practice

Most studies on Written Corrective Feedback (WCF) have focused either on ESL or EFL teachers’ beliefs and practices. However, it is still not known how teachers who teach second or foreign languages other than English will provide information on the learners’ written language production. To bridge the gap in the literature, this current study reports on an interview study investigating nine university lecturers’ beliefs and their actual practices about WCF on an assignment done by the third-year exchange student of Thai as a foreign language (TFL). Quantitative and qualitative data were collected through feedback tasks and semi-structured interviews. The findings indicated that there was alignment between teachers’ beliefs of their WCF practice and their actual practice in terms of types of WCF and feedback techniques. However, the amount of feedback provided and the teachers’ time constraint, not the level of students’ ability as they thought, appeared to be the reasons for these misalignments of TFL teachers’ beliefs and practices

The study investigated (a) pre-service teachers' strategy use in managing online classes of young learners in terms of six categories of time, interaction, assessment, behavior, instruction, and content; (b) the extent to which their practice matched their beliefs; and (c) their strengths and weaknesses in online classroom management. To collect the required data, the teaching practices of 26 pre-service teachers (f = 19, m = 7) who were MA students of TEFL (Teaching English as a foreign language) at Iran University of Science and Technology (IUST) were observed and then rated according to 40 strategies defined in a rating scale. The student teachers were also asked to rate their own online teaching, and then their scores were compared with those of the observers. They also answered three interview questions on their strategy use, strengths, and weaknesses in managing their class in the Adobe Connect. The results of this mixed methods research revealed that student teachers used time management strategies more than the other strategies in their practice and that the majority of whom overrated their strategy use. The results also indicated that their strengths in using the components of classroom management could be hierarchically ranked as time, interaction, content, instruction, behavior, and assessment. With regard to their weaknesses, assessment was found as the weakest component. This study can help teacher educators to offer pre-service teachers an appropriate instruction on their challenges of managing online classes of young learners.

Are opinion (as the product and perfection of theoretical reason) and practice (as the result and perfection of practical reason) involved in the ultimate happiness of humans? Why and how? According to a well-known perspective, Sadr Al-Mota'allehin regards the perfection of theoretical reason as the foundational structure of ultimate human happiness and the perfection of practical reason as a means of removing obstacles toward achieving theoretical reason's perfection, which constitutes ultimate happiness. Furthermore, he advances a related theory suggesting that ultimate happiness not only stems from the knowledge derived from theoretical reason but also requires detachment from material concerns—a practical virtue and outcome of practical reason. This detachment is an intrinsic affirmative act within the core structure of ultimate happiness. In this view, the perfection of theoretical reason (knowledge) is the principal element of ultimate happiness, while the perfection of practical reason (virtuous dispositions) forms its supporting framework. Finally, Sadr Al-Mota'allehin identifies the highest human ascent as annihilation, where theoretical and practical faculties unify and merge in the Divine Essence, culminating in ultimate happiness.