Afsheen Rezai’s research while affiliated with Ayatollah Boroujerdi University and other places

Recent findings have demonstrated that informal digital learning of English (IDLE) has a positive impact on the emotional and cognitive aspects of English as a Foreign Language (EFL) learners from cross-sectional perspectives. However, it is also imperative to investigate if these positive effects of ILDE are observable from longitudinal insights. To address this necessity, this study looks into the intersection of IDLE with online self-regulated learning (OSRL) over time in Iran. A cohort of 325 EFL university students, consisting of 124 males and 201 females, participated by completing the IDLE Scale and OSRL Scale at three six-month intervals. Findings from Structural Equation Modeling indicated a significant positive correlation between IDLE and OSRL at the three measured points, with a progressive increase observed from the initial to the subsequent assessments. These findings imply that IDLE, as an innovative educational approach, holds promise for enhancing second language acquisition in EFL contexts.

Previous studies on informal digital learning of English (IDLE) have examined the effects of either extracurricular IDLE or extramural IDLE in English as a foreign language (EFL) education. However, little research has been conducted on the comparative effects of extracurricular IDLE and extramural IDLE on reading comprehension (RC) in EFL contexts. To address this gap, the present study had a twofold purpose: first, to investigate how extracurricular IDLE and extramural IDLE contribute to the development of RC among university students in Iran; and second, to explore these students' perceptions of the effectiveness of extracurricular IDLE and extramural IDLE. For these purposes, 124 university students, both male and female, were homogenized through the Key English Test. Those students whose scores were close to the mean were randomly assigned to either an extracurricular IDLE group (n = 22), an extramural IDLE group (n = 22), or a control group (n = 22). The students then completed a pre-test, underwent a four-month intervention, and took a post-test. Subsequently, the extracurricular IDLE group and the extramural IDLE group completed the Digital Informal Learning of English Reading Comprehension Scale. Results revealed that both the extracurricular IDLE group and the extramural IDLE group showed better improvement in RC compared to the control group on the post-test. However, the findings evidenced no statistically significant difference in RC between the extracurricular IDLE group and the extramural IDLE group after the intervention. Additionally, the findings showed that The extracurricular and extramural IDLE groups both reported positive perceptions of IDLE's effectiveness, with no significant differences between their responses. These findings provide a range of implications for various stakeholders in EFL education, suggesting that both extracurricular and extramural IDLE can be effective strategies for enhancing RC. Moreover, the positive perceptions of students highlight the potential for integrating IDLE into EFL curricula to foster more engaging and effective learning experiences. Computer Assisted Language Learning

Although examining teachers’ various areas of knowledge in classroom practices has attracted considerable attention during recent decade, a short multidimensional questionnaire to assess the interactions of the knowledge domains with teachers’ technological knowledge is unavailable in the literature. Thus, this research presents a self-assessment instrument for obtaining English as a Foreign/Second Language (EFL/ESL) teachers’ technological pedagogical content context knowledge. To develop and validate this instrument a seven-step procedure was followed: conducting interviews and content analysis, generating item bank, generating item pool, obtaining expert judgment, administering pilot to 587 EFL teachers, carrying out statistical analyses, and collecting experts’ final reviews. The statistical procedures included Cronbach’s alpha, Composite Reliability (ρc), Average Variance Extracted (AVE), Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). The findings of the reliability and validity measures indicated that the TPACCxK instrument, which consists of 49 items, is a valid and reliable tool for examining the TPCCxK of EFL teachers. A five-factor loading, encompassing TK (Technological Knowledge), TCK (Technological Content Knowledge), TPK (Technological Pedagogical Knowledge), TCxK (Technological Context Knowledge), and TPCCxK (Technological Pedagogical Content Context Knowledge), were extracted from the EFA and confirmed through CFA. The introduced questionnaire is hoped to serve research and educational purposes.

Previous studies have shown that demographic factors can influence parental mediation strategies during children’s digital gameplay. However, little is known about maternal and paternal mediation in Iranian families. This study examined the relationship between maternal and paternal mediation (restrictive, active, viewing, technical, and laissez-faire) and demographic profiles (gender, age, socioeconomic status (SES), and education level) during the digital gameplay of children aged 6–10 years. Understanding this relationship is key to developing age-appropriate, culturally sensitive strategies to guide children’s digital interactions. A sequential mixed-methods study involving 210 Iranian parents (167 mothers and 43 fathers) was conducted, including a survey and follow-up interviews with 10 parents (8 mothers and 2 fathers), to explore their role in mediating children’s digital gameplay. The quantitative results showed a strong positive relationship between mothers’ technical and active mediation and education level, and between fathers’ education, viewing, and restrictive mediation. However, a negative correlation was found between fathers’ education and laissez-faire mediation. Qualitative interviews revealed that both mothers and fathers tend to mediate children’s digital playtime towards more educational games, using primarily restrictive and active co-playing mediation strategies. Iranian parents, particularly fathers, may benefit from adopting more technical and active co-playing mediation to further support their children’s digital gameplay at home. Sociocultural norms, especially Islamic-Iranian norms, may influence parental mediation of children’s digital gameplay.

Emotion regulation plays a crucial role in shaping the professional efficacy of English as a foreign language (EFL) teachers in higher education. Despite this, examining how emotion regulation intersects with job satisfaction, job effectiveness, and psychological well-being in university EFL teachers in Iran is largely under investigation. Addressing this gap, the present research integrates these four constructs (i.e., emotion regulation, job satisfaction, job effectiveness, and psychological well-being) within the context of Iranian higher education. A sample of 418 university teachers participated in the study by completing four validated instruments: The Language Teacher Emotion Regulation Inventory, the Job Satisfaction Scale, the Teacher Effectiveness Scale, and the Psychological Well-being at Work Scale. The results of structural equation modeling (SEM) and confirmatory factor analysis (CFA) through SMART PLS3 revealed significant correlations between emotion regulation and job satisfaction, job effectiveness, and psychological well-being in university EFL teachers. These findings highlight the importance of strong emotion regulation skills for improving EFL teachers' well-being and job performance in higher education.

Informal digital learning of English (IDLE) is a promising way of learning English that has received growing attention in recent years. It has positive effects on English as a foreign language (EFL) learners and also creates valuable opportunities for EFL teachers to improve their teaching skills. However, there has been a lack of a valid and reliable scale to measure IDLE among teachers in EFL contexts. To address this lacuna, this study aims to develop and validate a scale to measure IDLE for EFL teachers in Iran. For this purpose, a nine-step rigorous validation procedure was undertaken: administering pilot interviews; creating the first item pool; running expert judgment; running interviews and think-aloud protocol; running the pilot study; performing exploratory factor analysis, Cronbach’s alpha, and confirmatory factor analysis; creating the second item pool; conducting expert reviews; and performing translation and translation quality check. Findings yielded a 41-item scale with six subscales: IDLE-enhanced benefits (12 items), IDLE practice (five items), support from others (nine items), authentic L2 experience (three items), resources and cognition (four items), and frequency and device (eight items). The scale demonstrated satisfactory psychometric properties such that it can be used for research and educational purposes in future.