1
|
Nwoko JC, Emeto TI, Malau-Aduli AEO, Malau-Aduli BS. A Systematic Review of the Factors That Influence Teachers' Occupational Wellbeing. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6070. [PMID: 37372657 DOI: 10.3390/ijerph20126070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 05/11/2023] [Accepted: 05/21/2023] [Indexed: 06/29/2023]
Abstract
Teachers belong to a high-demand occupational group and experience work-related challenges and discretely diverse emotional turmoils of varying intensity while teaching and interacting with students. These experiences often result in high stress levels that contribute to burnout and, consequently, a breach of teachers' occupational wellbeing. Promoting positive teacher wellbeing substantially influences teaching quality, with a flow-on effect on student wellbeing and academic development. This literature review utilised a framework to systematically explore the factors that impact the occupational wellbeing of kindergarten, primary, and secondary schoolteachers. Thirty-eight (38) studies from an initial 3766 peer-reviewed articles sourced from various databases (CINAHL, Emcare, PychINFO, Scopus, ERIC, and PsycARTICLES) were utilized for this systematic review. Four major factors were identified, including personal capabilities, socioemotional competence, personal responses to work conditions, and professional relationships. Findings highlight the importance of teachers' occupational wellbeing in dealing with numerous challenges and competing demands, with the need for a high level of self-efficacy for instruction and behavioural management being critically significant. Teachers require adequate organisational support to successfully carry out their roles with stronger resilience and efficient job execution. Teachers also need to have social-emotional competence to be able to create a high-quality classroom environment and a conducive atmosphere that supports healthy teacher-student relationships, reduces stress and increases the occupational wellbeing of teachers. Collaborating with other relevant stakeholders such as parents, colleagues, and a school's leadership team is critical for creating a positive work environment. A good workplace has the potential to contribute to teachers' occupational wellbeing and provide a supportive platform for student learning and engagement. This review clearly points to the beneficial effects of prioritising teachers' occupational wellbeing and its intentional inclusion in the professional development plan of practising teachers. Finally, while primary school teachers and secondary school teachers share many similarities in terms of the challenges they face, there are also some differences in how these challenges impact their wellbeing, and these warrant further investigation.
Collapse
Affiliation(s)
- Joy C Nwoko
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia
| | - Theophilus I Emeto
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, QLD 4811, Australia
| | - Aduli E O Malau-Aduli
- School of Environmental and Life Sciences, College of Engineering, Science and Environment, University of Newcastle, Newcastle, NSW 2308, Australia
| | - Bunmi S Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, QLD 4811, Australia
- School of Medicine and Public Health, College of Health, Medicine and Wellbeing, University of Newcastle, Newcastle, NSW 2308, Australia
| |
Collapse
|
2
|
Mubarak N, Khan J, Bashir S, Safdar S. Dark side of leadership and information technology project success: the role of mindfulness. JOURNAL OF MANAGERIAL PSYCHOLOGY 2023. [DOI: 10.1108/jmp-04-2022-0182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/28/2023]
Abstract
PurposeThe success of projects is a major challenge for information technology (IT) project-based businesses (PBOs). Employees' negative emotions (NE) disrupt the employees' usual work activities by creating obstacles to routine operations. Organizations should take steps to lessen these NE. The current study assessed the mediating role of NE and the moderating influence of employee mindfulness in the association between despotic leadership (DL) and IT project success (PS).Design/methodology/approachTime-lagged data were collected from 341 employees working in various IT-based project organizations in Pakistan using purposive sampling.FindingsResults were consistent with the authors' hypothesized framework, as DL increases employees' NE, which in turn negatively affects IT PS. In addition, mindfulness plays a buffering role in mitigating the damaging impact of DL on NE.Originality/valuePrevious researchers focused on the positive aspects of leadership and its influence on PS and paid limited attention to the dark leadership style. The authors' study's findings help understand how project-based organizations can reduce employees' NE.
Collapse
|
3
|
Schlosser A, Paetsch J. The role of emotion and reflection in the development of student teachers' self-efficacy when analyzing video lessons. Front Psychol 2023; 14:1080883. [PMID: 36818090 PMCID: PMC9935572 DOI: 10.3389/fpsyg.2023.1080883] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Accepted: 01/18/2023] [Indexed: 02/05/2023] Open
Abstract
Introduction Teachers' self-efficacy is an important indicator of student teachers' preparedness for teaching. Interventions using video lessons are effective in increasing student teachers' self-efficacy. However, there is a lack of research on emotional and reflective processes in the context of video-based interventions. Methods The present study examined emotions and reflection as well as their effects on changes in self-efficacy in a video-based intervention. A total of 159 student teachers participated in the study. The participants were randomly assigned to three groups: Two groups analyzed video lessons in which group roup one received open-ended observation tasks (ig1) and group two received structured observation tasks (ig2). Participants in the control group (cg) analyzed text-based case studies with open-ended observation tasks. Results The results show that self-efficacy increased with medium effect size (d = 0.68) in video group two (ig2), whose members analyzed videos using structured observation tasks but not in video group one (ig1), whose members analyzed open-ended observation tasks, and in the control group. In addition, there were significant relations between positive arousal and reflection. Finally, regression analyses showed that reflection was a significant predictor for changes in self-efficacy, whereas no significant effect of emotional arousal was detected. Discussion In conclusion, the findings of this study indicate that video-based interventions with structured observation tasks increased self-efficacy among student teachers. Furthermore, the findings provide novel evidence on the association between reflection, self-efficacy and emotion in video-based interventions in teacher education.
