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  • Item type:Publication,
    Beliefs, practices, and awareness of written corrective feedback among EFL teachers: a mixed-methods study Open PDF 
    (Springer Science and Business Media LLC, 2025-12-19)
    Mostafavi, Marzieh
    ;
    Shokrpour, Nasrin
    ;
    Afraz, Shahram
    Background Written Corrective Feedback (WCF) is a critical yet complex aspect of second language writing pedagogy. While teachers’ beliefs and practices regarding WCF have been studied, inconsistencies often exist, and the Iranian university context remains underexplored. This study is grounded in Sociocultural Theory (SCT) and Teacher Cognition, framing WCF not just as a pedagogical technique but as a socially mediated activity shaped by teachers’ beliefs and contextual constraints. The present study aimed to investigate the beliefs, practices, and awareness of WCF among Iranian EFL university teachers. Methods A mixed-methods design was employed in two phases. In the first phase, 100 teachers provided 1500 corrected student assignments and completed a questionnaire on their WCF beliefs and self-reported practices. The feedback was analyzed for strategy (direct/indirect, comprehensive/selective), focus, and potential gender bias. In the second phase, semi-structured interviews were conducted with 10 teachers to explore their awareness and knowledge, with the data analyzed using MAXQDA to develop a thematic model. Results The analysis revealed a predominant use of direct (71%) and selective (84%) feedback strategies, with a primary focus on form and organization. No significant gender bias was detected. While teachers demonstrated a strong belief in the utility of WCF, some discrepancies were observed between their stated beliefs and actual practices, particularly concerning comprehensive feedback and the use of error codes. Interview data, however, indicated a high level of practical awareness, conceptualized here as a form of mediated agency within their sociocultural context, leading to the development of a model of teacher WCF awareness and practice. Conclusion Iranian EFL teachers employ varied but principled WCF strategies, showing good awareness despite some belief-practice misalignments. The findings underscore the role of experiential knowledge as a key mediator in teacher cognition and highlight implications for teacher training to bridge the theoretical knowledge and practical application.
  • Item type:Publication,
    Breaking the Gender Gap: A Two-part Observational Study of the Gender Disparity Among Korean Academic Emergency Physicians Open PDF 
    (2020)
    Lee, Mi Jin
    ;
    Kim, ChangHo
    OBJECTIVES: Despite greater access to training positions and the presence of more women in emergency medicine, it has remained a men-dominated field. This study aims to identify the key issues causing the gender gap in Korea and establish measures to overcome them. METHODS: Using the annual statistical reports of the National Emergency Medical Center and data published on the Korean Society of Emergency Medicine website, cases that listed the current status and positions of members in its organization and its committees were analyzed. Secondary analysis was conducted using data from the 2015 Korean Society of Emergency Survey that included physicians' demographics, academic ranking, years of experience, clinical work hours, training and board certification, core faculty status, position, and salaries. RESULTS: As of September 2019, women account for only 12.7% of the total number of emergency physicians (EP) in Korea; of 119 chair/ vice-chair academic positions, women represented only 9.2%. Women EP were more often assistant professors and fellowship-trained, with fewer in core faculty. However, they worked the same numbers of clinical hours as their men counterparts. The median annual salary of women EP was less than that of men EP after adjusting for academic hospital rank, clinical hours, and core faculty status. CONCLUSIONS: A gender gap still exists among Korean EP, and women earn less than men regardless of their rank, clinical hours, or training. Future studies should evaluate more data and develop system-wide practices to eliminate gender disparities.
  • Item type:Publication,
    ASIAN AMERICAN AND PACIFIC ISLANDER FACULTY AND THE GLASS CEILING IN THE ACADEMY: Findings From the National Study of Postsecondary Faculty
    (Taylor and Francis, 2023)
    Yan, W.
    ;
    Museus, S.D.
    ;
    Museus, S.D., Maramba, D.C., & Teranishi, R.T.
    There is some evidence suggesting that women and people of color face a “glass ceiling” (e.g., Federal Glass Ceiling Commission, 1995; Woo, 2000), which is composed of “artificial barriers based on attitudinal or organizational bias that prevent qualified individuals from advancing upward in their organization into management-level positions” (U.S. Department of Labor, 1991, p. 1). This concept of the glass ceiling suggests that gender and racial bias work against women and people of color as a form of institutional oppression in the workforce. Little is known, however, about whether Asian American and Pacific Islander (AAPI) faculty in higher education face a glass ceiling. It is important to understand whether a glass ceiling does exist, because if AAPI faculty members do face racial barriers to advancement, then institutional leaders must be aware of this problem and understand how to address it (Lee, 2002). © 2013 Taylor & Francis Group.