After claiming asylum, refugee children work to re-build their worlds across three dimensions: safety, belonging, and success. This article examines the pedagogical practices that support this work arguing that a key, but under-examined practice draws on what we have termed pedagogical love. Building on a qualitative Finnish-Australian study, we…

Despite the growth of research on EAP teachers in the past decade, little research has focused on their emotions and much less on their well-being. In response to this gap of knowledge, the present study draws on the theoretical framework of activity theory and explores the well-being of 13 Iranian EAP teachers. We collected data from a…

This qualitative study aimed to examine Iranian language teachers' mindsets about language learning and teaching, and the ways in which their mindsets influenced their educational practices. The participants of this study were 20 Iranian language teachers who taught general English courses at private language institutes in a city in central Iran.…

Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Iranian novice and experienced EFL teachers' beliefs and practices of LOA. Data were collected from…

This study investigated Iranian high school teachers' conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified "being student-focused" and "being…

For many years, technology has been applied to improve the quality of language learning and teaching. However, the outbreak of COVID-19 pandemic accelerated the integration of technology in different language learning contexts. The sudden shift to online teaching faced educators with an array of challenges they had not experienced before. In…

This mixed-method study investigated the language teachers' opinions on the inclusion of the principles of Participatory Approach in language classroom settings in Iran. Applying both quantitative and qualitative approaches of data collection procedures, the study explored the language teachers' attitude, on the perceived importance and use of the…

In this interview, Dr. Ozen Guven talks to Dr. Mary Mendenhall, Sonia Gomez, and Emily Varni about their research on teachers and teaching practices in contexts of forced displacement. Mendenhall, Gomez, and Varni recently authored "Teaching Amidst Conflict and Displacement: Persistent Challenges and Promising Practices for Refugee,…

This paper has investigated the way the dissertation writing component of MA TESOL (Teaching English to Speakers of Other Languages) programmes in Iran has changed over the past decade in relation to globalization. The data, collected from 40 questionnaires completed by Iranian academic staff teaching these programmes, suggest that while change in…

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners' Vocabulary Learning Strategies (VLSs), 2) examining language learners' perceptions of vocabulary learning, and 3) exploring Iranian…

This grounded theory study explored the conceptualization of authenticity in language education. The participants were 30 Iranian English language educators, who were studied as adult learners. The findings revealed that authenticity was conceptualized by language educators as a social and reflective practice under the influence of the…

Although research studies on methodological issues of English for General Purposes are abundant in the literature, they are still one of the less explored areas of research in English for Academic Purposes, especially with respect to teachers' cognitions and practices. Also, lack of collaboration between ELT instructors and content teachers in…

This study has two main objectives: first, to find traces of teaching methods in a language class and second, to study the relationship between intended learning outcomes and uptake, which is defined as what students claim to have learned. In order to identify the teaching method, after five sessions of observation, class activities and procedures…

Understanding teachers' conceptions of research is fundamental to creating opportunities for teachers to be research-engaged and to take a more leading role in policy and curriculum development. This study investigated the views of Iranian English language teachers towards research by examining their conceptions of what research is, how often they…

Written Corrective Feedback (WCF) is a controversial topic among theorists and researchers in L2 studies. Ellis, Sheen, Murakami, and Takashima (2008) identify two dominant dichotomies in this regard, that is focused vs. unfocused WCF and direct vs. indirect WCF. This study considered both dichotomies in a matrix format, resulted in the…