Challenges in Promoting EFL Learners' Autonomy: Iranian EFL Teachers’ Perspectives

Learner autonomy (LA) has always been a controversial issue among applied linguists. Several studies have been carried out to investigate the teachers' and learners' perceptions of learner autonomy as well as the feasibility of learner autonomy. Despite the importance of learner autonomy and the existence of several related studies, the challenges in promoting LA in Iranian institutes to the researcher’s best of knowledge have not been explored appropriately, yet. The main objective of the present study was to investigate the challenges in promoting learner autonomy from Iranian EFL teachers' perspectives. To do so, a qualitative research design was used. In doing so, 23 Iranian EFL teachers employed as full time teachers in different universities in Tehran, Iran were selected through purposive sampling. The data were collected through in-depth interviews and analyzed through content analysis following Randor model. Based on the content analysis of the interviews, three different themes were extracted. The firs most frequent observed theme, institution related challenges, consisted of prescribed objectives, materials, and assessment methods. The second theme, learner related challenges, consisted of seven sub-themes. However, the third extracted theme was teacher related challenges which consisted of four sub-themes. The findings can be used by teacher trainers, teachers, as well as EFL learners. It can be concluded that EFL teachers should receive training in learner autonomy through both pre-service and in-service training course

Structural Equation Modeling of the Sources of EFL Teachers’ Self–Efficacy

Self-efficacy, which is known as the teachers’ self-perception of their competence and abilities in doing specific tasks, has attracted considerable attention in teacher education. It is seen as the teacher’s belief in achieving specific outcomes for students in their teaching practices, but the main sources of EFL teachers’ self-efficacy have not been systematically explored in a single study.  Therefore, this study set out to present a systematic review of the studies on EFL teachers’ self-efficacy. To this aim, a meta-analysis approach was employed to systematically review closely related papers from Elsevier, Google Scholar, and ERIC. The articles examined the sources of self-efficacy in a different context. Through precise screening, 13 papers were found to be eligible enough to be included in this study. Findings revealed that ‘Mastery Experiences’, ‘Vicarious Experiences’, ‘Social Persuasion and Support’,                                 ‘Emotional and Physiological States’, ‘Language Proficiency’, ‘Intelligence’, ‘Teaching skills and experience’, ‘pre-service training courses’, and ‘professional development activities’ are the main sources of self-efficacy. The findings could be theoretically and practically significant to EFL teachers, teacher trainers, and researchers interested in teacher education

The effect of self-assessment on EFL Learners’ receptive skills

Past research has shown that self-assessment influences language learners’ speaking and writing performance. However, few studies have examined the impact of self-assessment on EFL learners’ listening and reading abilities. This study was an attempt to investigate any effect of self-assessment on beginner and intermediate level proficiency EFL learners’ receptive skills. The subjects were 120 Iranian language learners selected through convenience sampling and divided into beginner and intermediate level proficiency. The experimental group was exposed to self-assessment and assessed their learning. Both the experimental and control groups received a posttest. Data were analyzed using a 2-way ANCOVA test. The results showed that self-assessment significantly improved EFL learners’ receptive skills. However, the effect of self-assessment for listening skill was less than for reading skill. Also, the effect was greater for the intermediate group compared to the beginner group. An implication of the study is that self-assessment can possibly be used as an alternative to traditional teacher-made tests to help language learners to further develop their receptive skills

Construction and validation of Iranian EFL teachers’ teaching motivation scale

During the last few decades, motivation to learn English has become an interesting research area. However, the studies on EFL teachers’ motivations for choosing teaching as their career, to the present date, are scanty. The present study was an attempt to construct and validate a teaching motivation scale for EFL teachers. In the qualitative results phase, the main motivations for selecting teaching were extracted and categorized into motivational types: intrinsic and extrinsic. Results of quantitative phase showed that the developed method enjoyed an acceptable construct validity. The findings can be used by teacher trainers and organizations involved in recruiting EFL teachers

EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers

English, particularly regarding a foreign language teachers’ professional development, has been studied in depth. However, it is not known how Iranian English as a foreign language teachers perceive continuing professional development. This study explored the perceptions of Iranian English as a foreign language teachers of continuing professional development and identified their main professional development activities. For the study, a phenomenological research design was applied. Twenty English teachers were interviewed. The data were content analyzed in line with the Randor model. The results showed that the participants perceived continuing professional development to entail skills development, continuous learning, keeping up to date, learning for interest, and professional revitalization. Additionally, they developed professionally through work, formal education, and attending and presenting at continuing professional development events.El desarrollo profesional de los docentes de inglés como lengua extranjera se ha estudiado ampliamente. Sin embargo, se desconoce cómo los profesores iraníes de inglés como lengua extranjera perciben el desarrollo profesional continuado. En este estudio se exploran dichas percepciones y se identifican las principales actividades que estos docentes llevan a cabo para desarrollarse profesionalmente. Con este fin, se diseñó una investigación fenomenológica aplicada a 20 profesores entrevistados. Los datos se analizaron de acuerdo con el modelo propuesto por Radnor. Los resultados mostraron que los docentes perciben el desarrollo profesional continuado como: mejora de habilidades, aprendizaje continuo, actualización, aprendizaje motivado por el interés y revitalización de la labor docente. Asimismo, los docentes crecen profesionalmente por medio del trabajo, la educación formal y la asistencia y presentación en eventos de desarrollo profesional continuado

EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers

English, particularly regarding a foreign language teachers’ professional development, has been studied in depth. However, it is not known how Iranian English as a foreign language teachers perceive continuing professional development. This study explored the perceptions of Iranian English as a foreign language teachers of continuing professional development and identified their main professional development activities. For the study, a phenomenological research design was applied. Twenty English teachers were interviewed. The data were content analyzed in line with the Randor model. The results showed that the participants perceived continuing professional development to entail skills development, continuous learning, keeping up to date, learning for interest, and professional revitalization. Additionally, they developed professionally through work, formal education, and attending and presenting at continuing professional development events

EFL Teachers’ Perceptions of Continuing Professional Development: A Case of Iranian High School Teachers

English, particularly regarding a foreign language teachers’ professional development, has been studied in depth. However, it is not known how Iranian English as a foreign language teachers perceive continuing professional development. This study explored the perceptions of Iranian English as a foreign language teachers of continuing professional development and identified their main professional development activities. For the study, a phenomenological research design was applied. Twenty English teachers were interviewed. The data were content analyzed in line with the Randor model. The results showed that the participants perceived continuing professional development to entail skills development, continuous learning, keeping up to date, learning for interest, and professional revitalization. Additionally, they developed professionally through work, formal education, and attending and presenting at continuing professional development events

EFL teachers’ perceptions of continuing professional development: a case of iranian high school teachers

English, particularly regarding a foreign language teachers’ professional development, has been studied in depth. However, it is not known how Iranian English as a foreign language teachers perceive continuing professional development. This study explored the perceptions of Iranian English as a foreign language teachers of continuing professional development and identified their main professional development activities. For the study, a phenomenological research design was applied. Twenty English teachers were interviewed. The data were content analyzed in line with the Randor model. The results showed that the participants perceived continuing professional development to entail skills development, continuous learning, keeping up to date, learning for interest, and professional revitalization. Additionally, they developed professionally through work, formal education, and attending and presenting at continuing professional development events.El desarrollo profesional de los docentes de inglés como lengua extranjera se ha estudiado ampliamente. Sin embargo, se desconoce cómo los profesores iraníes de inglés como lengua extranjera perciben el desarrollo profesional continuado. En este estudio se exploran dichas percepciones y se identifican las principales actividades que estos docentes llevan a cabo para desarrollarse profesionalmente. Con este fin, se diseñó una investigación fenomenológica aplicada a 20 profesores entrevistados. Los datos se analizaron de acuerdo con el modelo propuesto por Radnor. Los resultados mostraron que los docentes perciben el desarrollo profesional continuado como: mejora de habilidades, aprendizaje continuo, actualización, aprendizaje motivado por el interés y revitalización de la labor docente. Asimismo, los docentes crecen profesionalmente por medio del trabajo, la educación formal y la asistencia y presentación en eventos de desarrollo profesional continuado

On the Feasibility and Desirability of Learner Autonomy from Iranian EFL Teachers’ Perspectives

Learner autonomy has been a controversial issue among teachers in general and teachers of English as a foreign language (EFL) in particular.  However, it seems that private institutes and state high school EFL teachers’ beliefs about feasibility and desirability of learner autonomy (LA) have not been compared. This study aimed at investigating the feasibility and desirability of learner autonomy from English language teachers’ perspectives.  In doing so, the learner autonomy instrument consisting of feasibility and desirability sections was administered to 120 EFL teachers (sixty high school teachers and sixty language institute teachers). The participants were selected through convenience sampling. The data of the study were analyzed through descriptive and inferential statistics (one- sample t-test and Wilcoxon test). The results showed that both private institutes and state high schools EFL teachers have positive perceptions about learner autonomy. However, they do not have the same beliefs about feasibility and desirability of learner autonomy

Digital communication activities and EFL learners' willingness to communicate and engagement: Exploring the intermediate language learners’ perceptions

EFL/ESL teachers have used digital communication activities to teach language skills. However, the effect of digital communication activities on EFL learners' Willingness to Communicate (WTC) in classrooms and learner engagement has yet to be well investigated. This study examined the influence of digital communication activities on the engagement and willingness to communicate of intermediate English as a Foreign Language (EFL) learners. It also assessed the potential advantages of integrating digital communication into language learning contexts. A mixed-methods approach involving pretest-posttest comparisons and qualitative interviews was employed. In the quantitative phase, four intact classes of 80 intermediate Chinese EFL learners were recruited and assigned to control and experimental groups. They attempted the scales (WTC and engagement) before and after treatment. However, 20 EFL learners exposed to digital communication activities were interviewed. The research revealed notable enhancements in affective, cognitive, and behavioral engagement among the experimental group. Moreover, a substantial positive effect on EFL learners' willingness to communicate was observed, particularly in speaking, writing, reading, and comprehension activities. Findings have practical implications for EFL teachers and learners to use digital communication activities to enhance the learners' WTC in the classroom and different aspects of engagement