Papers by seyyed mohammad reza adel
Current Psychology
The construct of language teacher immunity has recently been introduced as a robust protective ar... more The construct of language teacher immunity has recently been introduced as a robust protective armor allowing language teachers to take on challenges within classroom context. However, due to the novelty of the concept, scant research attention has been given to the predictors of language teacher immunity, especially in English as a Foreign Language (EFL) contexts. Thus, this study aimed to investigate the association between autonomy, emotions, engagement, and immunity of experienced in-service EFL teachers (N = 390) in the Iranian context. After collecting data through four electronic questionnaires, standard multiple regression analysis was performed. The results indicated that autonomy, emotions, and engagement could be significant predicators of language teacher immunity. More specifically, the findings suggested that teacher autonomy had the strongest explanatory power in predicting experienced in-service EFL teachers' immunity. In addition, regarding the inextricable connection between EFL teachers' immunity, autonomy, engagement, and emotions, the centrality of language teacher immunity was underscored. These findings contribute to the field of teacher education by depicting the areas on which educators should focus to develop EFL teachers' immunity. The findings imply that providing experienced EFL teachers with opportunities to exercise autonomy, demonstrate commitment, and regulate emotions through teacher education courses can be helpful to facilitate their productive immunity development. Finally, suggestions for future research are offered.
English Teaching & Learning
The aim of the current mixed methods study was twofold: to explore the extent to which EFL teache... more The aim of the current mixed methods study was twofold: to explore the extent to which EFL teachers engage in reflective teaching and to examine the extent to which raising teachers' awareness of reflective teaching changes their reflective practice. Data were collected by the following means: (a) Akbari et al.'s (2010) reflective teaching inventory (quantitative method) administered to 250 Iranian EFL teachers and (b) reflective journals written by 60 Iranian EFL teachers (qualitative method). The results indicated that EFL teachers engaged in five factors underlying reflective teaching (namely, cognitive, metacognitive, affective, critical, practical) to varying degrees. For the qualitative phase, 60 male and female EFL teachers from two language institutes in Sabzevar, northeast Iran, were randomly assigned to control and experimental groups with the experimental group receiving the treatment. After completing the treatment, reflective teaching inventory as a posttest was given to the two groups to determine the effect of the treatment. Then, a t test was applied to determine statistically
Current Psychology
This study investigated the interplay of second language (L2) teacher motivation and L2 learner m... more This study investigated the interplay of second language (L2) teacher motivation and L2 learner motivation. In total, sixty male foreign language learners, including thirty-five English, nine Arabic, eight French, and eight Russian language learners from a military university in Tehran, Iran were selected using nonprobability purposeful sampling. Q methodology was used as a method for the systematic study of subjectivity and an interview with the most representative participants of each factorial group was conducted to explore the learners' viewpoints toward the interplay of teacher motivation and learner motivation. Hybrid-type Q sampling was used to develop 60 statements related to the interplay of teacher motivation and learner motivation. Using PQMethod, a dedicated statistical program for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Four factors were extracted and rotated by varimax rotation and hand adjustment. Factor arrays and qualitative analyses were used to identify and interpret four distinctive accounts of L2 motivation. The four factors suggested that the learners hold four different proto-typical viewpoints regarding the interplay of teacher motivation and learner motivation: (a) Teachers' Role (b) Students' Role in Normal Contexts, (c) Student-Teacher Relationship, and (d) Students' Self-Determined Motivation in Adverse Contexts. The results, furthermore, suggested that different learner prototypes are motivated differently, so teachers should look for alternative motivational strategies that consider learners motivation in the context of learning.
English Teaching & Learning
International Journal of Instruction
Learning could not be thought of as unrelated to cognitive processes and cognitive processes are ... more Learning could not be thought of as unrelated to cognitive processes and cognitive processes are not unrelated to affective ones; thus, the current study tried to empirically examine the influence of Emotion Based Language Instruction (EBLI) in fostering teaching oral skills to EFL learners. An IELTS test was utilized to measure the progress of both control and experimental groups at the beginning of the research and also at the end. The content of the material chosen to be taught for experimental group was selectively written based on the Metric of Emotioncy designed by Pishghadam (2016). The differences in scores of pre and posttest of IELTS were statistically calculated to observe the effect of EBLI. The results revealed a significant change in speaking skill in experimental group and a change in listening skill, though it was not statistically significant. The results of the current investigation can increase the knowledge on applying EBLI in teaching foreign/second languages. levels of emotioncy as Pishghadam posits, namely auditory, visual, and kinesthetic lead to exvolvement ) because they engage learners from outside. On the other hand, inner and arch which are higher levels of emotioncy cause higher levels of learning and comprehension and also they increase retention due to involvement and engaging from inside.
Qualitative Research Journal
PurposeInformed by the Bourdieusian construct of the social field, the purpose of this paper is t... more PurposeInformed by the Bourdieusian construct of the social field, the purpose of this paper is to explore how different aspects of the educational field and the sub-field of English language teaching in Iran influence diverse components of the professional identity of high school EFL teachers. To this aim, the impact of the power hierarchization structure, distribution of capitals and field autonomy, as important aspects of the social field theory, is investigated in relation to Iranian EFL teachers’ professional identity construction.Design/methodology/approachVan Manen’s (1990) hermeneutic phenomenological research method was adopted to analyze the data obtained through the semi-structured interviews and reflexive journals from 15 Iranian EFL teachers at high schools.FindingsThe hermeneutic phenomenological analysis of the data yielded to the extraction of one global, three organizing and six basic themes. The global theme was the educational field and professional identity. The ...
