| تعداد نشریات | 24 |
| تعداد شمارهها | 917 |
| تعداد مقالات | 8,230 |
| تعداد مشاهده مقاله | 16,274,279 |
| تعداد دریافت فایل اصل مقاله | 13,749,806 |
Iranian EFL Teachers’ and Policymakers’ Perceptions of Success in High-school Classes: A Critical Exploratory Study | ||
| Teaching English as a Second Language Quarterly | ||
| دوره 41، شماره 1، اردیبهشت 2022، صفحه 133-173 اصل مقاله (674.5 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2021.40918.3013 | ||
| نویسندگان | ||
| Zahra Shareghi* ؛ Mohammad Hassan Tahririan؛ Katayoon Afzali | ||
| Sheikhbahaee University, Baharestan, Iran | ||
| چکیده | ||
| This study intended to explore the perceptions of Iranian high-school English teachers and the perspectives of policymakers on success in teaching English. Data were collected through questionnaires and curriculum documents. To this end, one-hundred-twenty Iranian high-school English as a Foreign Language (EFL) teachers contributed to the research. National Lesson Plan and Fundamental Reform Document of Education (FRDE) were used to explore policymakers’ perspectives on success in teaching English at the high school level. The data were analyzed using both the Constant Comparative Method (Charmaz, 2006) and template coding to realize similarities and differences between the answers. General themes and patterns were recognized and discussed. The results of this study showed that while the teachers tended to improve students’ communication skills, policymakers must also be aware of the fact that change is an all-inclusive phenomenon demanding full cooperation and commitment from a host of policy workers. In conclusion, teachers’ perceptions of success in teaching English and expectations of educational change should be modified in such a way that the teachers see the importance and relevance of educational change to their professional success. In this respect, most Iranian high school EFL teachers are needed to modernize, i.e., to provide them with valuable pre-service and in-service courses with communicative frameworks that they can operate in their classrooms. The findings can be helpful for EFL teachers to reflect on their perceptions and accord them with their practices, use communicative activities that are more constructive in their classrooms. | ||
| کلیدواژهها | ||
| ELT Education Policy؛ Iranian High School EFL Teachers’ Perceptions؛ Successful English Teaching | ||
| مراجع | ||
|
Akbarian, I. H. (2015). Book Review: Describing and Explaining Grammar and Vocabulary in ELT. Iranian Journal of Language Teaching Research, 3(2), 123-127.
Alimorad, Z., & Tajgozari, M. (2016). A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers. SAGE Open, 6(4), 1-10. https://doi.org/10.1177/2158244016679212.
Anani Sarab, M. R., Monfared, A., & Safarzadeh, M. M. (2016). Secondary EFL School Teachers’ Perceptions of CLT Principles and Practices: An Exploratory Survey. Iranian Journal of Language Teaching Research, 4(3), 109-130.
Barabadi, E., & Razmjoo, S. A. (2016). The Emergence of Various Contradictions in Iranian High School English Education under the New CLT-Based Curriculum. Journal of Teaching Language Skills, 35(3), 41-64.
Bell, T. R. (2005). Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study. Foreign Language Annals, 38(2), 259-270.
Borg, S. (2018). Evaluating the impact of professional development. RELC Journal, 49(2), 195–216. https://doi.org/10.1177/0033688218784371.
Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). New York: Pearson Longman
Carless, D. (2013). Sustainable feedback and the development of student self-evaluative capacities. In Merry, S., Price, M. Carless, D. & Taras, M. (Eds). Reconceptualizing feedback in higher education – Developing a dialogue with students (pp.19-29). New York: Routledge.
Chacón, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teacher in middle schools in Venezuela. Teaching and Teacher Education, 21(3), 257– 272.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: SAGE.
Coombe, C. (2020). Quality education begins with teachers what are the qualities that make a TESOL teacher great? In J. D. M. Agudo (Ed.), Quality in TESOL and teacher education from a results culture towards a quality culture (pp. 171–184). Routledge.
Dahmardeh, M. (2009). English language teaching in Iran and communicative language teaching (Unpublished doctoral dissertation). University of Warwick, Coventry.
Farhady, H., & Tavassoli, K. (2018). Developing a language assessment knowledge test for EFL teachers: A data-driven approach. Iranian Journal of Language Teaching Research, 6(3), 79-94.
