Zobrazeno 1 - 10
of 73
pro vyhledávání: '"Masoomeh Estaji"'
Autor:
Masoomeh Estaji, Maryam Kogani
Publikováno v:
Language Testing in Asia, Vol 14, Iss 1, Pp 1-19 (2024)
Abstract Although learning-oriented assessment (LOA) has been recognized as an effective method of assessment, the literature on this concept in relation to teacher professionalism is limited. In response to this gap, the present study explored 16 Ir
Externí odkaz:
https://doaj.org/article/13070dbfe93f44a6957bb94ce196cc7e
Autor:
Masoomeh Estaji
Publikováno v:
Language Testing in Asia, Vol 14, Iss 1, Pp 1-28 (2024)
Abstract In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors
Externí odkaz:
https://doaj.org/article/39e0828489774ac1ba70c668c8da1f38
Autor:
Masoomeh Estaji
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 9, Iss 1, Pp 1-27 (2024)
Abstract Classroom assessment, as a crucial element of the teaching journey, plays a significant part in enhancing student achievement, student learning, and teacher instruction. As such, teachers should possess a good grasp of assessment literacy. T
Externí odkaz:
https://doaj.org/article/e4cd5b059e624e95a6276396221e64eb
Autor:
Masoomeh Estaji, Fatemeh Safari
Publikováno v:
Language Testing in Asia, Vol 13, Iss 1, Pp 1-18 (2023)
Abstract Learning-oriented assessment (LOA) is becoming increasingly popular in language education. The rationale for this popularity is the belief that LOA not only provides teachers with the necessary information for regular and ongoing evaluation
Externí odkaz:
https://doaj.org/article/c047966421e24e52ae721fdbf59aa1dd
Autor:
Masoomeh Estaji, Farhad Ghiasvand
Publikováno v:
Issues in Language Teaching, Vol 11, Iss 2, Pp 33-66 (2022)
Teacher assessment identity (TAI) is a pivotal segment of teachers’ professional identity and practice that has recently gained momentum in second/foreign language research. However, its developmental trajectories in light of digital technologies o
Externí odkaz:
https://doaj.org/article/fdfd7d3e617b4611981fba905c1f536f
Publikováno v:
Journal of English Language Teaching and Learning, Vol 14, Iss 30, Pp 91-114 (2022)
This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total,
Externí odkaz:
https://doaj.org/article/3925cdd2619b468c981ffb1b91305bd4
Autor:
Masoomeh Estaji, Azam Rostami
Publikováno v:
زبان پژوهی, Vol 14, Iss 44, Pp 9-34 (2022)
The expansion of Persian language teaching in various institutes and universities in Iran and the demand of Persian students outside Iran to participate in these courses for various reasons led the authorities to establish a method for measuring the
Externí odkaz:
https://doaj.org/article/b561863d1f01411e8cab1a37c0038932
Autor:
Masoomeh Estaji, Mina Hashemi
Publikováno v:
Language Testing in Asia, Vol 12, Iss 1, Pp 1-25 (2022)
Abstract This study intended to explore the different types of phraseological units in IELTS academic writing task 2 and probe into the IELTS candidates’ perceptions of phraseological competence. To this end, a corpus entailing 100 essays (26,423 w
Externí odkaz:
https://doaj.org/article/b433b8a9d5bb46ed8fb991bdb35455f8
Autor:
Masoomeh Estaji, Farhad Ghiasvand
Publikováno v:
Applied Research on English Language, Vol 11, Iss 3, Pp 1-36 (2022)
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 worst in the class depending on the time and manner of its implementat
Externí odkaz:
https://doaj.org/article/60fdfbd3e6ec4b1191f5423ba6e62902
Autor:
Masoomeh Estaji, Saina Kiani
Publikováno v:
Ricerche di Pedagogia e Didattica, Vol 17, Iss 1, Pp 1-22 (2022)
This study examined English as a Foreign Language (EFL) teacher educators’ perceptions of teacher quality and determine the similarities and differences between such qualities and global standards. To this aim, 130 teacher educators were asked to f
Externí odkaz:
https://doaj.org/article/c4ba5092fb354957a8381bdc4dadf63d