هفتمین همایش ملی دانش پداگوژی محتوا در آموزش زبان انگلیسی، آذر ماه ۱۴۰۴

مقالات پذیرش شده در هفتمین همایش ملی دانش پداگوژی محتوا در آموزش زبان انگلیسی

• Error Correction Codes as Metacognitive Tools: Enhancing Writing Accuracy Among Iranian EFL Learners

• From Products to Perspectives: Examining Cultural Priorities in Iranian EFL Textbook, Vision ۱, Through the Yuen’s Model Lenses

• The Effect of Flipped Learning on Concrete and Abstract Vocabulary Learning and Retention among Iranian Intermediate English Language Learners

• The Impact of Explicit Polysemy Instruction on Listening Comprehension: A Cognitive Linguistic Intervention among Iranian EFL Learners

• Analyzing Types and Sources of Errors in Iranian Students’ Computer-Mediated Written Paragraphs

• Exploring EFL Teachers' Perceptions of Using ChatGPT in Their Practice: Opportunities, Challenges, and Implications for Professional Development

• The Impact of Digital Platforms, Artificial Intelligence, and Blended Learning on English Language Teaching

• A Comparative Inquiry into the Keyword Method and Collocation Instruction in the Iranian EFL Context

• Multimodal Pedagogical Content Knowledge (M-PCK): An Empirical Framework for ۲۱st-Century Teacher Effectiveness

• The Impact of Digital Platforms, Artificial Intelligence, and Blended Learning on English Language Teaching

• TPCK in the Digital Era: Integrating Educational Data Literacy and Hybrid Design Competency in Teacher Education

• AI-Supported Collaborative Autoethnography versus AI-Assisted Individual Journaling: A Mixed-Methods Study of Intercultural Learning in EFL Contexts

• Effectiveness of Using AI-Generated Texts as Reading Skill Instruction Materials: The Case of DeepSeek and Copilot

• EFL Teachers Micro’ Reflection on Pedagogical Content Knowledge: A Qualitative Investigation

• Exploring High School EFL Teachers' Perceptions of Integrating Literature into Communicative Language Teaching, A Gender-Based Study in Sanandaj District ۱

• The Impact of Automated Writing Evaluation on EFL Learners’ Writing Motivation and Self-regulation

• AI-Enhanced German Language Learning: A Narrative Review of Mobile and Generative AI Tools in Second Language Acquisition

• Enhancing English Language Teachers’ Pedagogical Content Knowledge (PCK) through Artificial Intelligence and Educational Technology in the Iranian Context

• AI in ELT Classrooms: Evaluating the Praktika App through the Lens of Human-AI Teacher Comparisons

• Enhancing Reflective Teaching Practices to Improve Instructional Effectiveness among Iranian EFL Teachers

• Investigating Public School Teachers' Perceptions Regarding the Utilization of Artificial Intelligence in Personalized Language Learning

• Investigating the Relationship Between Teaching Experience and Pedagogical Content Knowledge Among Iranian EFL Teachers

• Reflections of Iranian EFL Teachers on Artificial Intelligence: Reimagining Pedagogical Content Knowledge in the Digital Age

• Teacher Credibility and Its Relationship with Pedagogical Content Knowledge in ELT Contexts

• Unpacking Pedagogical Content knowledge and the Core Features of Teacher Professionalism in ELT: Novice VS. Experienced Teachers

• YouTube for EFL Listening and Pronunciation: A PCK-Informed Review

• نقش آموزش مبتنی بر محتوا در افزایش انگیزش زبان آموزان در یادگیری زبان انگلیسی

• The Relationship between Text Type, Cultural Elements, and Language Learning

• A Contrastive Pragmatic Analysis of Apology Strategies: A Case of Native Speakers of English And Iranian Bilingual (Turkish-Persian) EFL Learners

• A Hybrid Human–AI Pedagogical Framework for Enhancing English Speaking Skills Among EFL Teachers: A Comprehensive Study

• A Strategic Research-Informed Approach to Lexicology Learning: Integrating Autonomous Heuristic Inquiry Peer-assisted Constructivist Learning

• A UDL- and UDT-Informed Content Analysis of Instructional Quality in AI-Generated EFL Lesson Plans

• Acculturation and Communicative Competence among International EFL Learners: A Mixed-Methods Investigation

• Advancing EFL Students’ Writing Skills through the Collaborative Jigsaw II Learning Technique

• Advancing Language Assessment through Evidence-Centered Design: A Conceptual Analysis and Practical Framework

• Advancing Pedagogical Content Knowledge (PCK) among English Language Teachers: An Indo–Iranian Perspective

• An Exploration of Iranian EFL Teachers’ Perceptions of the Challenges to Democratic Assessment: A Qualitative Study

• An Investigation into the Efficacy of Visual Materials on the Iranian EFL Learners’ Oral Fluency

• Analysis of Teachers’ Attitudes on Using Technology in the Context of English Language Teaching in Iran

• Analyzing the Generic Structure of MA Theses and PhD Dissertation Titles in Applied Linguistics

