Classroom Supervision and Professionalism: Matches and Mismatches in the Perceptions of Novice and Experienced Teachers
Classroom Supervision and Professionalism: Matches and Mismatches in the Perceptions of Novice and Experienced Teachers

Masoomeh Estaji; Farhad Ghiasvand

Volume 11, Issue 3 , July 2022, , Pages 1-36

http://dx.doi.org/10.22108/are.2022.131707.1817

Abstract
  As an inseparable part of teachers’ education career, practicum supervision can function as a double-edged sword that can generate pedagogical improvement or even make the worse ...  Read More
The Use of Self-Repair Strategies in Classroom Conversations: Does the Teacher’s Level of Reflection Make a Difference?
The Use of Self-Repair Strategies in Classroom Conversations: Does the Teacher’s Level of Reflection Make a Difference?

Masoomeh Estaji; Melika Rajabi

Volume 8, Issue 3 , July 2019, , Pages 423-448

http://dx.doi.org/10.22108/are.2019.114882.1404

Abstract
  To better understand the pattern of language use and classroom interactions, this sequential mixed-methods study investigated the teachers’ use of self-repair strategies based ...  Read More
The Interplay of Emotional Intelligence, EFL Students’ Gender, and their Writing Performance: A Correlational Study of Iranian University Students
The Interplay of Emotional Intelligence, EFL Students’ Gender, and their Writing Performance: A Correlational Study of Iranian University Students

Masoomeh Estaji; Yalda Shahmoradi

Volume 5, Issue 2 , July 2016, , Pages 173-190

http://dx.doi.org/10.22108/are.2016.20425

Abstract
  This study was an attempt to examine the relationship between EFL students’ EI, their gender, and writing performance. To this end, 30 female and 27 male English B.A. students, ...  Read More