هدی دیوسر

Teachers’ classroom management plays a potent role in Teaching English as a Foreign Language, especially in relation to other psychological variables, namely self-efficacy and personality types. Consequently, the present study aimed at generating a structural equation model of evidence to better illustrate the relationship among classroom management, self-efficacy, and personality types as well as the pertinent sub-scales. A sample of 249 Iranian EFL teachers completed three questionnaires including the Behavior and Instructional Management Scale, Myers-Briggs Type Indicator Personality Type, and Teacher Efficacy Scale. The structural Equation Modeling (SEM) and the schematic illustration confirmed the hypothesized model (x2df = 1.28; RMSEA=.03; RMR =.03; GFI =.98; AGFI=.95; NFI =.98; CFI =.99; IFI =.99; TLI=.98), revealing significant internal interplay among the classroom management approaches, self-efficacy, personality types, and their sub-scales. The results of multiple regression further confirmed the direction of the path model illuminating the predictability power of the teachers’ personality types and their self-efficacy concerning the EFL teachers’ classroom management approaches. In other words, EFL teachers’ personality types and self-efficacy can predict their classroom management approaches. The study offered pedagogical implications for teachers, policymakers, and stockholders.

Scaffolding entails contingency, denoting teachers’ level adaptation in providing transient support. In this study, a symbiosis of the model of contingent teaching (MCT) and the contingent shift framework (CSF) was utilized. Therefore, 360 elementary and advanced EFL learners took a course and filled out two sets of related questionnaires twice, administered at the outset and the end of the course. The transcribed data including the class interactions and intervention strategies were organized into contingent or non-contingent fragments based on models’ criteria. According to the results of the Wilcoxon rank test and the Paired Sample t-test, there was a significant difference between the results of the pre and post-tests in the two mentioned levels for the two constructs. Furthermore, the results of the Single Sample t-test showed that the CSF was more utilized than the MCT in both levels. Moreover, the intervention strategies of the MCT significantly differed in the two levels. Questioning was a highly used strategy at both levels. Hints and modeling were the least utilized strategies in elementary and advanced levels, respectively. Therefore, such contingent symbiosis could have prolific results in self-regulation and gaining willingness to communicate

This study examined the effect of rehearsal, strategic, and online planning on the intermediate undergraduate EFL learners’ writing complexity, accuracy, fluency (CAF), lexical variety, and the cognitive psychological performance of attentional allocation to linguistic aspects during planning . To this end, 80 intermediate university students were randomly divided into three experimental groups and one control group. The participants’ performance was compared based on measures of Wigglesworth and Storch’s (2009) fluency, Storch and Wigglesworth’s (2007) accuracy, Foster and Skehan’s (1999) complexity, McKee , Malvern, and Richards’ (2000) vocd-D model of lexical diversity. The study focused on rehearsal, strategic, and online planning in argumentative writing tasks. Retrospective interviews were conducted right after task performance to examine the participants' attentional allocation under three planning-time conditions. It was revealed that rehearsal task planning resulted in higher CAF and lexical variety in comparison to the other groups. Noticeable variation was also evidenced in the participants’ attentional allocation in terms of CAF across different time planning conditions. It was also shown that the learners paid more attention to the conceptualization of ideas during pre-task planning through sentences or clauses while performing a task. Little attention was paid to formulizing complex or accurate utterances. The findings have numerous pedagogical implications for EFL teachers, university instructors, and EFL students.

The present study investigated the educational objectives of the English literature curricula at the undergraduate and graduate levels at Iranian universities based on Bloom’s revised taxonomy. Using a detailed checklist based on Bloom’s revised taxonomy and the respective classifications, the educational objectives associated with knowledge ( factual, conceptual, procedural , and metacognitive ) and cognitive ( remember , understand , apply , analyze , evaluate , and create) dimensions were analyzed. The results of the content analysis revealed the dominance of the lower-order thinking skills in the undergraduate curriculum and the prevalence of the higher-order thinking skills in the graduate curriculum. The results showed that the most frequent objective in terms of the knowledge domain was understand in both curricula. Regarding the knowledge dimension, conceptual and procedural knowledge occurred most often at both curricula, confirming that acquiring the knowledge of concepts and the processes safeguards the commended quality for the curriculum designers. Moreover, it was found that the metacognitive-related categories were almost missing from the categories. The results of the cross-tabulation revealed the superiority understand / conceptual in BA and the supremacy of understand/procedural in MA objectives. The findings entail the revisions of the educational objectives to accommodate critical thinking. The findings have pedagogical implications for EFL teachers, the curriculum developers, and policy makers.