The purpose of this study was to find the relationships among teachers' conceptions of intelligence, teacher care, and teacher feedback in the realm of English Language Teaching (ELT). To this aim, three scales were developed to measure the aforementioned constructs. The participants consisted of 81 English as a Foreign Language (EFL) teachers and their 426 students who were learning English in private language institutes. The scales were validated by Confirmatory Factor Analysis (CFA) and the correlations among their subscales were investigated. The findings suggested that modularity, increasability, and applied ELT are associated with the nature and amount of teacher feedback and care as perceived by the students. Moreover, the results revealed that teachers' conceptions of intelligence significantly affect how they evaluate their students (p < .05). In the end, implications were provided in the context of teaching.

No abstract

The global spread of the English language has not only resulted in more non-native speakers than native speakers (Crystal, 1997), but it has even put into question the ownership of the language (Widdowson, 1994;Brumfit, 1995). Therefore, English is recognized as an international language that does not belong to any particular country and is used for global, political, cultural and financial exchange. The following study aimed to find out to what extent English language textbooks demonstrate the international status of the language by comparing four different textbooks published in different years. To this purpose, the following criteria were taken into account: references to Inner Circle countries, references to Outer and Expanding Circle countries, non-native accents, dialogues in non-English speaking countries, place of home culture and famous people. The analysis revealed differences among the selected books with a gradual tendency towards more recognition of the international status of English. Finally, the results were discussed and some suggestions were made in the context of English language learning and teaching.

No abstract

Beliefs about language learning and strategy use are important factors in the complex process of learning a foreign language. Although these variables have received much attention in past research, they have rarely been investigated in a general English context in an EFL setting. The present study aims to compare the frequency and pattern of strategy use and beliefs about language learning of students of Engineering, Agricultural Sciences and Theology majors. For this purpose, the BALLI (Beliefs about Language Learning Inventory) and SILL (Strategy Inventory for Language Learning) were given to 150 students. Two other variables, i.e., self-rated proficiency and length of time attending English classes were also included. The findings demonstrated that Engineering students use significantly higher number of strategies, are more motivated and find learning English easier (P < 0.05).