Collapse
|
4
|
Wang Y. Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. CURRENT PSYCHOLOGY 2023:1-15. [PMID: 36684453 PMCID: PMC9843101 DOI: 10.1007/s12144-022-04223-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Revised: 12/19/2022] [Accepted: 12/28/2022] [Indexed: 01/18/2023]
Abstract
Although researching emotions in language education has dramatically increased during the past decades, little is written about the effects of aversive feelings like teacher boredom in the English as a foreign language (EFL) context, especially in the context of online instruction during the COVID-19 pandemic. Against this shortcoming, this study examined the causes of and solutions to teacher boredom experienced by 216 Chinese EFL teachers, including both genders with their ages ranging from 19 to 58. In so doing, the researcher used maximum variation sampling to gather the data via an open-ended questionnaire and semi-structured interviews. The gleaned data were then thematically analyzed by MAXQDA (Version 2020) whose results indicated that most participants consider the online mode of delivery more boring than the face-to-face mode. Additionally, the findings demonstrated that both the antecedents of and the solutions to teacher boredom come under the macro-categories of student-related, task-related, IT-related, and teacher-related factors and solutions. Out of these, IT-related factors and teacher-related solutions were the most frequently raised themes extracted from the data. The study presents some practical implications and directions for future research.
Collapse
Affiliation(s)
- Yongliang Wang
- School of Foreign Languages and Cultures, Nanjing Normal University, No.1 Wenyuan Road Qixia District, 210046 Nanjing, China
| |
Collapse
|
5
|
Namaziandost E, Heydarnejad T, Rahmani Doqaruni V, Azizi Z. Modeling the contributions of EFL university professors' emotion regulation to self-efficacy, work engagement, and anger. CURRENT PSYCHOLOGY 2023; 42:2279-2293. [PMID: 36531192 PMCID: PMC9735219 DOI: 10.1007/s12144-022-04041-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/14/2022] [Indexed: 12/13/2022]
Abstract
As university professors' emotion regulation (ER) plays a pivotal role in their efficacy, it is essential to explore if it is significantly correlated with work engagement (WE), self-efficacy, and anger at the workplace. To respond to the call, this research inspected the contributions of university professors' ER to their WE, self-efficacy, and anger. For this purpose, a total of 278 university professors were selected using a convenience sampling method and asked to fill out Language Teacher Emotion Regulation Inventory, Engaged Teacher Scale, Teacher Sense of Efficacy Scale, and Teacher Anger Scale. A structural equation modeling was used to analyze the gathered data. Results disclosed that the participants' ER significantly contributed to their WE and self-efficacy. Additionally, the findings documented that the participants' ER was negatively correlated with their anger. The implications of the findings are discussed for pertinent stakeholders.
Collapse
Affiliation(s)
- Ehsan Namaziandost
- grid.411230.50000 0000 9296 6873Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Tahereh Heydarnejad
- grid.510437.40000 0004 7425 0053Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
| | - Vahid Rahmani Doqaruni
- grid.510437.40000 0004 7425 0053Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
| | - Zeinab Azizi
- Teaching English and Linguistics Department, University of Ayatollah, Ozma Borujerdi, Borujerd City, Iran
| |
Collapse
|
6
|
Karaca A, Aydogmus ME, Gunbas N. Enforced Remote Work During COVID-19 and The Importance of Technological Competency: A Job Demands-Resources Perspective. EUROPEAN REVIEW OF APPLIED PSYCHOLOGY = REVUE EUROPEENNE DE PSYCHOLOGIE APPLIQUEE 2022; 73:100867. [PMID: 36593992 PMCID: PMC9797413 DOI: 10.1016/j.erap.2022.100867] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Revised: 11/14/2022] [Accepted: 12/23/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND As we live in the era of technology, it is clear that employees' technical skills and savviness are important to their work performance. With the COVID-19 pandemic, these qualities have become a "necessity‿ for many employees as they have switched to remote working. Less attention, however, has been given to empirical evidence regarding how employees' technological competencies influence their work outcomes during a forced shift to remote work. Integrating the theories of Job Demands-Resources and Conservation of Resources, this study sought to provide evidence regarding the joint effect of job/personal resources and technological competency on levels of employees' remote work engagement and performance. METHOD A total of 131 teachers working in Turkey completed an online survey during the initial months of the COVID-19 pandemic. SPSS Process Macro (Model 7) was used for hypotheses testing. RESULTS We found partial support for the proposed moderated mediation model. Specifically, psychological resilience (as a personal resource) increased the level of work performance through work engagement and this relationship was stronger among employees with high levels of technological competency. However, the results did not provide support for the hypothesized interaction effect of workplace support (as a job resource) and technological competency on work performance through work engagement. CONCLUSION This research advances the theoretical and empirical understanding of the role of technological competency in the motivational process of the Job Demands-Resources model. Our findings suggest that providing training activities aimed at promoting employee learning in the domain of online work tools can accelerate the effect of personal resources on work outcomes, especially during enforced remote working, as in the case of COVID-19.
