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دوره 16، شماره 5 - ( 1404 )
جلد 16 شماره 5 صفحات 159-125 |
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Slamet J, Kweldju S. Post-Humanist Pedagogies in E-Learning for English Language Teaching: Insights from Indonesian Doctorate Students. LRR 2025; 16 (5) :125-159
URL: http://lrr.modares.ac.ir/article-14-75690-fa.html
URL: http://lrr.modares.ac.ir/article-14-75690-fa.html
Slamet Joko، Kweldju Siusana. Post-Humanist Pedagogies in E-Learning for English Language Teaching: Insights from Indonesian Doctorate Students. جستارهای زبانی. 1404; 16 (5) :125-159
1- Faculty of Letters, Universitas Negeri Malang ، joko.slamet.2202219@students.um.ac.id
2- Faculty of Letters, Universitas Negeri Malang
2- Faculty of Letters, Universitas Negeri Malang
چکیده: (1023 مشاهده)
This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.
واژههای کلیدی: Post-humanism، e-learning، English language teaching، doctorate students، pedagogical integration
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