• Analyzing the Role of Self-Regulation and Gender in English Language Learning and Its Implications for the Development of Teachers’ Pedagogical Content Knowledge (PCK)

• A Comparative Analysis of Function and Frequency of Metadiscourse Markers: A Cross Disciplinary Study

• Classroom Discourse and Teachers’ Pedagogical Content Knowledge Development: An Initiation-Response-Feedback Analysis

• A Needs-Based Evaluation of English Requirements for Iranian Flight Attendants

• Artificial Intelligence and Blended Learning in Teaching English: A Review Study

• Beyond the Basics: A Sustainable Pedagogical Content Knowledge Development Model for Continuous Professional Development in EFL

• Characteristics of English Language Teachers Equipped with Strong Pedagogical Content Knowledge

• Co-Teaching Practices in Review: Meta-Analytic Evidence from EFL Classroom Research

• Critical Cultural Awareness Concept Among Iranian EFL Teachers

• Defining the Characteristics of Teachers Equipped with Pedagogical Content Knowledge in English Instruction

• Developmental Patterns in the Use of Discourse Markers in EFL Academic Writing: A Comparative Study of Pre-Service Teachers

• Effective EFL Teachers in Iran: Teachers' Perceptions of Existing Situation and Barriers

• Effectiveness of A Usage-Based Cognitive Linguistics Approach in Teaching English Noun Countability to Iranian EFL Learners: A Quasi-Experimental Comparison

• Effects of Transcribing Different Types of Narrative Tasks on Iranian EFL Learners’ Speaking Complexity, Accuracy and Fluency

• English as a Global Language? Cultural Gaps in Iranian EFL Textbooks

• English Learners’ Sense of Belonging in a Non-state Language School: Course-based, Out-of-class, and Meta-institutional Dynamics

• Enhancing English Language Teaching through AI-Integrated Pedagogical Content Knowledge (PCK): A Study of Iranian EFL Teachers

• Enhancing Meaning-Based ESP Translation in Special-Education Student-Teachers through AI-Supported Pedagogy

• Error Analysis in Parts of Speech (Specialized in Tense) in Learning English As a Second Language: with Special Interference to Persian Language

• Evaluating English Language Textbooks Tense Distribution against Real Corpus Data: The Didactics Dilemma: Are Textbooks Lying?

• Exploring EFL Teachers’ Adaptability and Perceptions of ChatGPT Integration in English Language Education

• Exploring Iranian EFL learners’ Writing through Classroom Oral Presentation and Individual and Collaborative Concept Mapping Strategies

• Exploring Learners’ Emotional Experiences: Face-to-Face, Online, and AI-Mediated Interaction in EFL Speaking Tasks

• Exploring Pedagogical Content Knowledge through Communicative Grammar Teaching in EFL Classrooms

• From App Integration to Pedagogical Insight: How Lesson Study Unlocks the PCK of English Teachers in a MALL Environment

• From Burnout to Flow: The Role of Generative AI in Recalibrating Teacher Cognitive Load and Emotional Capacity in Education

• From Knowledge Transmitters to Learning Facilitators: English Language Teachers in the Age of Artificial Intelligence

• Gamification in Teaching English to Generation Z: Enhancing Engagement in Blended Learning Environments

• Incidental vs. Planned Form-Focused Instruction: Personality-Based Differences in Iranian EFL Learners’ Writing Performance

• In-Service EFL Teachers’ Technological Pedagogical Content Knowledge (TPACK) and their Continuing Professional Development (CPD)

• Integrating Artificial Intelligence and Blended Learning within the PCK Framework for English Language Teaching

• Investigating the Relationship Between Teaching Experience and Pedagogical Content Knowledge Among Iranian EFL Teachers

• Iranian EFL Teachers’ Emotions, Perceptions and Regulation Strategies in Online Classes

• Iranian English Teachers’ Priorities in the Post -method Era: A Q-sort Study

• Mapping Iranian EFL Teachers’ Perceptions of AI-Enhanced Teaching Tasks: Insights through TPACK and CBAM Frameworks

• Morphological Awareness and Its Correlation to Lexical Knowledge and Morphological Complexity: Evidence from Iranian EFL Learners

• Motivation of Families and Students to Learn English Language in Ardabil Province

• Pedagogical Content Knowledge in Action: A Comparative Study of Clustering within Blended and Flipped Writing Classrooms

• Pre-task and On-task Collaborative Writing: Examining EFL Learners’ Gains in Accuracy

• Review of English for Young Learners (EYL) Materials: The Case of American Family and Friends

• Situational Self-Esteem and Willingness to Communicate and Their Relationship with Sociolinguistic Competence

• Teachers’ Perceptions of Barriers to Teaching Critical Thinking in ESL Classrooms

• Teaching English to Generation Alpha through Video Games: A Review Article

• The Comparison of Meta-discourse Markers in Iranian Authors’ Research Articles Published in Elmi-Pazhuheshi and ISI Journals

• The Effect of Collaborative Edublogging on Iranian EFL Learners’ Writing Performance and Self-Efficacy: A Process-Oriented Study