Journal of Intercultural Communication Research
Qualitative Research Journal, 2017
Teaching in Higher Education, 2016
Iranian Journal of Applied Linguistics, Sep 1, 2004
Qualitative Research Journal, 2016
Purpose Purpose – The present study based on grounded theory explores the gender identity develop... more Purpose Purpose – The present study based on grounded theory explores the gender identity development of 40 Iranian female EFL teachers teaching at Iranian universities to examine how these women’s gender identity as part of their broader personal identity is developing through actions and inter-actions resulting from their job. Design/methodology/approach Design/methodology/approach–A grounded theory study including theoretical sampling and constant comparison was conducted to address our main research questions. Data were gathered through online focus group interviews, online, asynchronous, in-depth interviews, and reflective memos. Collected data were analyzed through open, axial, and selective coding techniques. Findings Findings – The results of the analysis of data led to the emergence of the final core theme of dialectic of self and others. Participants were in constant conflict of being a true woman, a woman behind the mask of a man, and a human wearing no gender. Originalit...
International Journal of English Language and Literature Studies, 2015
The present study is a narrative identity analysis of chronotopical stages of EFL Iranian teacher... more The present study is a narrative identity analysis of chronotopical stages of EFL Iranian teachers in discourse construction at public schools. As explained by Olson 'teacher identity is a useful research frame because it treats teachers as whole persons in and across social contexts who continually reconstruct their views of themselves in relation to others, workplace characteristics, professional purposes, and cultures of teaching' (p. 5). Hence, the purpose of this research is to explore different aspects of teachers' identities by using narration as a procedural instrument and Bakhtin's theory as the theoretical framework of the study. Participants of the study are fifty male and female English language teachers aged 22 to 53 from public schools of Mashhad, Iran. The teachers' educational degree varies from Associate Degree and Bachelor of Art to Master of Art and Doctor of Philosophy. Narrative tasks and interviews are the instruments used for data collection in the present study. Through coding and line by line analysis of narratives, salient factors in determining the generic chronotopes are identified. In addition, through running Χ 2 , the significance levels are recognized. Diversity of these factors shows the complexity of reasons constituting discourses which affect teachers to make choices in their profession leading to the cyclic constructing and deconstructing of their identitities. Some pedagogical implications and applications are also proposed.
Theory and Practice in Language Studies, 2011
The main objective of this study is to emphasize on whole language approach developing mainly the... more The main objective of this study is to emphasize on whole language approach developing mainly the two primary skills of reading and writing in varying degrees and combinations. Based on a language proficiency test, out of 150 senior EFL learners from Azad University of Torbat Heydariye, 90 were chosen and defined as intermediate learners. Two expository reading and writing tests were taken and the results were compared with four reading and four writing scores which were defined as their general reading and writing scores. The results were analyzed using the SPSS software and some correlation and ANOVA analyses were run. The correlation coefficients along with the scatter plot matrix showed strong, weak and in some cases partial correlations among the scales. The results of the post hoc tests of the repeated measures of ANOVA and the pairwise comparison of the measures also showed that the EFL learners performed almost equally well on the skills of reading and writing, but with expository writing and expository reading texts the performance was quite different. The concept of language proficiency was reconsidered in respect to the integrative approach's principles and some pedagogical implications in the field of language teaching were suggested.
World Journal of English Language, 2012
The purpose of this cultural study was the analysis of commodified identities construction in an ... more The purpose of this cultural study was the analysis of commodified identities construction in an EFL context. Our site of struggle for the analysis was a private institution and the related variables were English textbooks, six teachers and six learners as our cases. Our whole data collection took from 23 September 2010 to 30 September 2011. Our theoretical framework was inspired by constructivism and in particular Bakhtin's dialogism and we followed an ethnographic methodology in our data collection. The results of the content analysis of the textbooks, teachers and learners' data showed the existence and construction of commodified identities, though there were intra and inter variations among the teachers' responses regarding commodified identities. The results were discussed in connection with the context of language teaching and some pedagogical implications were also suggested.
International Journal of Research Studies in Language Learning, 2013
This study invoking two key Bakhtinian concepts, chronotope and authoritative/persuasive discours... more This study invoking two key Bakhtinian concepts, chronotope and authoritative/persuasive discourse, tried to show the interplay of identities six EFL teachers assumed through the narrative inquiry. Based on the analysis and coding of the data, four chronotopes were distinguished and termed as first generic chronotope, second generic chronotope, third generic chronotope, and fourth generic chronotope. This study showed that both discourse type and chronotope were key distinguishing factors in teachers' constructions of multiple identities. Teachers were different both in the discourse type and the kind of chronotopes, though the discourse types and the chronotopes were fused together. Some pedagogical implications in regard to teacher identity in the context of language learning were also proposed.
This study probed the conceptualization of (in)authenticity in teaching and the way it could be e... more This study probed the conceptualization of (in)authenticity in teaching and the way it could be enacted in pedagogical practices. The participants were a purposive sample of 20 Iranian university teachers. Data were collected using in-depth interviews, field notes, and observation. The collected data were analyzed through the lens of hermeneutic phenomenology. The results revealed that authenticity in teaching consisted of themes of being one's own self, pedagogical relationships, contestation, and ultimate meaning which were enacted in the participants' practices through their sense of responsibility, awareness of their possibilities, understanding of pedagogical relationships, self-reflection, critical reflection, and critical hope. Inauthenticity was also conceptualized as teacher-centered classroom manifested in the monologic discourse and traditional assessment which could confirm the dialogical nature of authenticity in teaching. For the participants of the present study, authenticity involved the constant process of becoming that deepened their understanding of themselves and others. Further findings are discussed in the paper. Keywords Authenticity in teaching Á Inauthenticity in teaching Á Hermeneutic phenomenology Á The process of becoming Ramin Ramezanzadeh is an ''Independent Researcher''. & Akram Ramezanzadeh
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Papers by seyyed mohammad reza adel