EXPLORING ENGLISH LANGUAGE DEPARTMENT TEACHERS’ ATTITUDES TOWARDS PD AND ITS CHALLENGES AT ONE SAUDI ARABIAN UNIVERSITY Abstract This study explores how English language teachers at a Saudi Arabian university viewed Professional Development (PD). The research study aims to develop an understanding of the PD these teachers receive and their views regarding their professional development and the challenges they face to during PD. The study adopted an interpretive approach to understanding the current situation of six teachers working at the English Language Department (ELD) at one Saudi Arabian university. The main instrument to collect data was a semi-structured interview adopted based on the previous studies. The sampling method was a convenient sampling as the researcher used the colleagues as the participants of the study. The study’s findings reveal that participating teachers were aware of the significance of PD but were disappointed that the voices of teachers were not heard. The perceived failure to value their contribution negatively affected their engagement and motivation. The research reveals many challenges; lack of autonomy, insufficient time, heavy workloads, unsupportive working environments, and PD activities that were not considered necessary by the participants. ASEAN Journal of Psychiatry, Vol. 24 S(Advancements in psychology and mental health), March-April 2023; 1-14

INVESTIGATING THE RELATIONSHIP AMONG ACADEMIC QUALIFICATION, TEACHING EXPERIENCE AND WRITING PROFICIENCY ON CLASSROOM-BASED WRITING ASSESSMENT: A CASE OF RATERS’ FAIRNESS IN SCORING Abstract One significant aspect of teaching development is to acquire the ability of Writing Assessment Literacy (WAL). However, it is neglected in Iranian context. Taking the importance of academic qualification, writing proficiency and teaching experience with regard to writing assessment, the present quantitative study made attempt to investigate the effect of academic qualification, writing proficiency and teaching experience on writing assessment. In order to achieve the research objectives, 30 EFL teachers who teach English language in different language institutes in Iran along with 20 advanced level EFL learners from ILI were selected. Data were gathered through teachers’ writing proficiency test, students’ writing proficiency test and an assessment rubric. The Findings indicated a small relationship between academic qualification and writing assessment as well as between writing proficiency and writing assessment. However, the relationship between teaching experience and writing assessment was medium.

THE IMPACT OF ORAL & WRITTEN STORY RECONSTRUCTION ON L2 VOCABULARY LEARNING & RETENTION: A CASE OF EFL YOUNG LEARNERS IN IRAN Abstract Word acquisition was one of the important and essential parts for language learning. One of the learning difficulties that many L2 learners at all ages and proficiency levels face was meaningful vocabulary learning and retention as opposed to rote memorization of L2 words. Therefore, this study attempted to investigate the effectiveness of the story reconstruction, in the form of oral and written (storytelling and story writing), in improving young Iranian EFL learners’ vocabulary learning and retention in comparison to the conventional methods of L2 teaching. Few studies investigated the effect of different modes of story reconstruction (i.e. spoken & written mode) on EFL learners’ vocabulary learning .The participants were 60 language learners studying English in private language institute in Zanjan. They were young learners and their age range was 11-14. To meet the aim of the study, a 100-item Michigan grammar test and pre-test and post-test of vocabulary were administered to the participants in 3 groups (two experimental and 1 control groups) during conducting the study. The pre-test and post-test of vocabulary and the exam sheets on Michigan Test of English Language Proficiency (MTELP) of the experimental and control groups were scored by the researcher and then the collected data were analysed by using ANOVA analyses. Finally, the current research findings had benefits to everyone involved in English as foreign language teaching and learning process including, syllabus designers, foreign language teachers and administrators.