Collapse
Affiliation(s)
- Ayse Karaca
- Department of Business Administration, Kutahya Dumlupinar University, Turkey
| | | | - Nilgun Gunbas
- Department of Education, Kars Kafkas University, Turkey
| |
Collapse
|
7
|
Lei P, Han S, Kong W, Lv S, Wang X. An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program. Front Psychol 2022; 13:1033988. [PMID: 36600695 PMCID: PMC9806172 DOI: 10.3389/fpsyg.2022.1033988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2022] [Accepted: 11/28/2022] [Indexed: 12/23/2022] Open
Abstract
Teacher emotions are essential for teaching effectiveness and teachers' professional development. Studying teacher emotions during a program in today's world is crucial, where teachers are commonly involved in professional development programs. From an ecological perspective, this study employed a case study method to examine the emotions of two Chinese high school mathematics teachers in a 4-year teaching improvement program. Semi-structured interviews, teacher emotion logs, researcher memos, and informal dialogues were all used to collect data. This study aimed to better understand the emotions that Chinese high school mathematics teachers developed and the processes that generated them in their interactions with various ecosystems within a specific professional development program overlay. The study's findings revealed that the two teachers triggered 65 emotions in their interactions with the various ecosystems over 4 years-A describing 51 and B describing 46-with an overall predominance of positive emotions. They triggered the broadest range of emotions in the mesosystem, particularly during interactions with program companions. During the early, medium, and late stages, their internal psychological factors and interactions with each system changed, resulting in significant changes in their emotions. They all went through phases of mixed sadness and happiness, ending in a state of delight and calmness. Finally, we recommended teachers' professional development based on the study's findings.
Collapse
Affiliation(s)
- Peiyao Lei
- School of Mathematical Sciences, East China Normal University, Shanghai, China,*Correspondence: Peiyao Lei,
| | - Su Han
- College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China
| | - Wenqing Kong
- College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China
| | - Sunzhong Lv
- School of Mathematical Sciences, East China Normal University, Shanghai, China,Sunzhong Lv,
| | - Xiaoqin Wang
- College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China
| |
Collapse
|
8
|
Deng J, Heydarnejad T, Farhangi F, Farid Khafaga A. Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers. Front Psychol 2022; 13:1019984. [PMID: 36337515 PMCID: PMC9627275 DOI: 10.3389/fpsyg.2022.1019984] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Accepted: 09/20/2022] [Indexed: 12/04/2022] Open
Abstract
Due to the potent role of teachers’ emotion regulation in effective teaching, it seems essential to see how emotion regulation can contribute to other relevant teaching constructs. In this regard, the present study is intended to probe into the causal relationship among teacher emotion regulation, self-efficacy beliefs, engagement, and anger. In so doing, the Language Teacher Emotion Regulation Inventory (LTERI), The Teacher Sense of Efficacy Scale (TSES), The Engaged Teacher Scale (ETS), and The Teacher Anger Scale (TAS) were administered to 581 English as a Foreign Language (EFL) teachers in Iran. To gauge the causal relationships among the variables, confirmatory factor analysis (CFA) and structural equation modeling (SEM) using LISREL 8.80 were conducted. The results indicated that language teacher emotion regulation could positively and significantly predict teachers’ self-efficacy beliefs and engagement at work. Moreover, the influence of language teacher emotion regulation on the teacher’s anger is significantly negative. That is, the stronger emotion regulation is implemented the better teachers can manage their anger. The implications of this study may uncover new prospects for effective teaching, especially during the COVID-19 pandemic.
