The review of literature indicates EFL teachers’ sense of efficacy has been influenced by cognitive and affective factors. Socio- economic factors may also influence EFL teachers’ sense of efficacy directly and their teaching effectiveness indirectly. One of the socioeconomic variables is the quality of work life (QWL). This study was an attempt to investigate the relationship between EFL teach...

in spite of the importance of teacher's motivation only a limited number of studies have been conducted on teacher's demotivation in iran. this study was an attempt to investigate demotivating factors among iranian efl language institute teachers in terms of years of teaching experience. to this end, the researchers tried to utilize a questionnaire as a research method. to collect dat...

this study was an attempt to investigate the relationship between efl teachers’ emotional intelligence (ei) and their effectiveness in managing young learners’ classrooms. a total of 25 female teachers of kish language school in tehran expressed their willingness to participate in this study and a briefing session was conducted for them. two sessions of each teacher’s classes were observed by t...

This study explored the relationship between EFL (English as a foreign language) teachers’ emotional intelligence (EI) and their students’ motivational attributes. Additionally, it investigated the contribution of EFL teachers’ EI to students’ motivational factors. To these ends, 30 EFL teachers were selected through convenience sampling from language institutes in Najaf-Abad, and were asked to...

Many ESL students need to improve writing skills to pass various language tests; thus, writing teachers need to read many compositions and provide feedback. To help ESL teachers reduce their teaching load and to give students faster feedback, various English grammar checkers have been developed. Few of these PC-based grammar checkers, however, are widely available to ESL learners. As the Intern...

Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian l...

The present study sought to explore the relationship between Iranian EFL teachers' brain dominance, teaching experience and their teaching style. The study population consisted of all EFL teachers of high schools in Shiraz holding a B.A degree, with the sample consisting of 100 participants recruited through convenience sampling. The study employed a descriptive correlational design. To collect...

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionali...

Research on using project work in teaching various disciplines has pointed out a number of challenges facing teachers. Similar research in the EFL classroom, however, has been under-researched. This study aimed to fill the gap with a report on the Vietnamese high school teachers’ challenges in implementing project-based learning in the setting of curricular innovation in English instruction nat...