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The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed.
 

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Teaching is a profession which is intermingled with emotional relationships. Teachers’ relationships with their classes have been shown to positively influence their performance. However, despite the novelty of the concept of teacher-class relationship (TCR) in the field of applied linguistics, examining the relationship between language teachers with the whole class has not received due attention. To shed more light on this novel concept and its antecedents, the present study aimed to investigate the role of psychological well-being, foreign language teaching enjoyment and work engagement in the TCR of language teachers. A sample of 428 English as a foreign language (EFL) teachers participated in the study by completing four online questionnaires, namely the Teacher-Class Relationship Scale, the Psychological Well-being at Work (PWBW) Scale, the Foreign Language Teaching Scale (FLTES), and the Engaged Teacher Scale (ETS). The results of structural equation modeling (SEM) indicated that EFL teachers’ psychological well-being, foreign language teaching enjoyment and work engagement were strong predictors of their TCR. In addition, it was revealed that work engagement was the strongest predictor. The findings were discussed regarding the significance of developing EFL teachers’ TCR. This study suggests that EFL teachers with high level of well-being who enjoy their profession and have dedication to their job are more likely to build strong relationships with their classes. Finally, suggestions for future research were provided. 

 

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Second/foreign language classroom interaction is believed to have its own idiosyncrasies and peculiarities. Many studies have focused on the importance of turn-taking systems for students to gain and hold the floor. Nevertheless, a limited number of studies has explored teachers’ turn-allocation strategies in their instructional interactions. Motivated by this gap, through the methodological framework of Conversation Analysis (CA), the present study attempted to investigate the frequently employed turn-allocation strategies that Iranian EFL teachers use in their classroom interactions with their students. To this end, a corpus of nine hours of English instruction was video-recorded and analyzed through Sacks et al.’s (1974) model of turn-allocation. The results of in-depth qualitative analysis indicated that Iranian EFL teachers used multiple resources to allocate the turn to their students. More specifically, it was found that Iranian teachers generally allocate turns to their students through directing their gaze towards them as well as nominating them by their names. Moreover, the teachers, in this study, used non-verbal strategies of head nods and pointing gestures to nominate the next speaker to take the turn. The study ends with some implications for the EFL teachers in that they can manage their turn-allocation techniques more efficiently in their instructional interactions.

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The present study explored the Ecuadorian secondary school teachers' beliefs about teaching EFL in the context of national curriculum reform. The data comprised in-depth interviews with 16 teachers from 14 public secondary schools in Ecuador. The interviews were semi-structured, and they were guided by a set of questions probing into the teachers’ beliefs about instructional design, assessment, teaching materials, and learning activities. Qualitative analysis of the interview transcripts revealed some interesting insights into the Ecuadorian teachers' beliefs and reported practice. The findings showed that the teachers were positive about the principles and innovation in the new curriculum designed by the Ministry of Education. However, various contextual and practical constraints hindered the teachers from implementing the intended curriculum. These factors included large class size, a lack of teacher training and professional development, and the heavy load caused by compulsory extra-curriculum activities. Implications for EFL pedagogy and teacher professional development are discussed.

 

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In recent years, the target of research shifted from students to teachers and different dimensions of teachers’ characteristics such as teacher education, personality and identity were widely researched. Among teacher’s psychological factors, in EFL context, teachers’ emotion regulation, resilience and their psychological well-being became the center of attention in recent years. The main purpose of this investigation was to explore the relationship between Iraqi EFL teachers’ emotion regulation, resilience and their psychological well-being. To this end, 450 Iraqi EFL teachers were selected as the participants and 421 filled the relevant questionnaires which were distributed through sharing the link of google form containing the questionnaires. The results of data analyses revealed that there was a positive and significant relationship between teachers’ emotion regulation and their well-being. Moreover, multiple regression analysis proved that teachers’ resilience and emotion regulation were significant predictors of their psychological well-being and teacher resilience had a higher predictability power. The findings will be helpful for teacher trainers and decision makers to improve the quality of novice and student teachers regarding their emotion regulation, resilience and psychological well-being.
 

