Zobrazeno 1 - 10
of 34
pro vyhledávání: '"Hossein Khodabakhshzadeh"'
Publikováno v:
Language Testing in Asia, Vol 14, Iss 1, Pp 1-15 (2024)
Abstract C-Test is a gap-filling test designed to measure first and second language proficiency. Over the past four decades, researchers have shown the fit of C-Test data to parametric item response theory (IRT) models, but no study so far has shown
Externí odkaz:
https://doaj.org/article/9b4245e8bcdd480a843640be8ce72ea8
Publikováno v:
Issues in Language Teaching, Vol 11, Iss 1, Pp 131-156 (2022)
Language assessment literacy has been addressed in a wealth of research. However, many studies have attempted to measure teachers’ assessment literacy, there is still a gap that prompted us to investigate the area from the EFL teachers' assessment
Externí odkaz:
https://doaj.org/article/9fed700b915342c2ad6334c45815ebe3
Publikováno v:
Teaching English Language, Vol 15, Iss 1, Pp 137-160 (2021)
Teachers' professional identity has been defined as a developing and dynamic characteristic of teachers affecting social and personal aspects. Regarding Teacher Professional Identity (TPI), both personal and the professional dimensions of being and e
Externí odkaz:
https://doaj.org/article/e0890dfdd60e4c65a121ac2a35b75d49
Publikováno v:
Research in English Language Pedagogy, Vol 8, Iss 2, Pp 311-333 (2020)
The literature review left the researchers with an unanswered query about whether teachers' years of teaching experience could act as an index for enhancing the quality of teaching learning output. Therefore, the purpose of this study was to propose
Externí odkaz:
https://doaj.org/article/f623d64a1ebe4e0388175a07753f6a93
Publikováno v:
Frontiers in Psychology, Vol 12 (2022)
Teacher professional identity (TPI) is a characteristic of a teacher, which should be developed in a long, consistent, and progressive process and usually shapes in any specific educational and social context. In addition to several factors influenci
Externí odkaz:
https://doaj.org/article/1c3bfb8c7ea049938f163362bcca478e
Publikováno v:
Iranian Evolutionary Educational Psychology Journal, Vol 1, Iss 4, Pp 231-248 (2019)
This article reports on a sociopsychological study designed to investigate the components of 21st century teachers’ professional competencies in the English as a foreign language (EFL) context in Iran. A total number of 30 members of the English la
Externí odkaz:
https://doaj.org/article/a2af49a5afcf48408d38c49d125463c5
Publikováno v:
Journal of Language Horizons, Vol 3, Iss 2, Pp 125-146 (2019)
The major purpose of the present study was to examine the differences between professional competencies of Iranian EFL Teachers at Public and private sectors and the role of gender, field of study, educational status, and years of teaching experience
Externí odkaz:
https://doaj.org/article/0828fd06e9914e88bf7e0ec2e9b8f206
Publikováno v:
Cogent Education, Vol 6, Iss 1 (2019)
This study aims to develop and glocalize a set of quality indices that can enhance the English language teaching learning output at Iranian private institutions. CIPP (Context, Input, Process, and Product) Model with a progressive/humanist approach w
Externí odkaz:
https://doaj.org/article/d9fafd714bc443fd83fc6fb369805ad9
Publikováno v:
Interchange. 53:551-568
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b76ab484d515a66c3114a6ba9a293249
https://doi.org/10.1007/s10780-022-09471-7
https://doi.org/10.1007/s10780-022-09471-7
Publikováno v:
International Journal of Linguistics, Literature and Translation. 3:63-67
Aimed at promoting the consequential validity of high-stakes test, unexpected aspects of assessment process which negatively affect the learning process have been investigated by researchers in the last decades. Since discovering those variables that
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0da23caaa1729efc9a38f1efb7d52051
https://doi.org/10.32996/ijllt.2020.3.12.8
https://doi.org/10.32996/ijllt.2020.3.12.8