Recommendations for improvement include revising evaluation criteria, establishing supportive measures for teachers, involving them in the evaluation process, and increasing educational programs and workshops for professional development. These adjustments aim to mitigate the system's negative effects, boost teacher motivation and job satisfaction, and ultimately enhance the overall quality of education in schools.

This study aims to represent how a primary school principal evolved into an effective educational leadership, focusing on their personal and professional background along with the distinctive features of the school and local community. A qualitative approach and narrative inquiry method were used. Initially, in-depth and semi-structured interviews lasting 12 hours were conducted with the principal. Data analysis was performed using Lichman’s model (2013). To validate the narratives, in-depth and semi-structured interviews were conducted with five teachers who had worked under the principal's management and were selected through purposive (criterion-based) sampling. Additionally, self-reflection notes were prepared during the research process. The principal's journey towards efficiency was divided into four episodes: the character formation period, facing discrimination, conflicts and grief, building professional identity, and role modeling. According to the data analysis results, themes of encountering discrimination, economic poverty, and the local community's perception of disadvantaged schools were continuously repeated in the principal's narratives. Based on the narratives, three strategies - managing interactions, continuous professional development, and vision setting - played a crucial role in the principal's evolution towards efficiency. According to the findings, it is recommended that principals of high-poverty schools address teachers' educational deficiencies in the form of suggestions and gradually increase delegation of authority and trust in their measures to ensure improved performance quality. In addition, the principal, by requiring teachers to daily note the challenges and issues faced by students and to identify major and common challenges, aimed to prioritize these challenges and take necessary actions.