• The Effect of Three-Phase Task-Based Language Teaching on Iranian High School Students' Listening Comprehension

• The Facilitators of and Barriers to Conducting TEFL Researches: Voices from Iranian Teacher Education Faculty Members

• The Function of Focus Group Discussions (FGDs) in Teaching ESP in Geography

• The Impact of MALL on the Listening Comprehension Performance of Iranian EFL Learners in Flipped Classrooms

• The Impact of Sustained Oral Assessment on Developing Pedagogical Content Knowledge in English Vocabulary Teaching: An Action Research Study in Iranian High Schools

• The Role of Generative AI-assisted Instruction in Enhancing Emotional Engagement of EFL Learners

• The Role of Mentoring and Reflection in Shaping Preservice EFL Teachers’ Pedagogical Content Knowledge

• The Role of Social Media in Teaching English to Generation Z in Blended Learning

• The Use of Jigsaw Task to Enhance Iranian Learners’ Narrative Writing Ability: Toward Critical Thinking in Language Classroom

• Three Decades of EFL Teacher Education: A Bibliometric Exploration of Research Growth and Conceptual Evolution

• Toward Institutional Reform: Addressing Barriers to Effective Teacher Training

• Understanding the Lived Experiences of Anesthesia Students with Team-Based Learning in an English for Specific Purposes Course: A Phenomenological Study

• Unlocking Teacher Expertise: The Role of Linking Motivation in Activating Educational Content Knowledge

• Utilizing Modern Approaches to Teaching: From Traditional Methods to AI-Enhanced Learning

• Younger or Later Starters? A Systematic Review of Age of Onset and Ultimate Attainment in Second Language Learning

• From Language to Intercultural Citizenship: Expanding PCK for Globally-Minded EFL Educators

• ارائه الگوی شایستگی های حرفه ای معلمان زبان انگلیسی (پژوهشی فراترکیب)

• ارزیابی مجموعه کتاب های Vision بر اساس مدل موکاندان و نیمه چی سالم

• ارزیابی محتوای دستوری در کتاب های آموزش زبان انگلیسی متوسطه دوم در مدارس ایران

• آموزش زبان انگلیسی در تدریس شیمی با رویکرد آموزش یکپارچه محتوا و زبان (CLIL)

• بررسی ابعاد ارتباطی و شایستگی های اخلاقی، روان شناختی و حرفه ای معلمان در تدریس زبان انگلیسی

• بررسی اثرگذاری آموزش مفاهیم نوشتاری و تولید محتوا به دانش آموزان بر یادگیری حروف زبان انگلیسی

• بررسی چالش ها و راهبردهای پداگوژیک در آموزش زبان انگلیسی در ایران از دیدگاه معلمان با تجربه

• بررسی میزان بهره گیری اساتید زبان انگلیسی از داده های آموزشی در شخصی سازی تدریس و ارزیابی پیشرفت یادگیرندگان

• بررسی میزان بهره گیری اساتید زبان انگلیسی از داده های آموزشی در شخصی سازی تدریس و ارزیابی پیشرفت یادگیرندگان

• بررسی میزان بهره گیری اساتید زبان انگلیسی از داده های آموزشی در شخصی سازی تدریس و ارزیابی پیشرفت یادگیرندگان

• تاملی بر رویکردها و راهبردهای موثر در تدریس زبان انگلیسی

• تداخل نوشتاری زبان آموزان فارسی زبان و روس زبان هنگام یادگیری زبان انگلیسی

• جای خالی جریان ادبی مکتب اراسم؛ آسیب شناسی برنامه درسی آموزش زبان انگلیسی در کتاب های درسی

• روایت پژوهی: رویکردی نوین در توسعه دانش پداگوژی زبان انگلیسی

• رویکردهای محاسباتی در آموزش زبان: مرور سیستماتیک معماری ها، پردازش زبان طبیعی و مدل های هوش مصنوعی

• فناوری های نوین و آموزش زبان انگلیسی: فرصت ها، چالش ها و چشم انداز آینده

• چت بات های مبتنی بر هوش مصنوعی و دگرگونی آموزش زبان انگلیسی: یک مرور تحلیلی نظام مند بر پژوهش های نوین

• کاربرد سبک های رهبری آموزشی در ارتقای مهارت معلمان زبان انگلیسی

• معلم زبان انگلیسی عصر دیجیتال؛ ابزارها و روش ها

• مقایسه عملکرد نوشتاری با استفاده از بازخورد چندوجهی: شواهدی از کلاس های سنتی و معکوس زبان انگلیسی در ایران

• نقش اینترنت اشیاء در بهبود یادگیری زبان انگلیسی: فرصت ها و چالش ها

• نقش حمایت مدیریتی مدارس در تقویت پداگوژی محتوا برای معلمان زبان انگلیسی

• واکاوی تاثیر وجوه دیداری در کلاس های درس زبان انگلیسی پایه هشتم

• هم افزایی بازخورد هوش مصنوعی و واقعیت مجازی در صلاحیت کاربردشناختی و روانی زبان آموزان انگلیسی