EBRAHIM FAKHRI

This study sought to explore the effect of two different models of metacognitive instruction on the listening performance of EFL learners in Iran. The participants were 90 intermediate EFL listeners in three groups, ranging from 20 to 26 years of age. The participants in experimental group one (n = 30) went through a ten-week intervention program that involved the linear instruction of ten metacognitive strategies, with its focus on planning, monitoring, and evaluation. The participants in experimental group two (n = 30), who were trained through Metacognitive Pedagogical Sequence for ten weeks, went through an intervention program that engaged them in a sequence of tasks to help them develop metacognitive awareness of the processes underlying L2 listening through dialogic interactions. The participants in the control group (n=30), who went through a conventional listening instruction program, were taught by the same teacher and listened to the same materials without any guided atte...

A portfolio is a document describing skills, experience, interests or knowledge of an individual. Recently, the conventional paper-based portfolio has been no longer able to keep pace and therefore, some researchers have suggested e-portfolios overcome this weakness. It is rare to find research on e-portfolio for managing certification of professional competence. Considering that developing an Education Teacher Performance Assessment (edTPA) teaching e-portfolio helps teachers to become more reflective in their teaching, the present study tried to merge this issue by exploring the effects of developing edTPA teaching e-portfolios on pre-service and in-service teachers’ self-reflection in a teacher preparation program in the Iranian EFL context. The researchers employed a sequential explanatory mixed methods approach. A self-reflection survey was administered to 100 EFL pre�service and in-service teachers. The participants developed edTPA teaching portfolios with three specific types...