L2 teachers' written feedback (WF) has been widely researched as one key cognitive factor in students' learning of a new language. Little research, however, has viewed WF as a contextually embodied and socially mediated activity that may be influenced by professional development. We compared five Iranian EFL teachers' WF before and after a…

The present study sought to investigate the effect of implementing choice theory-based instruction and clinical supervision on EFL teachers' self-efficacy. Accordingly, a total of 30 Iranian EFL teachers were selected through nonrandom convenience sampling based on their willingness to participate in the study. At the outset, they responded to the…

Over the past two decades, the pedagogical applications of corpus linguistics to language teaching have gained increased recognition. Consequently, there has been a growing interest in developing language teachers' corpus literacy as a required knowledge base for the successful implementation of corpus-based pedagogy. Following this line of…

In response to recent reforms to English language education in secondary schools in Iran, this study investigated how a small collaborative professional learning community prompted shifts in teachers' practices. The study relied on Engeström's professional learning intervention to examine the practices of three junior high school teachers. Through…

The concept of meaningful work has gained significant attention in organizational psychology. As teaching is a profession often associated with high levels of emotional investment and personal engagement, understanding how the perception of meaning in work influences teachers' well-being is crucial. This study aimed to explore the relationship…

The present study investigates the application of Neuro-Linguistic Programming (NLP) as an innovative approach in second language teaching (SLT) to explore its impact on the professional identity of English as a Foreign Language (EFL) teachers. Employing a sequential explanatory mixed methods design, the research involved 148 Iranian EFL teachers…

In spite of the resurgence of interest in teachers' language assessment literacy (LAL), teachers' critical language assessment literacy (CLAL) has not garnered satisfactory prominence. This constitutes a substantial void in the extant corpus of literature that this study will address. To this illumination, a cross-sectional survey research…

Despite the growing body of studies on action research (AR) in second/foreign language (L2) education, little is known about teachers' beliefs about AR among different age groups. Hence, this study investigates whether L2 teachers' beliefs about AR vary by considering teachers' age. The Inventory on Teachers' Beliefs about Action Research (ITBAR)…

While research on second language teacher cognition (SLTC) has significantly developed over the past three decades, this line of inquiry has not paid adequate attention to material development/evaluation as compared to the key role that materials play in teachers' daily practice. In response to this gap, in this study we adopted the theoretical…

Professional development is thought to be most effective when teachers participate and collaborate in groups. The present study was to find the collaborative inquiry role in EFL teachers' professional development and their perceptions of collaborative inquiry benefits and challenges. In so doing, 185 Iranian EFL teachers were selected by…

This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving…

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…

In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and…

Mobile phones are turning into a growingly widespread educational tool across various contexts. However, the scope of research on teachers' role in mobile-oriented instruction is limited, much less examining how professional development influences their associated beliefs and practices. Grounded in sociocultural theory, this study aimed to fill…

Dyslexia is one of the most common learning disabilities among students, and teachers are often the very first to notice dyslexic students. It is therefore imperative that teachers be well-prepared to intervene appropriately and effectively once they encounter dyslexic students. The current study investigates teachers' knowledge about the disorder…