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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,
    Gender Differences in Authorship of Family Medicine Publications, 2002-2017 Open PDF 
    (2021)
    Keller, Tilden
    ;
    Wilson, Megan
    ;
    Chung, Kevin
    ;
    Andrilla, C. Holly A.
    ;
    Evans, David V.
    BACKGROUND AND OBJECTIVES: Representation of women in medicine is increasing, including in academic family medicine. Despite this, women continue to hold a minority of senior faculty and leadership roles. This study examines the trends of women first and senior authorship between 2002 and 2017 in five family medicine journals: Family Medicine, Journal of Family Practice, Journal of the American Board of Family Medicine, Annals of Family Medicine, and American Family Physician. The study also examines gender congruence between first and senior authors and women's membership on editorial boards. METHODS: We collected and analyzed data on a total of 1,671 original articles published in the five family medicine journals in 2002, 2007, 2012, and 2017. We also examined the gender composition of the journals' editorial boards. RESULTS: Overall, women first authorship increased significantly from 32.6% in 2002 to 47.7% in 2017. There was no significant difference in women senior authorship or editorial board representation from 2002 to 2017. Both men and women senior authors partnered with women first authors significantly more over the 15 years. CONCLUSIONS: While there was a statistically significant increase in women first authors between 2002 and 2017, there is still a gap between women's authorship and editorial board representation and their representation within academic family medicine. These gaps could help to explain the continued lack of women represented within senior faculty positions.