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Showing 9 results for English Language Teaching
Joko Slamet, Siusana Kweldju,
Volume 0, Issue 0 (2-2024)
Volume 0, Issue 0 (2-2024)
Abstract
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.
Akram Khaffageh, Behrooz Mahram, Behzad Ghonsooly,
Volume 0, Issue 0 (2-2024)
Volume 0, Issue 0 (2-2024)
Abstract
The aim of this research was to identify the challenges and requirements of teaching English in the curriculum system of Iran. The research questions focused on English language education in upstream national documents, the current state of English language teaching, the challenges facing learning, and the requirements for teaching English in schools. The study area was the city of Sarayan in the academic year 2022-2023. To conduct the research, document analysis, surveys, phenomenology, comparative studies, and focused discussion group were used. To examine the experiences of subject experts and English language teachers and students from interviews and to benefit from the experiences of other countries, the teaching methodology and learning outcomes of the four countries were meticulously examined. Changing the teaching method, increasing the teaching time, teaching from a younger age, retraining teachers, reviewing assessment techniques, redesigning the physical space, and revising the content and methods of retraining and empowering teachers are among the requirements set for effective English language teaching in the official curriculum.
Reza Ghafar Samar, Mehdi Boozh Mehrani, Gholamreza Kiany,
Volume 3, Issue 4 (12-2012)
Volume 3, Issue 4 (12-2012)
Abstract
The present study was set out to investigate the generalizability of the findings of quantitative research studies in Iranian English Language Teaching (ELT) context. To this end, the researchers, first, examined the general characteristics of the people who had participated as study subjects in quantitative ELT research studies during the last ten years. Considering the subjects’ age and the research sites, it appeared that the participants in previous quantitative ELT studies belonged to 11 groups of people. Subsequent analyses revealed that more than 60% of previous research studies had been carried out in academic settings and on university students. About 20% of the studies had focused on language learners in private language institutes and students in junior high schools and high schools. Pre-university centers had participated in only 7% of previous studies. Highlighting the possible causes of the imbalanced focus of previous studies, the researchers then discussed the limitations that this skewed distribution impose on the generalizability of previous ELT studies.
Ramin Akbari, Milad Beheshti Parvar, Gholamreza Kiany,
Volume 8, Issue 1 (3-2017)
Volume 8, Issue 1 (3-2017)
Abstract
One of the most important issues in the realm of education is assurance regarding the quality and effectiveness of teaching and teachers. In this regard, it is essential that models and instruments be developed in order to describe and assess them. It is one of the subjects creating a lot of interest in learners is English. Therefore, it is crucial to develop a model as well as a measuring instrument for describing quality of teachers and teaching in English. The present study was an attempt to develop such a model and instrument in a qualitative and a quantitative phase. In the qualitative phase, seven factors were identified as the underlying structure of teacher quality on which basis a 48-item questionnaire was developed. Then, in the quantitative phase, using Exploratory and Confirmatory factor Analyses, the reliability, and the validity of the model and the questionnaire were obtained. Based on the findings, both the model and the questionnaire are acceptable and valid and can be utilized.
