The ultimate aim of our research is a free, evolutionary, Internetbased, agent-based, long-distance teaching environment for academic English. For this purpose, we are building 2 environments: student learning and teacher courseware design environment. Here we focus on the second research direction, on constructing the teacher authorware environment (courseware management), and especially on a ...

This study intended to explore English teachers’ job satisfaction in Ilam Province in the west of Iran. To do so, a quantitative approach including teacher job satisfaction survey aimed at gathering personal information (demographics) and teacher job satisfaction questionnaire, the purpose of which was to gather teachers’ attitudes toward their profession, was used. Two-hundred English teachers...

Students’ educational outcomes are predicted by their non-cognitive characteristics, including Big Five personality domains. While theories of teaching and learning suggest that teacher non-cognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality domains of teachers are associated with teacher effect...

The use of response cards during whole-class English vocabulary instruction was evaluated. Five low-participating students were observed during hand-raising conditions and response-card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response-card...

Keeping pace with the continuous changes and innovations in the field of English language teaching is considered to be a necessity for the quality of teachers' teaching. There are numerous approaches to teacher development, among which self-initiated development stands as one of the noticeable trends. Although teacher development is crucial for the quality of education, it appears that there ar...

This study examines the potential connections among learners’ willingness to communicate (WTC) in English, their perceptions of autonomy-supportive teaching and two individual difference variables, i.e. motivation and English speaking self-efficacy. Two hundred and five Iranian EFL learners responded to four questionnaires. The data obtained from the collected instruments were...

Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers with Their English Learners and Non-English Learners Abstract Districts, states and researchers are using value-added models with increasing frequency to evaluate educational policies and programs, as well as teachers and other educators individually. Despite their prevalence, little research assesses whether value-adde...