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this study examines differences in non-native efl teachers’ beliefs about grammar and teaching grammar. the differences were sought across teachers’ work environment- private school versus state schools-, degree, gender, and teaching experience. a sample of 130 efl teachers teaching at junior high school, high schools, and private language institutes were randomly selected. the sample consisted...

According to previous research, affective aspects are, when successfully applied, presumed to increase cognitive learning in the language classroom. The research present on the affective domain was deemed insufficient since few observations in language classrooms had been made. This study gives a view on how affective teaching and learning are applied in a Swedish EFL classroom. Teacher-student...

in this study, the researchers investigated a critical aspect of efl/esl writing pedagogy-the impact of teacher written commentary on student writer’s earlier drafts. compositions of 80 iranian undergraduate english majors were commented on using a trio of imperatives, statements, and questions on both content and form. overall, the results indicated that the comments in the imperative form hel...

Investigating the “knowing”, a module of the KARDS model proposed by Kumaravadivelu (2012) for teacher education, of Iranian teachers of learner autonomy, this study is an attempt to illuminate some of the yet unexplored areas of teachers’ various types of knowledge of learner autonomy. Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with reg...

Although decades of research have well elaborated on teacher professional development, we still do not have a thorough picture about what teacher professional development could entail and what components it consists of. The present study aims to develop and validate a teacher professional development scale in an Iranian English foreign language context. An initial tentative model with 130 items...

The present study compared the impact of teacher-provided and peer-provided oral assistance in the acquisition of English wh-question forms. Participants were 90 female Iranian EFL learners who constituted the 3 groups of the study: teacherassisted, peer-assisted, and a control group. Participants in the experimental groups received assistance either from the teacher or a peer during task-based...