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The sociocultural theory has been considered an essential pillar for EFL teaching and learning; however, the existence of this theory has often been neglected in teacher professional development. This mixed-method study examined EFL teachers’ self-reported beliefs and practices in integrating digital literacy using a sociocultural framework during online teacher training activities in the Indonesian English as a Foreign Language (EFL) setting. A total of 240 in-service EFL teachers from various secondary schools in the East Java province enrolled in the online professional training program. They were assigned to fill the three categories of sociocultural questionnaires during their online teacher professional development. Then, an interview was conducted with 60 selected participants to elaborate on their practices and challenges of implementing sociocultural theory in their online teacher professional program. The results from the three sociocultural dimensions indicated that the in-service EFL teachers attending the online training program had minimal sociocultural awareness and practices regarding global cultural integration with technology-based teaching. Pedagogical implications for improving the EFL teacher training program and recommendations for further studies were discussed throughout the study.
 

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The present paper synthesizes the germane studies on English as a Foreign Language (EFL) learners’ motivation and foreign language anxiety (FLA) and their role in working memory. Earlier investigations have proved that learner motivation accelerates the learning process in working memory. Literature shows that learners prioritize some typical information based on their learning motivation. Nonetheless, specific strategies can be employed in order to augment learner motivation, which per se speeds up cognitive processing. Furthermore, earlier studies indicate a negative relationship between learners’ FLA and working memory. Learners’ FLA limits the attentional control system, which negatively affects learners’ working memory. Furthermore, the study offered some implications and future directions for the individuals like EFL teachers, teacher educators, and foreign language scholars. The postulations can improve their awareness of learner motivation and FLA and their role in working memory.

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This sociocultural theory-based study investigates how professional development activities mediated novice EFL teachers in their teaching careers. Four volunteer novice teachers in their two-year probation time participated in the study. Each novice teacher wrote a narrative every month in a semester and was interviewed at the beginning and end of that semester. Data from all the narratives and interviews disclose that the institutional context with much teaching workload, mandatory research, and involvement in administration-related work provide the affordances for the novice teachers to internalize their understanding of the duties of English lecturers and drive to practice those duties. Besides, the professional development activities in teaching, researching and others are reported to lead to growth in the understanding, experience as well as confidence level of novice teachers. From the findings, implications are put forward to how to provide support to mediate the professional growth of early-career teachers.

 

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Professional learning community (PLC) has been a generally recognized model for promoting teacher development, including EFL teachers’ writing assessment literacy, intercultural teaching competence, digital literacy, and so on. However, research on whether the changes in beliefs of teachers engaging in a PLC affects their teaching competence is relatively scant. To fill this gap, the present study investigated the extent to which a PLC with intercultural components changed EFL teachers’ beliefs in intercultural teaching, which in turn affected their intercultural teaching competence. In doing so, adopting an exploratory sequential method, qualitative data from teachers and a questionnaire from students were collected and analyzed through NVIVO 12 and SPSS 26.0. The data analyses revealed significant changes in the EFL teachers’ knowledge construction, motivation inspired by peer interaction, and reflection on intercultural learning and teaching practices. These changes led to the transformations in their beliefs and practices concerning intercultural instruction, although individual orientations were observed in their pedagogical approaches. Furthermore, the study’s findings were supported by evidence of corresponding changes in students’ learning outcomes in the development of intercultural competence. The study highlights the significance of PLCs in enhancing EFL teachers’ intercultural teaching competence and their professional development.
 

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This study strived to specify and particularize Iranian medical field specialists and EFL teachers’ predominant and overriding textual interventions, which fall within the ambit of convenience editing. To this end, we required 20 field specialists and 20 EFL instructors to edit the unedited versions of 80 published medical research articles in a way that rendered them apt for publication in quality medical journals. We categorized the obtained data of the edited articles using an editing strategy framework that distinguished four editing micro-strategies and five macro-strategies. The findings revealed that medical specialists and EFL teachers’ micro-editing strategies outnumbered their macro-editing ones. Furthermore, there were significant differences between the editing micro-strategy uses of the above-mentioned groups of the participants. The results highlighted the need for a synergic collaboration between the medical field specialists and the EFL teachers to ameliorate medical articles’ formal, stylistic, and genre-related features and to expedite their publication process. 

