دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 13 3 2022 07 23 Iranian EFL Learners' Narratives in a Pandemic Pedagogy: Appreciative Inquiry-Based Approach Iranian EFL Learners' Narratives in a Pandemic Pedagogy: Appreciative Inquiry-Based Approach 285 314 7053 10.52547/LRR.13.3.12 FA Khadijeh Aghaei Assistant Professor, Department of Foreign Languages, Faculty of Humanities and Physical Education, Gonbad Kavous University, Gonbad Kavous, Iran Behrooz Ghoorchaei Assistant Professor, Department of English, Farhangian University, Tehran, Iran Mojtaba Rajabi Assistant Professor, Department of Foreign Languages, Faculty of Humanities and Physical Education, Gonbad Kavous University, Gonbad Kavous, Iran Mohammad Ali Ayatollahi Assistant Professor, English Department, Sepidan Branch, Islamic Azad University, Sepidan, Iran 0000-0003-4481-9790 Journal Article There is dearth of research on disclosing the ethos of Appreciative Inquiry (AI)-based pedagogy application in language education settings (Johnson, 2014), especially amid the Covid-19 pandemic era. To disclose the ethos in AI-based pedagogy as an appropriate pandemic pedagogy, the present study attempts to uncover the Iranian EFL learners' narratives on their lived experiences of a pedagogical shift in an English language school in northern Iran when dealing with an online class during the pandemic. Embedded in 4-D ethos of AI-based pedagogy, namely Discovery, Dream, Design, and Destiny, this study utilizes data from observational field notes and interviews in shaping narratives. It was shown that the online language lesson agenda is a dynamic resource that emerges from content development and can be planned to confirm the learner's knowledge. More creative ways of learners' assessment are also yearned for to neutralize cheating possibilities. In addition, new modes of meaning in language education are envisaged to be designed. Learners position themselves as enriched multimodal text repertoires in a dynamic not static language community of practice. The current study has some implications for online language practice, especially in periods of crisis such as a pandemic. There is dearth of research on disclosing the ethos of Appreciative Inquiry (AI)-based pedagogy application in language education settings (Johnson, 2014), especially amid the Covid-19 pandemic era. To disclose the ethos in AI-based pedagogy as an appropriate pandemic pedagogy, the present study attempts to uncover the Iranian EFL learners' narratives on their lived experiences of a pedagogical shift in an English language school in northern Iran when dealing with an online class during the pandemic. Embedded in 4-D ethos of AI-based pedagogy, namely Discovery, Dream, Design, and Destiny, this study utilizes data from observational field notes and interviews in shaping narratives. It was shown that the online language lesson agenda is a dynamic resource that emerges from content development and can be planned to confirm the learner's knowledge. More creative ways of learners' assessment are also yearned for to neutralize cheating possibilities. In addition, new modes of meaning in language education are envisaged to be designed. Learners position themselves as enriched multimodal text repertoires in a dynamic not static language community of practice. The current study has some implications for online language practice, especially in periods of crisis such as a pandemic.

https://lrr.modares.ac.ir/article_7053_dfc69ee4c48a622e2bcda2c3d2a219d0.pdf