آمار مقالات کنفرانس
تعداد کل مقالات: 125تعداد صفحات کتابچه مقالات: 1743
تعداد نمایش مقالات: 2487
هفتمین همایش ملی دانش پداگوژی محتوا در آموزش زبان انگلیسی
هفتمین همایش ملی دانش پداگوژی محتوا در آموزش زبان انگلیسی در تاریخ ۲۰ آذر ۱۴۰۴ توسط دانشگاه فرهنگیان، در شهر زنجان برگزار گردید. شما می توانید برای دریافت کلیه مقالات پذیرفته شده در این کنفرانس به صفحه مجموعه مقالات هفتمین همایش ملی دانش پداگوژی محتوا در آموزش زبان انگلیسی مراجعه فرمایید.
کلیه حقوق برای مجموعه سیویلیکا محفوظ است© - Symposia
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