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This paper examines the role of the structural syllabus in EFL settings, particularly EFL classes in Iran. The paper starts with an overview of what the structural syllabus is. Afterwards, the shortcom-ings of the structural syllabus are reviewed. Next the role of formal grammar instruction is discussed in depth. Finally it is suggested that because of the crucial role that grammar instruction plays in EFL set-tings, the structural syllabus can serve these classes better than other syllabus types. The structural syl-labus advocated in this paper has two qualities. First, it is compatible with learners’ internal syllabus. Second, it benefits from innovative tasks such as consciousness-raising activities and communicative ac-tivities.

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The purpose of the study was to investigate the role of practicing reflective assessment (RA) strategies in language classroom and to examine EFL learners’ perceptions regarding RA. In order to do so, the following research questions and hypotheses were answered:
Research questions:

1. Does applying RA strategies impact EFL learners’ achievements in General English (GE) classes?
2. Is there any statistically significant difference in post-test scores of EFL learners who practiced RA strategies and who did not?
3. Is there any statistically significant difference in retention-test scores of EFL learners who practiced RA strategies and who did not?
4. What are EFL learners’ perceptions regarding the application of RA strategies in language classroom?

 
Research hypotheses:

1. Applying RA strategies does not impact EFL learners’ achievements in General English classes.
2. There is not any statistically significant difference in post-test scores of EFL learners who practiced RA strategies and who did not.
3. There is not any statistically significant difference in retention-test scores of EFL learners who practiced RA strategies and who did not.

This study followed a mixed-methods design and both quantitative and qualitative data were used. The participants of the quantitative phase were 90 Computer Engineering students at Shahid Beheshti University who took part in General English (GE) classes. Two classes were selected and randomly assigned to experimental and control groups. Intermediate-level learners were selected based on their Oxford Placement Test’s scores. After pretest, in the experimental group, the students practiced Ellis's (2001) RA strategies, but in the control group, the normal course of class was followed. Five RA strategies (Ellis, 2001) were practiced in the experimental group. They were I Learned Statement, Talk about it (Think Aloud), Clear and unclear windows, The week in review, and Record keeping: After ten sessions, the posttest was administered and four weeks later, delayed posttest was administered. Considering the qualitative phase of the study, the participants were 45 computer engineering students (experimental group) and their perceptions regarding RA were extracted using questions and a questionnaire (Kourilenko, 2013). To do so, the participants were asked to complete a questionnaire and answer two interview questions regarding the application of RA and its impact on their English language achievements. After both quantitative and qualitative data collection, the data were analyzed. For quantitative data analysis, paired-samples t-test and independent-samples t-tests were used, and for qualitative data analysis, content analysis was run. The results revealed that the practice of RA strategies had a positive impact on EFL learners’ GE achievements (t (44) = -8.7, p<0.05). Furthermore, it was found that there were statistically significant differences between experimental and control groups’ scores in posttest (t (88) = 3.25, p< 0.05) and retention test (t (88) = 4.58, p< 0.05). According to the data, EFL learners, who practiced RA strategies, had higher scores in their post-test and retention-test compared to their control group counterparts. Besides, the analysis of the qualitative data showed that EFL learners had a positive approach to RA, and themes like increased collective morale, enhanced awareness of errors, and increased motivation to learn were the most frequent ones regarding positive impacts of RA and lack of time and knowledge, tediousness of over-practicing, and lack of students’ cooperation were found to be obstacles in practicing RA in the language classroom. The results of this study may have beneficial implications for EFL learners, teachers and material developers. EFL learners can apply different RA strategies in their learning process to increase their awareness of what they have learned and how they have learned them. EFL teachers should encourage their learners to practice RA strategies and provide them with appropriate feedback to help them improve their learning. Finally, EFL material developers can insert activities in the books and educational materials which trigger students’ reflection. Moreover, they can design activities which motivate learners to write reflective journals and record their scores in order to follow the way of their progress. Overall, this study revealed that practicing RA strategies are beneficial in language classroom and EFL learners have positive attitudes toward it. It is noteworthy to state that this is the first study conducted in Iran considering the implementation of RA and its effectiveness in the language classroom. It is hoped that it paves the way for further research in the realm of RA in Iran.
 
 

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The present study was conducted to identify novice and experienced Iranian EFL teachers’ beliefs towards the most effective written corrective feedback types and the most serious errors they might address while correcting students’ paragraphs and see whether there exist any tensions between what they believed and what they practiced through the methodology of pre-observation interview, observation, and post-observation interview. The results revealed that for novice teachers, there were fewer tensions between their stated beliefs and observed practices, yet this tension was more obvious while interviewing experienced teachers. Some implications for language teacher education will also be discussed.

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The present study aimed to develop our understanding of various aspects of EFL teachers’ perceptions of professional development in Iran using mixed-methods design. After a review of current literature and questionnaires, in the qualitative phase of the study, interviews were conducted with 12 EFL teachers and teaching experts. The data obtained from the interviews was subject to content analysis and the results revealed 4 major themes. In the quantitative phase, based on the findings of the qualitative phase and the supporting literature, a 74-item questionnaire was constructed and administered to 250 participants, after pilot testing and reviewing of the items. The quantitative data was analyzed through Exploratory Factor Analysis (EFA), Principal Component Analysis (PCA) and a 4-factor structure was identified. After modifications in the questionnaire, the final version of the questionnaire was administered again to the participants and Confirmatory Factor Analysis (CFA) confirmed the construct validity of the EFL TPPD questionnaire and the four components. The results revealed that professional development activities, benefits, needs and barriers are the major dimensions of Iranian EFL teachers’ perceptions of professional development. The proposed model can have theoretical and practical contributions to EFL teacher professional development.