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    Job Satisfaction of Iranian EFL Teachers: Exploring the Role of Gender, Education Level, Teaching Experience, and Service Location
    (Teaching English Language and Literature Society of Iran (TELLSI), 2021) Rezai, Afsheen; Namaziandost, Ehsan; Çakmak, Fidel
    Teacher's job satisfaction (JS) is a crucial factor making objectives realized in an education system. It is deemed that various factors affect teachers' JS. This study aims to investigate if Iranian EFL teachers' JS is affected by gender, education level, teaching experience, and service location factors. For this purpose, using a stratified sampling method, a sample, including 440 female and male EFL teachers were chosen from Tehran, Lorestan, and Markazi Provinces, Iran. To collect the required data, the participants were asked to complete a printed version of a Teachers' Job Satisfaction Survey along with items addressing their demographic information (e.g., gender, education level, teaching experience, and service location). An independent sample t-test and a one-way ANOVA were used to analyze the collected data. Results evidenced no statistically significant difference between the female and male participants regarding their JS. Additionally, the findings documented that the participants with higher education levels had higher job satisfaction. Moreover, the results turned out that the participants with more teaching experiences participants felt less gratified with their jobs. Likewise, the findings disclosed that the participants working in Tehran Province enjoyed higher JS than the teachers working in Lorestan and Markazi Provinces. The study ends with proposing some implications for educational stakeholders. © 2021 – Published by Teaching English Language and Literature Society of Iran.
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    Special issue: Potential Links Among Technology-Based Instruction and Language Learning: How Do CALL, MALL, and Online Instructions Affect L2 Learningand Psychological Factors Involve in Learning?
    (CALL-EJ, 2022) Namaziandost, Ehsan; Rezai, Afsheen; Liu, Honggang; Wang, Yongliang; Saeedian, Sam; Pikhart, Marcel; Estaji, Masoomeh
    [No abstract available]
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    The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
    (Elsevier, 2024) Namaziandost, Ehsan; Cakmak, Fidel; Heydarnejad, Tahereh; Rezai, Afsheen
    Psychological factors, such as the fear of misunderstandings, making grammatical mistakes, and academic demotivation contribute to students' anxiety when speaking English in language classes. Some students may struggle to contribute actively to tasks and activities in English because they do not perceive themselves to be autonomous agents, feel engaged with the specific task, or are more generally academically demotivated. It is a critical goal of all English language teachers to assist these students in developing academic self-confidence and autonomy and in honing their spoken English. Drawing upon a quantitative method, the current study delved into a university setting to investigate the impact of autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in English as a Foreign Language (EFL). Three hundred eighty-seven EFL students completed a survey. The results of Structural Equation Modeling (SEM), along with the Confirmatory Factor Analysis (CFA) as part of the measurement model validation, demonstrated that enhancing the EFL students' autonomy and academic engagement could significantly foster their willingness to communicate in English, as well as their self-esteem, and L2 grit. Overall, the results highlighted how the two pillars of self-determination theory, autonomy and academic engagement, contribute to positive psychology outcomes in the EFL domain. Relevant pedagogical consequences of this investigation are discussed based on the findings of the study.