Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course
Towards a Critical Language Teacher Identity: Contributions of a Critical Teacher Education Course

Hassan Soodmand Afshar; Hossein Movassagh

Volume 10, Issue 2 , April 2021, , Pages 89-110

https://doi.org/10.22108/are.2021.127277.1682

Abstract
  The importance of language teacher identity has been widely recognized recently as teachers’ professional development is highly influenced by the ways teachers view themselves. ...  Read More
Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model
Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model

Zeinab Sazegar; Hamid Ashraf; Khalil Motallebzadeh

Volume 10, Issue 1 , January 2021, , Pages 1-32

https://doi.org/10.22108/are.2020.121574.1540

Abstract
  Whether acknowledged or neglected by educators, the hidden curriculum is present in every institute. Therefore, studying the hidden curriculum is essential to understand how it functions ...  Read More
Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers
Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers

Shahrzad Alipour; Zohreh Kashkouli; Momene Ghadiri

Volume 10, Issue 1 , January 2021, , Pages 81-104

https://doi.org/10.22108/are.2020.125317.1634

Abstract
  The Persian translation of the emotion regulation strategies inventory (Gross & John, 2003) was validated among Iranian EFL teachers. The predictive power of variables, i.e. educational ...  Read More
Effect of Self-Evaluation Techniques on Iranian EFL Teachers’ Reflective Teaching
Effect of Self-Evaluation Techniques on Iranian EFL Teachers’ Reflective Teaching

Ali Roohani; Mina Moosavi Avendi

Volume 8, Issue 1 , January 2019, , Pages 27-50

https://doi.org/10.22108/are.2018.111374.1302

Abstract
  As reflective practice has become an influential factor in teacher professional development, teachers need some techniques to enhance their reflective teaching. In this light, this ...  Read More
English Teachers' Perception of Critical Pedagogy: Any Discrepancy between Perception and Actual Classroom Implementation?
English Teachers' Perception of Critical Pedagogy: Any Discrepancy between Perception and Actual Classroom Implementation?

Hassan Soodmand Afshar; Shadi Donyaie

Volume 8, Issue 1 , January 2019, , Pages 78-114

https://doi.org/10.22108/are.2018.112452.1341

Abstract
  The study investigated the relationship between Iranian EFL teachers' perception of critical pedagogy (CP) and reflective teaching (RT), the possible effect of gender, academic degree, ...  Read More
An Exploration of Practices Adopted by EFL Teachers for Learners with ‎Low-Incidence Disabilities in Inclusive Classes
An Exploration of Practices Adopted by EFL Teachers for Learners with ‎Low-Incidence Disabilities in Inclusive Classes

Seyyed Ayatollah Razmjoo; Naser Sabourianzadeh

Volume 7, Issue 1 , January 2018, , Pages 89-110

https://doi.org/10.22108/are.2018.110687.1283

Abstract
  English language is arguably one of the life prerequisites in this information era and more individuals around the world than ever before are involved in learning English language as ...  Read More
An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement
An investigation into the relationship among EFL teachers’ reflection, classroom management orientations, and perceptions of language learning strategies and students’ L2 achievement

Mohammad Hadi Mahmoodi; Neda Izadi; Maliheh Dehghannezhad

Volume 4, Issue 2 , August 2015, , Pages 25-42

https://doi.org/10.22108/are.2015.15501

Abstract
  The  present  study  was  conducted  to  investigate  the  relationship  among  three  important  teacher variables and students’ ...  Read More