Gebhard, J. G. (2006). Teaching English as a foreign or second language: A teacher self- development and methodology guide. US: University of Michigan Press.
Ghanizadeh, A., & Heidarnejad, T. (2015). A cross-contextual analysis of Iranian EFL teachers’ attitudes and perceptions of critical thinking. International Journal of Research Studies in Education, 4(4), 27-38.
Ghanizadeh, A., Razavi, A., & Hosseini, A. (2018). TELL (technology-enhanced language learning) in Iranian high schools: A panacea for emotional and motivational detriments. International Journal of Applied Linguistics and English Literature, 7(4), 92- 100.
Jamalvandi, B., Jafarigohar, M., Jalilifar, A., & Soleimani, H. (2020). Mediation and EFL Learners’ Willingness to Communicate: A Micro Sociocultural Study. Applied Research on the English Language, 9(4), 449-476.
Jamshidian, F., Tabatabaei, O., Salehi, H., & Vahid Dastjerdi, H. (2021). The Stance of Communication Strategies in Iran’s High School English Textbooks (Vision Series). Journal of Language and Translation, 11(2), 213-229.
Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200–207.
Kahl, S. R., Hofmann, P., & Bryant, S. (2013). Assessment Literacy Standards and Performance Measures for Teacher Candidates and Practicing Teachers. Dover, New Hampshire: Measured Progress.
Kalaja, P., & Barcelos, A. M. F. (2013). Beliefs in second language education: Learner. In C. Chapelle (Eds.), The Encyclopedia of applied linguistics. Oxford: Blackwell. doi:10.1002/9781405198431.wbeal0082.
Kazemi, A., & Ashrafi, M. (2014). In-service training programs for Iranian EFL teachers revisited. International Journal of Asian Social Science, 4(10), 1062-1076.
Khanjani, A., Vahdany, F., & Jafarigohar, M. (2016). The EFL Pre-Service Teacher Training in Iran: Is it Adequate or not? Iranian Journal of English for Academic Purposes, 5(1), 133-155.
Kheirabadi, R., & Alavi Moghaddam, S. B. (2014). New horizons in teaching English in Iran: A transition from reading-based methods to communicative ones by ‘English for schools’ series. International Journal of Language Learning and Applied Linguistics World, 5(4), 225–232.
Khojastehmehr, R. & Takrimi, A (2009). Characteristics of Effective Teachers: Perceptions of the English Teachers. Journal of Education & Psychology, 3(2), 53-66.
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education, 4(2), 193- 212.
Khoshsima, H. & Saed, A. (2016). Task-based Instruction and Vocabulary Learning: A Comparative Study of Jigsaw and Information Gap Tasks on Vocabulary Learning. International Journal of Applied Linguistics & English Literature, 5(5), 228-236.
Kotilainen, S. & Pienimäki, M. (2017). Transcultural Perspectives Needed in Media Education. School Education Gateway, Europe’s Online Platform for School Education. Retrieved from, http://www.schooleducationgateway.eu/
Kourieos, S., & Evripidou, D. (2013). Students’ perceptions of effective EFL teachers in university settings in Cyprus. English Language Teaching, 6(11), 1-16.
Le, M. D., Nguyen, H. T. M., & Burns, A. (2021). English primary teacher agency in implementing teaching methods in response to language policy reform: A Vietnamese case study. Current Issues in Language Planning, 22(1-2), 199-224.
Mazandarani, O., & Troudi, S. (2021). Measures and features of teacher effectiveness evaluation: perspectives from Iranian EFL lecturers. Educational Research for Policy and Practice, 1-24. https://doi.org/10.1007/s10671-021-09290-0
Mirhassani, A., & Beh-Afarin, R. (2004). Assessment of needs, pedagogical constraints, and objective setting in EFL teacher education programs: EFL teacher education evaluation. Roshd Foreign Language Teaching, 69(16), 45-57.
Mirhosseini, S.-A., Shirazizadeh, M., & Pakizehdel, H. (2020). Bridging Language Education and “New Literacy Studies”: Reinvigorating Courses of General English at an Iranian University. Journal of Language, Identity & Education, 1-16. doi:10.1080/15348458.2020.1791713
Mohammaditabar, M., Bagheri, M. S., Yamini, M., Rassaei, E., & Lu, X. (2019). Iranian EFL teachers’ perspectives of qualities of a good language teacher: Does educational context make a difference? Cogent Education, 6(1). Retrieved from https://doi.org/10.1080/2331186X.2019.1651442.