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The primary objective of this research was to explore how the mindsets and perseverance of English as a Foreign Language (EFL) teachers in Iran impact their well-being. Using Structural Equation Modeling (SEM), data from 375 EFL teachers, selected through convenience sampling, were analyzed. The results revealed a direct and positive correlation between a teacher's growth mindset and their well-being. Additionally, the study found that the relationship between a teacher's growth mindset and well-being was influenced by their level of grit. These findings suggest that educators can significantly contribute to fostering growth mindsets and perseverance among EFL teachers, thus improving their well-being. Ultimately, this research underscores the importance of these teacher characteristics in enhancing the well-being of EFL instructors and offers practical guidance for educators aiming to support them.
 

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Although instructional strategies, obstacles, solutions, and technologies designed to assist students with special educational needs (SEN) learning a foreign language were much discussed both in special and inclusive schools, little evidence addresses how English as a foreign language (EFL) teachers construct their identities as legitimate inclusive school practitioners as they witnessed and encountered a range of disabilities. To fill this void, this study reports on a narrative inquiry scrutinizing how Indonesian inclusive EFL teachers construct their identity in teaching 15 students with SEN. Drawing upon Johnston's framework of teacher identity, this study showcases how inclusive EFL teachers cultivated a positive rapport with students with SEN through the utilization of a personal approach and the incorporation of humor in teacher-student relation. Regarding professionalism, they perceived it as service-oriented by consistently motivating all of their students, particularly those with SEN, exhibited tolerance for the regular ones, and implemented co-education or peer-mediated instruction strategies. In light of teachers’ religious beliefs in English language teaching (ELT), they accomplished well by embedding numerous character values, referred to as profile pelajar pancasila, in English classrooms. The implications of this study are to bring potential implementations of specialized teaching strategies training of professional development for inclusive EFL teachers and differentiated assessment for students with SEN.

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Performance evaluation is one of the important components of each organization, and educational organizations are not the exceptions. Teachers are believed by many researchers as the single most important factor influencing student academic success or failure. Therefore, they need to be at the center of attempts to improve or reform the educational system of any country. Considering the pivotal role of teachers, educational systems need to be assured that teachers perform their best to enhance student learning, and also they should try to improve by identifying the strengths and weaknesses of teachers' practice for further professional development. The present study tries to examine the effectiveness of the current teacher evaluation system in Iran from EFL teachers’ perspectives. For that matter, a survey consisting of both Likert-scaled and open-ended questions was developed based on theoretical underpinnings of purposes for teacher evaluation, experts’ views, and the purposes of foreign language education as stated by the National Curriculum. 423 English language teachers were asked to answer the questions included in the survey. The results indicated the current teacher evaluation system did not contribute to teacher professional development nor could it assure teacher accountability. The results of the study as well as the requirements for developing an alternative model for EFL teacher evaluation are discussed

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This study sets out to explore English as foreign language (EFL) and Iranian teachers' attitudes ‎towards the implementation of MALL instruction. For that matter, a mixed-methods design, ‎including questionnaires, structured interviews and observation were employed. A total of 87 ‎EFL teachers participated in the questionnaire, which was the quantitative phase of the study. ‎In addition, 10 EFL teachers were interviewed and their classes were observed for the ‎qualitative phase of the study. The participant EFL teachers have been teaching at a number of ‎universities and language-teaching institutions in Mazandaran. One-sample t-test was used to ‎analyze the questionnaire data and the results suggested that the Iranian EFL teachers adopted ‎moderately positive attitudes towards the implementation of MALL instruction, but the ‎observation data indicated that most teachers preferred traditional ways of teaching English in ‎the EFL context. At the same time, the interview data revealed that the implementation of ‎MALL instruction in Iran is challenging due to a number of perceived barriers and obstacles. ‎The most considerable perceived challenges to the implementation of MALL instruction ‎comprise lack of online facilities and resources, lack of interaction in online instruction, and ‎teachers’ limited knowledge of online instruction. The findings provide crucial insights into ‎teachers’ attitudes towards integrating MALL into their EFL classroom instruction in Iran. ‎

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In- service professional development activities seem to be of much significance to teachers who face challenges in teaching or teaching related issues such assessment and curriculum development. Despite the rich literature review of teachers' professional development, in-service professional development needs of EFL teachers have not been assessed yet. The present study aimed at developing and validating an in-service professional development needs scale for EFL teachers. In doing so, a mixed research method was used.  In the qualitative phase, the professional development needs were explored through interviewing with 20 EFL teachers who were selected through purposive sampling. In the quantitative phase, the professional development scale was submitted to 220 teachers. Data were analyzed through running exploratory factor analysis and Cronbach's alpha. Results showed that extracted professional development needs were reduced to four main areas: a) teaching, communication skills and assessment, b) educational psychology and technology, c) material development, and d) language and meta-language skills. The findings can be used by language schools and educational centers to provide EFL teachers with the most urgent professional development needs.

