The Seventh National Conference on Pedagogical Content Knowledge (PCK) in English Language Teaching, آذر ماه ۱۴۰۴

Accepted papers in The Seventh National Conference on Pedagogical Content Knowledge (PCK) in English Language Teaching

• 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