This study aimed at exploring the effect of implementing writing metacognitive strategies via flipped classrooms on the Iranian EFL learners' achievement, anxiety, and self-efficacy in writing. The study involved 45 intermediate learners of both genders, selected using a random convenience sampling method. The participants' English proficiency was…

E-learning readiness has been initiated in higher education institutions (HEI) as an attempt to improve institutions' service delivery. Meeting and managing the expectations of students using e-learning systems to facilitate teaching and learning activities is a prominent way to make HEI competitive. The purpose of this study is to investigate the…

The present investigation examined the effect of perfectionism on metacognitive listening strategy (MLS) use through the components of self-efficacy (initiative, effort, and persistence) among a sample of 117 Iranian English as a Foreign Language university students. Cluster analysis was utilized to identify the perfectionistic clusters. The…

This study examined the effect of feedback, feed up (comments on goals and students' success in achieving goals) and feed forward (comments on the next step in learning during the semester) on writing motivation, writing self-efficacy, and writing anxiety. Two hundred and ten female intermediate language learners (age[subscript mean] = 17.2) were…

Purpose: The growing body of knowledge on language teacher agency highlights the positive contributions of agency for teacher identity construction. However, teachers may face challenges in effectively exercising agency, and their agentive actions may be impeded by multiple contextual factors. The present study adopts a narrative inquiry…

Task-based language teaching (TBLT) is one of the most effective approaches to language teaching. Teachers should provide students with task-based activities which will motivate students to learn. Task-based writing instruction provides educators with effective ways to integrate social and emotional skills with writing skills. The contemporary…

Teacher efficacy is a context and culture-specific construct. The current study explored the two types of teacher efficacy (individual and collective teacher efficacy) among Iranian English language instructors. Moreover, this study was an attempt to discover whether age, gender, and experience can significantly influence perceptions of collective…

This study examined the relationships among English as a foreign language (EFL) teachers' reflective practices, self-efficacy, and research practice. Data were collected from a survey of 150 EFL teachers engaging both with (i.e. through reading) and in (i.e. through doing) research in English language teaching (ELT). The results of multiple…

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students' L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60…

This study investigates the potential of individual, collaborative, and E-collaborative writing modalities on the development of syntactic complexity (SC), their sustained effect on SC development, and the potential meditating role of SC of L1 (First Language) in SC of L2 (Second Language). To this end, 90 Iranian intermediate EFL learners…

The present study sought to investigate the relationship between cultural capital of senior high school English teachers and their self-efficacy in Iran's English language classrooms using a mixed methods approach. To this end, all senior high school English teachers in seven districts of Mashhad city in Iran were selected as the study population,…

Plagiarism in ESL and EFL learning contexts has become a topic engaging many researchers in a hot debate in recent years. Comparisons of student-generated texts with their source texts have shown that students rely amply on source texts in their writings, using copying as a major strategy. The students themselves relate these problems to their…

This study investigated the effect of multimedia learning on textuality of Iranian EFL (English as Foreign Language) intermediate learners' writing performance in individual, collaborative and e-collaborative writing modalities from student and teacher perspectives. The results of Multivariate and repeated measure analysis of variance on 90…

The present study aimed to investigate the effect of brain-based teaching on the self-efficacy of young EFL learners. The initial participants of the study were 90 learners within the age range of 13-16 who were selected based on convenience sampling. Theses 90 young EFL learners were given a Flyers test the scores of which were used to choose 60…

An experimental design was adopted in the present study to cross-compare the effect of two formative assessments, namely peer assessment (PA) and teacher assessment (TA), with summative assessment (SA) on the improvement of language learners' writing skill and self-efficacy. Writing excellence was operationalized by structural (grammar), lexical…