Mohammadi, M., & Moradi, K. (2017). Exploring Change in EFL Teachers' Perceptions of Professional Development. Journal of Teacher Education for Sustainability, 19(1), 22- 42.
Pease-Alvarez, L., Samway, K. D. (2012). Teachers of English learners negotiating authoritarian policies. New York, NY: Springer.
Pishghadam, R., Derakhshan, A., & Zhaleh, K. (2019). The interplay of teacher success, credibility, and stroke concerning students’ willingness to attend classes. Polish Psychological Bulletin, 50(4), 284–292. https://doi.org/10.24425/ppb.2019.131001.
Qunying, Z. (2009). Conceptions of a good English language teacher at tertiary level in the People’s Republic of China. US: Proquest Information & Learning Radmacher.
Rasti, A. (2018). Iranian EFL Teachers’ Sense-Making of Policy Reforms: The Case of the New Communicative-Based Curriculum. Journal of Teaching Language Skills, 37(2), 169-193.
Rasti, A., & Sahragard, R. (2017). Making sense of EFL teacher agency: Insights from an Iran case study. Journal of English Language Teaching and Learning, 9(19), 145-169.
Razavi, S. A., Nakhle, M., & Naghavi, M. (2012). The effect of cooperative learning strategy of student teams. The Iranian EFL Journal, 58(6), 114.
Razmjoo, S. A., & Barabadi, E. (2015). An activity theory analysis of ELT reform in Iranian public schools. Iranian Journal of Applied Linguistics, 18(1), 127-166.
Riahipour, P., Tavakoli, M., & Eslami Rasekh, A. (2019). A Change without a Change!!: National Curriculum Reform and EFL Teachers’ Motivation in Iran. Journal of English language Teaching and Learning, 11(23), 293-325.
Richards, J. C. (2002). Thirty years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35.
Richards, J. C., Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge university press.
Soltanian, N., & Sadeghi, A. (2021). Thin-Slice Judgments of English Language Teacher Success in Instruction: The Effects of Learners' Gender, Age, and Language Proficiency. Mextesol Journal, 45(1), 1-12.
Stemler, S. (2000). An overview of content analysis. Practical Assessment, Research, and Evaluation, 7(17), 1–6.
Tajeddin, Z., & Adeh, A. (2016). Native and nonnative English teachers’ perceptions of their professional identity: Convergent or divergent? Iranian Journal of Language Teaching Research, 4(3), 37-54.
Tohidian, I. & Nodooshan, S. G. (2021). Teachers’ engagement within educational policies and decisions improves classroom practice: The case of Iranian ELT school teachers. Improving Schools, 24(1), 33-46.
Waters, A. & Vilches, M. L. C. (2008). Factors affecting ELT reforms: the case of the Philippines basic education curriculum’. RELC Journal, 39(1), 5–24.
Wichadee, S. (2011). Professional development: A path to success for EFL teachers. Contemporary Issues in Education Research (CIER), 4(5), 13-22.
Wichadee, S., & Orawiwatnakul, W. (2012). Characteristics of effective language teachers as perceived by low and high proficiency students. European Journal of Social Sciences, 31(3), 425-438.
Worawuth, P., Prayuth, C., Kanokorn, S., Udomporn, K., Chadchawarn, A., & Wilawan, P. (2014). Integrated learning teacher professional development in primary schools. Procedia-Social and Behavioral Sciences, 112, 775-780.
Xu, Y., & Brown, G. T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149-162.
Yazdanmehr, E. & Akbari, R. (2015). An expert EFL teacher’s class management. Iranian Journal of Language Teaching Research, 3(2), 1-13.
Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International Journal of Foreign Language Teaching and Research, 4(14), 69-88.
Zare, P., & Anani Sarab, M. R. (2020). Language Teachers’ Perception of an ELT Program: The Case of Iranian English Reform Developed for Secondary Schools. Journal of Language Horizons, 4(2), 5-5. | ||
|
آمار تعداد مشاهده مقاله: 643 تعداد دریافت فایل اصل مقاله: 836 |
||