Criticality in EAP Education in Iran: a missing link

Autor: Hassan Soodmand Afshar, Shadi Donyaie

Publikováno v: Journal of English Language Teaching and Learning, Vol 14, Iss 30, Pp 333-350 (2022)

Despite its importance, a review of the related literature reveals not many studies have examined criticality in EAP. Accordingly, in the present study, whether critical approaches were followed in Iranian EAP classes were investigated among EAP teac

Externí odkaz: https://doaj.org/article/63b096e8f32544b28ccc3b39a87c5386

EFL Teachers’ Identity Construction through a Reflection Consciousness-Raising Interactive Workshop

Autor: Hassan Soodmand Afshar, Shadi Donyaie

Publikováno v: International Journal of Society, Culture and Language, Vol 7, Iss 2 (Special Issue on Iranians Views of Cultural Issues), Pp 80-93 (2019)

As part of a large-scale project, the current qualitative study investigated the possible contribution of a consciousness-raising interactive workshop (as a form of professional development activity) to 30) 22 female and 8 male) Iranian EFL teachers�

Externí odkaz: https://doaj.org/article/f120f089d84b48dd9dc75358c1a00238

An Investigation into the Effect of Interactionist versus Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Speaking Skill Proficiency

Autor: Mohammad Ahmadi Safa, Shadi Donyaie, Reza Malek Mohammadi

Publikováno v: Teaching English Language, Vol 9, Iss 2, Pp 146-166 (2015)

Dynamic Assessment (DA) refers to a range of approaches that incorporate mediation into the assessment procedure (Poehner, 2008). Although DA has been applied to some areas of second language pedagogy, its effect on speaking skill seems as if to be l

Externí odkaz: https://doaj.org/article/167af37f7b9548558931e9e21d5f8e2c