Collapse
Affiliation(s)
- Juan Deng
- School of Foreign Languages, Huanggang Normal University, Huanggang, China
- Juan Deng,
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
| | - Fariba Farhangi
- Department of English Language and Literature, Khazar University, Baku, Azerbaijan
- *Correspondence: Fariba Farhangi,
| | - Ayman Farid Khafaga
- Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
- Department of English, Faculty of Arts and Humanities, Suez Canal University, Ismailia, Egypt
| |
Collapse
|
9
|
Li M, Heydarnejad T, Azizi Z, Rezaei Gashti Z. Modeling the role of emotion regulation and critical thinking in immunity in higher education. Front Psychol 2022; 13:1005071. [PMID: 36248578 PMCID: PMC9557170 DOI: 10.3389/fpsyg.2022.1005071] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 09/02/2022] [Indexed: 11/13/2022] Open
Abstract
It is deemed that the effectiveness of teachers is highly entangled with psycho-emotional constructs, such as critical thinking (CT), emotion regulation (ER), and immunity. Despite the potential roles of CR, ER, and immunity, their possible relationships have remained unexplored in the higher education context of Iran. To fill in this lacuna, this study explored the potential role of CT and ER in university teachers' immunity in the Iranian higher education context. For this purpose, a total of 293 English university teachers were selected using a convenience sampling method. They were invited to fill out the Watson–Glaser Critical Thinking Appraisal-Form, Language Teacher Emotion Regulation Inventory, and Language Teacher Immunity Instrument. The findings of path analysis indicated that the university teachers with higher CT were more productively immunized. Moreover, the results revealed that ER could predict the university teachers' immunity. The findings of the study lead to this implication that higher order thinking skills, emotion regulatory strategies, and immune enhancement should be incorporated into educational programs of higher education.
Collapse
Affiliation(s)
- Meilan Li
- School of Overseas Education (School of Foreign Languages), Sanming University, Sanming, China
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran
| | - Zeinab Azizi
- Department of Teaching English and Linguistics, Faculty of Literature and Humanities, Ayatollah Borujerdi University, Borujerd, Iran
| | - Zeynab Rezaei Gashti
- Department of Literature and Foreign Languages, University of Karaj, Karaj, Iran
- *Correspondence: Zeynab Rezaei Gashti
| |
Collapse
|
10
|
Longitudinal relationship between teacher self-efficacy and work engagement: Testing the random-intercept cross-lagged panel model. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102092] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
|
11
|
Zheng S, Liu H, Yao M. Linking young teachers’ self-efficacy and responsibility with their well-being: the mediating role of teaching emotions. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03342-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
|
12
|
Han J, Yin H, Yang X, Wang F. Does Emotional Labor Matter for University Teaching? Examining the Antecedents and Consequences of University Teachers' Emotional Labor Strategies. Front Psychol 2021; 12:731099. [PMID: 34594283 PMCID: PMC8476905 DOI: 10.3389/fpsyg.2021.731099] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Accepted: 08/20/2021] [Indexed: 11/30/2022] Open
Abstract
Following Grandey's integrative model of emotional labor and emotion regulation, this study examined the relationships between university teachers' reported use of various emotional labor strategies and some antecedents (i. e., perceived emotional job demands and teaching support) and teaching efficacy. A sample of 643 university teachers from 50 public higher education institutions in an East China province responded to a questionnaire survey. The data analysis based on descriptive statistics and structural equation modeling showed that surface acting impeded teaching efficacy in instructional strategy and learning assessment, while deep acting and expression of naturally felt emotions enhanced teaching efficacy in course design, instructional strategy, and learning assessment. For the antecedents of university teachers' emotional labor strategies, teachers perceived that the emotional job demands of teaching facilitated their use of surface and deep acting; in contrast, teachers' perceived teaching support decreased their use of surface acting and increased their use of expression of naturally felt emotions.
Collapse
Affiliation(s)
- Jiying Han
- School of Foreign Languages and Literature, Shandong University, Jinan, China
| | - Hongbiao Yin
- Faculty of Education, The Chinese University of Hong Kong, Hong Kong, SAR China
| | - Xin Yang
- School of Education, Northwest Normal University, Lanzhou, China
| | - Feifei Wang
- School of Translation Studies, Shandong University, Weihai, China
| |
Collapse
|
13
|
Heydarnejad T, Zareian G, Ghaniabadi S, Adel SMR. Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI). Front Psychol 2021; 12:708888. [PMID: 34497564 PMCID: PMC8419246 DOI: 10.3389/fpsyg.2021.708888] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 07/14/2021] [Indexed: 11/13/2022] Open
Abstract
Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.
Collapse
Affiliation(s)
- Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
| | - Gholamreza Zareian
- Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
| | - Saeed Ghaniabadi
- Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
| | - Seyyed Mohammad Reza Adel
- Department of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
| |
Collapse
|