Esmail Zainadiny Mofrad | Velayat University of Iranshahr (original) (raw)
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Papers by Esmail Zainadiny Mofrad
Theory and Practice in Language Studies, 2016
In the past few decades, professional identity has emerged as a separate research area in the fie... more In the past few decades, professional identity has emerged as a separate research area in the field of teaching and learning language. Research has shown that many contextual factors are involved in teachers’ perception about their personal identities and the formation of this personality trait. It has been found that professional identity is one of the factors that impacts the curriculum, teachers’ beliefs and behavior, and students’ learning. Accordingly, the present study attempted to investigate the professional identity of the language teachers in Iranshahr city, Iran. The relationship between gender and work experience of teachers and their professional identity was also explored to determine any significant relationship. 79 language teachers of private language institutes in Iranshahr city participated in this study. To collect the data, a questionnaire developed by Beijaard, Verloop and Vermunt (2000) was used. The questionnaire was piloted and its reliability and internal c...
Iranian evolutionary educational psychology journal, 2023
Professional development is considered a must for a teacher without which teachers' knowledge is ... more Professional development is considered a must for a teacher without which teachers' knowledge is not up-to-date and he/she cannot provide students with useful and meaningful material. Teachers' professional development plays a vital role in students' achievement. With a view to this, the present study sought to explore Iranian teachers' perceptions of professional development. This study benefited from a basic interpretive design within a qualitative paradigm by using a semi-structured interview. The participants of the study consisted of 50 male and female English as a Foreign Language (EFL) teachers who were teaching English at the university level in the universities located in southern cities of Iran including
Theory and Practice in Language Studies, Apr 5, 2016
In the past few decades, professional identity has emerged as a separate research area in the fie... more In the past few decades, professional identity has emerged as a separate research area in the field of teaching and learning language. Research has shown that many contextual factors are involved in teachers' perception about their personal identities and the formation of this personality trait. It has been found that professional identity is one of the factors that impacts the curriculum, teachers' beliefs and behavior, and students' learning. Accordingly, the present study attempted to investigate the professional identity of the language teachers in Iranshahr city, Iran. The relationship between gender and work experience of teachers and their professional identity was also explored to determine any significant relationship. 79 language teachers of private language institutes in Iranshahr city participated in this study. To collect the data, a questionnaire developed by Beijaard, Verloop and Vermunt (2000) was used. The questionnaire was piloted and its reliability and internal consistency was verified. Beijaard et al. (2000) identified three aspects of professional identity: teachers as subject matter experts, teachers as didactical experts, and teachers as pedagogical experts. The results showed that teachers identify themselves mostly as didactical experts, then as pedagogical experts, and least as subject matter experts. There was no significant relationship between the gender and experience of the participants and the three sub-scales of professional identity, except for a significant relationship between subject matter expert and experience of the teachers.
This study investigated the effectiveness of practicing writing in a blended learning environment... more This study investigated the effectiveness of practicing writing in a blended learning environment. Sixty upper-intermediate EFL learners were selected to participate in this study. They were randomly assigned into four groups including: Extroverted-blended, introverted-blended, Extroverted-traditional and Introverted-traditional. These groups were shaped based on the learners’ learning style including Extroversion and Introversion and their participation in a blended learning Environment and traditional language classes. In the blended learning environment, they practiced learning writing skills using different media and technology while in the traditional learning environment, they did that without using these tools. The results showed that the extroverts performed better than the introverts and the learners in the blended learning environment performed better than those in the traditional learning environment.
This study investigated the effectiveness of practicing writing in a blended learning environment... more This study investigated the effectiveness of practicing writing in a blended learning environment. Sixty upper-intermediate EFL learners were selected to participate in this study. They were randomly assigned into four groups including: Extroverted-blended, introverted-blended, Extroverted-traditional and Introverted-traditional. These groups were shaped based on the learners' learning style including Extroversion and Introversion and their participation in a blended learning Environment and traditional language classes. In the blended learning environment, they practiced learning writing skills using different media and technology while in the traditional learning environment, they did that without using these tools. The results showed that the extroverts performed better than the introverts and the learners in the blended learning environment performed better than those in the traditional learning environment.
