Kamali, Jaber
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Araştırma projeleri
Organizasyon Birimleri
Rektörlük, Yabancı Diller Okulu
İbn Haldun Üniversitesi Diller Okulunun sunduğu İngilizce Hazırlık Programının genel amacı, iletişimsel yaklaşımı kullanarak öğrencileri akademik çalışmalara hazırlamak ve onları etkin, istekli ve kendi kendilerine öğrenebilir bireyler olmaya teşvik etmektir. İngilizce Hazırlık sistemi kurulurken öğrencilerimizin profilleri ve üniversitemizin akademik gereksinimleri göz önüne alınarak Modüler Sistem uygulanması uygun görülmüştür.
Uygulamaya konulan Modüler Sistem, seviye gruplarına göre öğrencilerin devam edecekleri modüller sonunda hedeflenen dil becerilerine ulaşmalarını sağlar ve dil eğitim verimliliğin artmasına yardımcı olur.
Adı Soyadı
Jaber Kamali
İlgi Alanları
Kurumdaki Durumu
Aktif Personel
6 sonuçlar
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Yayın Teachers' personality types and their attitude toward receiving and employing postobservation feedback(Wiley, 2023) Kamali, Jaber; Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller OkuluClassroom observation has been long considered a power-ful tool for evaluating and monitoring teachers' perform-ance and progress. Teachers can benefit from the feedbackduring the postobservation conference but giving feedbackis not a simple skill and needs knowledge and training.Research on tackling postobservation problems remainsemerging and the aim of this study is to explore the rolethat a teacher's personality type–based on DiSC personal-ity test?might play in postobservation conferences andreaction to receiving feedback from the supervisor. Togather data, 20 nonnative EFL teachers were asked to takethe DiSC personality test to have their personality typesidentified, then they were observed three times, and eachtime they received feedback on their classroom manage-ment techniques. Results indicate that teachers withdifferent personality types act differently during thepostobservation conferences. While D and i styles areactive and tend to employ feedback moderately andstrongly in their classes, S and C styles are mostly passivewith the tendency of employing feedback moderately andweakly. The findings contribute to a better understandingof the role of personality types in teachers' tolerance ofcriticism and their tendency to apply the received feedbackin their future classes.Yayın Applying Galperin model to teacher professional development: A qualitative case study of a peer coaching program(John Wiley & Sons, 2024) Kamali, Jaber; Javahery, Pourya; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluThe present study is an attempt to apply Galperin spiral model to implement and analyze a peer coaching program. To do so, six teachers (three coaches and three protégés), who attended a 3-month peer coaching program in which protégés received help from their more experienced peers (coaches), completed narrative frames about the program and participated in individual semistructured interviews. After the transcription of the interviews, the thematic analysis was conducted on the gathered data. The results of the study revealed that although there are evidential obstacles to doing the program including inter alia, cultural schema, teacher financial well-being and discontinuity of it, the employed model could provide additional aid and critical look for implementing peer coaching programs in educational contexts. Teachers and teacher educators can benefit from the findings by applying the proposed model in peer coaching programs.Yayın Examining the interplay of teacher emotional intelligence and feedback responsiveness in post-observation conferences: Voices from Iran(Springer Nature, 2024) Kamali, Jaber; Javahery, Pourya; Rektörlük, Yabancı Diller OkuluThis study attempted to investigate the impact of teachers’ Emotional Intelligence (EI) on how they respond to post-observation feedback. To do so, 11 Iranian EFL teachers were selected and divided into two groups of high and low EI based on their EI test results. Based on their observed classes, post-observation conferences were held between the teacher and the observer. A thorough thematic analysis of the data unveiled three pre dominant themes: (1) maintaining positive moods and coping with stressful situations, (2) accepting negative feedback and justifying one’s performance, and (3) accepting negative feedback and becoming defensive. The findings of the study suggested that there were obvious differences in the way the teachers reacted to feedback from their observers. High EI teachers remained more confident after the negative feedback, were willing to listen to the observer, were active listeners, were open to criticism, and reflected on their performance. Low EI teachers, however, became agitated, failed to control their stress, tried to justify their performance, did not tend to accept the negative feedback, became defensive, responded immediately, and used discourse boosters frequently after the nega tive feedback. The study urges updated teacher education programs informed by teachers’ EI, particularly in providing feedback on their performance.Yayın Formative assessment feedback to enhance the writing performance of Iranian IELTS candidates: Blending teacher and automated writing evaluation(Tabaran Institute of Higher Education, 2023) Kamali, Jaber; Kamali, Jaber; Mohammadi, Mojtaba; Zarrabi, Maryam; Kamali, Jaber; Rektörlük, Yabancı Diller Okulu; Rektörlük, Yabancı Diller OkuluWith the incremental integration of technology in writing assessment, technology-generated feedback has found its way to take further steps toward replacing human corrective feedback and rating. Yet, further investigation is deemed necessary regarding its potential use either as a supplement to or replacement for human feedback. This study aims to investigate the effect of blending teacher and automated writing evaluation, as formative assessment feedback, on enhancing the writing performance among Iranian IELTS candidates. In this explanatory mixed-methods research, three groups of Iranian intermediate learners (N=31) completed six IELTS writing tasks during six consecutive weeks and received automated, teacher, and blended (automated + teacher) feedback modes respectively on different components of writing (task response, coherence and cohesion, lexical resource, grammatical range and accuracy). A structured written interview was also conducted to explore learners’ perception (attitude, clarity, preference) of the mode of feedback they received. Findings revealed that students who received teacher-only and blended feedback performed better in writing. Also, the blended feedback group outperformed the others regarding task response, the teacher feedback group in cohesion and coherence, and the automated feedback group in lexical resource. The analysis of the interviews revealed that the majority of the learners confirmed the clarity of all feedback modes and learners’ attitude about feedback modes was positive although they highly preferred the blended one. The findings suggest new ideas to facilitate learning and assessing writing and support the evidence that teachers can provide comprehensive, accurate, and continuous feedback as a means of formative assessment.Yayın Teachers’ classroom interactional competence: Scale development and validation(European Knowledge Development (EUROKD), 2023) Tajeddin, Zia; Kamali, Jaber; Kamali, Jaber; Rektörlük, Yabancı Diller OkuluInteractional competence has recently gained considerable attention in language education. As an aspect of this competence, classroom interactional competence has been in the limelight since Walsh’s (2006) delineation of this concept. However, there is no survey tool to measure teachers’ classroom interactional competence. To bridge this gap, the present study describes the development and validation of a teachers’ classroom interactional competence (TCIC) scale. An outline of the relevant literature related to classroom interactional competence is provided, along with the process of scale development and validation. An exploratory factor analysis of the data from a large sample of language teachers (N = 564) resulted in a 46-item scale that constituted nine factors, namely visual organizers, sociocultural interaction, questioning, interactional patterns, repair, language modification, turn taking, managerial interaction, and rhetorical script. The implications of the scale for the measurement and, in turn, the enhancement of teachers’ classroom interactional competence are discussed.Yayın An activity theoretic exploration of the causes of language learners’ misbehavior: Teachers’ belief in focus(European Knowledge Development (EUROKD), 2024) Kamali, Jaber; Kotamjani, Sedigheh Shakib; Alpat, Muhammet Furkan; Rektörlük, Yabancı Diller OkuluThis study attempts to explore the teachers’ beliefs on the causes of learners’ misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners’ misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study’s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the “tool” component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the “rules”, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the “community” component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the “division of labor” the emerged themes were overwhelming responsibilities, family issues, and executives’ dereliction. The findings suggest a new look at language learners’ misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.
