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All Journal Vision: Journal for Language and Foreign Language Learning International Journal of Essential Competencies in Education
Ayatollahi, Mohammad Ali
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Arts Humanities Education Mathematics Other

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The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style Ayatollahi, Mohammad Ali; Ferdosi, Fatemeh
Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i28466

Abstract

The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence.  The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.
Empowering EFL Writers: The Impact of Unlimited Time and Dictionary Use on Writing Accuracy Sharafi, Mohammad; Ayatollahi, Mohammad Ali
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.1726

Abstract

Intermediate EFL learners often struggle with producing accurate and coherent writing, particularly in settings constrained by limited time and restricted access to language resources. While prior research has separately examined the effects of dictionary use or time flexibility, this study explores the combined impact of both. Through a quasi-experimental design, 50 male intermediate EFL learners were divided into control and experimental groups. The experimental group received unlimited time and access to both digital and print dictionaries during writing tasks, while the control group followed traditional time-bound instruction without resource access. Results showed a significant improvement in the experimental group’s writing scores, which rose from a pre-test mean of 14.76 to a post-test mean of 16.72 (t(24) = -5.70, p < 0.001, Cohen’s d = 1.06). The control group’s post-test mean was 15.12, and between-group comparisons also revealed a statistically significant difference (t(48) = 3.121, p = 0.003, Cohen’s d = 0.88). Error analysis further supported the intervention’s effectiveness, with reductions exceeding 50% in key error categories such as verb tense (from 43 to 21), sentence structure (27 to 13), and spelling (28 to 12). These results affirm that integrating flexible time policies and dictionary access enhances learners’ ability to self-monitor, revise, and control their writing. The study advocates for instructional models that promote learner autonomy, highlighting the need for EFL curricula to support more adaptive, resource-enriched learning environments. This dual-intervention model offers a practical pathway to elevate writing proficiency and reduce persistent error patterns in EFL contexts.
Co-Authors Ferdosi, Fatemeh Sharafi, Mohammad