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Literature review shows that there has been a plethora of studies on English as a Foreign Language (EFL) teachers' motivation for teaching and the role which they play in motivating learners. However, it seems that types of motivational strategies employed by EFL teachers to motivate EFL learners in language institutes in Iran have not been sufficiently studied. In so doing, a qualitative research method was used and 25 EFL teachers who were selected through purposive sampling were interviewed. The interviews were transcribed and analyzed thematically. Results showed that EFL teachers use six macro strategies: L2 related values, teaching behaviors/teaching styles, appreciating learners' effort, prompting learner autonomy, Classroom atmosphere, and increasing learners' confidence.  Each macro-strategy consists of several micro-strategies. Totally, 36 micro-strategies are used by EFL teachers to motivate EFL learners. It can be concluded that besides establishing and creating appropriate learning conditions, EFL teachers use both instrumental and integrative motivations to motivate EFL learners.

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The present research is an attempt to investigate Iranian EFL teachers’ professional development activities for teaching literacy. In this regard, experience, gender, and major of the EFL teachers in the Iranian institutes were taken into account. 268 EFL teachers (n=268) were randomly selected from among the teachers of English teaching in different language institutes in the east and center of Tehran (N=2700), based on Krejcie and Morgan’s (1970) table of sample size selection. The EFL teachers taking part in the present study received the Novice and Experienced Teacher Questionnaire (Rodríguez & McKay, 2010) based on which the researcher could diagnose if they were a novice or experienced. Then, they were asked to fill out the questionnaires of novice and experienced teacher questionnaire (Rodríguez & McKay, 2010) and teachers’ professional development questionnaire (Scheerens, 2010). The data were collected and analyzed via SPSS software; version 24, and then reported and checked against the quantitative research questions of the study. The results revealed that professional development is considered significant by both novice and experienced EFL teachers. However, the more experienced ones pay more attention to the activities which could pave the way for their promotion. In this regard, the teachers with English majors showed more interest in making use of PD activities, while no significant difference was found between the male and female teachers in this regard. The findings have implications for the EFL educational context.

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With the shift of research attention from human malfunctioning to human optimal functioning in the workplace, job engagement which is regarded the opposite of job burnout has attracted researchers’ attention in organizational psychology. This exploratory study aimed to investigate the predictive role of emotional intelligence (EI) as a personal resource in determining levels of job engagement among Iranian English language teachers within job demands-resources model (JD-R). To this end, 442 English language teachers who were teaching in both public and private contexts were selected through non-probability convenience sampling and were surveyed regarding their demographic information, the perception of their levels of job engagement and emotional intelligence through a demographic questionnaire, the Utrecht Work Engagement Scale (UWES), and emotional intelligence scale. The results of hierarchical multiple regression analyses revealed that after controlling for the effect of demographic variables, there were significant positive predicting relationships between two emotional intelligence subscales of management of own emotions (MOE) and management of others’ emotions (MTE) and job engagement components of vigor, dedication, and absorption. The results imply that training teachers to improve their emotional intelligence can be a strategy to boost their job engagement. 

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As a new shift in the ELT field, critical pedagogy (CP) originated from Freirean philosophy. It aims at raising both teachers and learners’ awareness towards the instrumental view of ELT and its superficial neutrality. Despite the recent growth of CP in Iran, it is unknown whether or not CP is supported and practiced in the teacher development process of Iranian universities. Moreover, to the best of the researchers’ knowledge, an appropriate questionnaire dealing with such a concept has not been developed yet. The present study, therefore, aimed at developing and validating a CP-oriented scale to be used in ELT education system in Iran. To validate this instrument, 150 EFL teachers and students from three universities of Iran were selected through convenience sampling. The researchers employed exploratory and confirmatory factor analyses. The results indicated an acceptable level of internal consistency and satisfactory construct validity. This measure can be helpful for those who support practicalizing CP tenets in the field of ELT, in general and in teacher development process, in particular.