Theory and Practice in Language Studies, 2016
In the past few decades, professional identity has emerged as a separate research area in the fie... more In the past few decades, professional identity has emerged as a separate research area in the field of teaching and learning language. Research has shown that many contextual factors are involved in teachers’ perception about their personal identities and the formation of this personality trait. It has been found that professional identity is one of the factors that impacts the curriculum, teachers’ beliefs and behavior, and students’ learning. Accordingly, the present study attempted to investigate the professional identity of the language teachers in Iranshahr city, Iran. The relationship between gender and work experience of teachers and their professional identity was also explored to determine any significant relationship. 79 language teachers of private language institutes in Iranshahr city participated in this study. To collect the data, a questionnaire developed by Beijaard, Verloop and Vermunt (2000) was used. The questionnaire was piloted and its reliability and internal c...
Iranian evolutionary educational psychology journal, 2023
Professional development is considered a must for a teacher without which teachers' knowledge is ... more Professional development is considered a must for a teacher without which teachers' knowledge is not up-to-date and he/she cannot provide students with useful and meaningful material. Teachers' professional development plays a vital role in students' achievement. With a view to this, the present study sought to explore Iranian teachers' perceptions of professional development. This study benefited from a basic interpretive design within a qualitative paradigm by using a semi-structured interview. The participants of the study consisted of 50 male and female English as a Foreign Language (EFL) teachers who were teaching English at the university level in the universities located in southern cities of Iran including
Theory and Practice in Language Studies, Apr 5, 2016
In the past few decades, professional identity has emerged as a separate research area in the fie... more In the past few decades, professional identity has emerged as a separate research area in the field of teaching and learning language. Research has shown that many contextual factors are involved in teachers' perception about their personal identities and the formation of this personality trait. It has been found that professional identity is one of the factors that impacts the curriculum, teachers' beliefs and behavior, and students' learning. Accordingly, the present study attempted to investigate the professional identity of the language teachers in Iranshahr city, Iran. The relationship between gender and work experience of teachers and their professional identity was also explored to determine any significant relationship. 79 language teachers of private language institutes in Iranshahr city participated in this study. To collect the data, a questionnaire developed by Beijaard, Verloop and Vermunt (2000) was used. The questionnaire was piloted and its reliability and internal consistency was verified. Beijaard et al. (2000) identified three aspects of professional identity: teachers as subject matter experts, teachers as didactical experts, and teachers as pedagogical experts. The results showed that teachers identify themselves mostly as didactical experts, then as pedagogical experts, and least as subject matter experts. There was no significant relationship between the gender and experience of the participants and the three sub-scales of professional identity, except for a significant relationship between subject matter expert and experience of the teachers.
This study investigated the effectiveness of practicing writing in a blended learning environment... more This study investigated the effectiveness of practicing writing in a blended learning environment. Sixty upper-intermediate EFL learners were selected to participate in this study. They were randomly assigned into four groups including: Extroverted-blended, introverted-blended, Extroverted-traditional and Introverted-traditional. These groups were shaped based on the learners’ learning style including Extroversion and Introversion and their participation in a blended learning Environment and traditional language classes. In the blended learning environment, they practiced learning writing skills using different media and technology while in the traditional learning environment, they did that without using these tools. The results showed that the extroverts performed better than the introverts and the learners in the blended learning environment performed better than those in the traditional learning environment.
This study investigated the effectiveness of practicing writing in a blended learning environment... more This study investigated the effectiveness of practicing writing in a blended learning environment. Sixty upper-intermediate EFL learners were selected to participate in this study. They were randomly assigned into four groups including: Extroverted-blended, introverted-blended, Extroverted-traditional and Introverted-traditional. These groups were shaped based on the learners' learning style including Extroversion and Introversion and their participation in a blended learning Environment and traditional language classes. In the blended learning environment, they practiced learning writing skills using different media and technology while in the traditional learning environment, they did that without using these tools. The results showed that the extroverts performed better than the introverts and the learners in the blended learning environment performed better than those in the traditional learning environment.