Applied Research on English Language

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 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 within an English language institute’s setting and among those within it. The purpose of this study was to design and validate a scale to measure language teachers’ perspectives on English as a Foreign Language (EFL) hidden curriculum by the application of the Rasch model. The review of the literature indicated the lack of sufficient research on the investigation of EFL hidden curriculum components in the view of EFL teachers. To fill the existing gap in the literature, a 40-item questionnaire was devised and validated, then 164 Iranian EFL teachers, teaching at different language institutes were asked to reply to the questionnaire. In this study, hidden curriculum components were based on Saylor, Alexander, and Lewis’ (1981) perspectives. Accordingly, items were classified into three different constructs, namely the social atmosphere (including 15 items), the organizational structure of the English Language Institute (consisting of 14 items), and the interaction between teachers and learners (including 11 items). The results showed that the questionnaire items fitted the Rasch model after removing six items from the scale. Moreover, it was confirmed that the scale enjoyed suitable reliability. This proposes that the questionnaire is potentially valid and can be used as a measure of EFL hidden curriculum. One of the study implications is that the questionnaire designed and validated in this study can be used as a research tool in future research to assist policymakers and material designers, institutions’ administrators, and language teachers to be considered for future decision making, and designing materials. It also can be used as a research tool to measure the relationship between EFL hidden curriculum and other variables in future research.

Research Article

Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables

Seyed Mohammad Reza Amirian; Hadi Masjedi; Seyedeh, Khadijeh Amirian

Volume 10, Issue 1 , January 2021, Pages 33-50

https://doi.org/10.22108/are.2020.120509.1514

Abstract

This study represents an investigation into the interplay of the English as a Foreign Language (EFL) teacher burnout and such teacher-related variables as emotional intelligence, personality ... Read More

Research Article

Productive or Maladaptive Immunity? Which one is more Dominant among Iranian EFL Prospective Teachers?

Mojtaba Maghsoudi

Volume 10, Issue 1 , January 2021, Pages 51-80

https://doi.org/10.22108/are.2020.124031.1595

Abstract

Teacher immunity as a novel construct, acts as a defense against the demands placed on teachers and the distressing experiences faced which result in emotional burnout. The main aim ... Read More

Research Article

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

Research Article

Covert Curriculum in ELT Coursebooks: Evidence from Top Notch and English File Series

Jaleh Hassaskhah; Alireza Abdollahi

Volume 10, Issue 1 , January 2021, Pages 105-128

https://doi.org/10.22108/are.2021.121788.1547

Abstract

ELT coursebooks are the fertile soil for the transmission of cultural perspectives and also strong tools for shaping L2 learners' behaviors and expectations. This study investigated ... Read More

Research Article

EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance

sara Ziaee; Mansoor Tavakoli; Mohsen Rezazadeh

Volume 10, Issue 1 , January 2021, Pages 129-152

https://doi.org/10.22108/are.2020.122785.1571

Abstract

Task-based language teaching is defined as learning by doing or self-motivated learning. Instances regarding TBLT capabilities include team work,workshops, and constructivism . The ... Read More

Applied Research on English Language

Articles in Press

Current Issue

Volume 12 (2023)

Volume 11 (2022)

Volume 10 (2021)

Volume 9 (2020)

Volume 8 (2019)

Volume 7 (2018)

Volume 6 (2017)

Volume 5 (2016)

Volume 4 (2015)

Volume 3 (2014)

Volume 2 (2013)

Volume 1 (2012)

Volume & Issue: Volume 10, Issue 1, January 2021

Vol. 10, No. 1, 2021

Abstract

Constructing and Validating an EFL Hidden Curriculum Scale Using the Rasch Model

Abstract

Reflections on English as a Foreign Language Teacher Burnout Risk Factors: The Interplay of Multiple Variables

Abstract

Productive or Maladaptive Immunity? Which one is more Dominant among Iranian EFL Prospective Teachers?

Abstract

Validating Factor Structure of the Persian Version of Emotion Regulation Strategies Inventory among Iranian EFL University Teachers

Abstract

Covert Curriculum in ELT Coursebooks: Evidence from Top Notch and English File Series

Abstract

EFL Learners’ and Teachers’ Attitudes Towards Classroom Tasks and Their Effects on Task Outcome: The Case of L2 Writing Performance

Abstract