شیمازرگربالای جمع ایمیل: Shz5723@yahoo.com دانشجوی دکتری زبان Shima Zargar Balaye Jam', Shahram Modarres Khiabani, Mohammadjavad Hejazi,
Volume 11, Issue 6 (3-2020)
Volume 11, Issue 6 (3-2020)
Abstract
The relation between culture and language, features the need to examine the effectiveness of language textbooks. Considering the goal that foreign language teaching is mainly associated with the entry of cultural issues into the learner' knowledge, this need increases especially during learning a foreign language. Due to the today's growing importance of visual communication, this article offers a new perspective on images of English language textbooks in our system of education, based on the semiotic model of Kress and Van Leeuwen (2006), which emphasizes the importance of constituent elements of culture and society in analyzing linguistic signs; such as clothing, traditions or customs of cultures and subcultures. Paying attention to limitations of this case study, "ethnicity and location" are analyzed in the images of "Visions" and "Prospects". The present study explains how discourse is represented in these images, based on a scientific background and descriptive-analytical method with the aim of examining the social and cultural functions of language. The results show that the studied textbooks don't have a specific "ethnic-racial" approach and selection of "place" was without bias of the source language or the target language; In this way, the illustrator didn't pay special attention to his or her own language in choosing the images
1. Introduction
Due to the today's increasing importance of visual communication, the present study has a new perspective to this issue and examines the various forms of visual communication and discourse representation in images of "Visions" and "Prospects"related to place and ethnicity. Sometimes it is not possible to express everything that is presented through the images with a linguistic tool, and the opposite is also true. In this study, in addition to examining the semiotic pattern of Kress and Van Leeuwen (2006), we will look at the questions: how discourse is represented in images related to "ethnicity" as well as "place". A deep connection between English language and its related culture and the need to confirm that English language textbooks contain cultural issues in addition to linguistic issues, resulted the researcher into analyze multi-style texts after extracting. In this article, we try to analyze images at the levels of representational, interactive and compositional meaning using descriptive-analytical method. This study is based on the hypothesis that the mentioned English language textbooks, don't have a specific ethnic-racial approach and images related to "place" play a role in conveying concepts without biasing the source language or the target language.
2. Literature Review
It is necessary for images to meet the conditions of representation and communication, sothat they act as a complete communication system. One of the language semiotics' schools is social semiotics, which deals with a social dimension of meaning in the communication media and pictures. Social semiotics has many possibilities for semiotics and is presented with the assumption that signs and messages should considered in the field of social processes (Kress & Van leeuwen, 2006: 6). Studies like Meshkat (2002), Shin & Kubota (2008), Amouzade et al (2013), Wue (2014) and Ahangar & Shirvani (2016) have discussed the discourse representation in multimedia texts. However, the present research is a new study to newly published English textbooks "Prospect" and "Visions". Although Halliday's theory (1994) is capable of analyzing pragmatic aspects of language, it is incapable of studying multi-style texts. Kress and Van Leeuwen (2006) improved and generalized his idea to images. Torres (2015) evaluated textbook's social-visual semiotics in the educational system of South Korea based on Kress and Van Leeuwen (2006). His findings indicated that some visual and verbal messages conflict with each other. He also explains that this opposition reveals the purposeful ideology within those images. Rouhani and Saeed Far (2013) worked on a comprehensive study using the grammar model of Kress and Van Leeuwen (2006). They analyzed the images of old high school textbooks. According to their research, images aren't used in the service of language learning completely. With this in mind, let's know the other part of paper.
3. Methodology
This research applies Halliday's theory (1994) and Kress, G. & Van leeuwen (2006) to analyze discourse representation in images of English textbooks "Prospects" and "Visions" which affect the students as learners. In this article, we try to analyze images at the levels of representational, interactive and compositional meaning using descriptive-analytical method.
4. Results and Discussions
By analyzing the data, the initial hypotheses are confirmed. In this way, the studied images show that people having different ethnicity are the same. They tend to show that it doesn't matter what their particular race or skin color is; rather, human beings regardless of these features, can be successful and efficient people if they have necessary competencies. In selecting place-related images, public locations such as the street and the classroom are selected. It has a general aspect and isn't specifically related to a particular language or culture; As a result, no orientation of the source language or the target language plays a role in conveying concepts
Chimi Dema, Kemtong Sinwongsuwat,
Volume 12, Issue 5 (12-2021)
Volume 12, Issue 5 (12-2021)
Abstract
Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real-life interaction. This paper reports on a quasi-experimental study aiming at assessing the impact of conversation analysis- (CA) informed language-in-(natural)-talk log assignments on the development of Thai EFL learners’ conversation skills. Eighty-eight second-year undergraduates at a university in southern Thailand took part in the study. As part of a monitored self-study task, the participants completed ten language-in-talk log assignments with self-selective use of audiovisuals available online. The quantitative data was collected using pre-and post-test role-plays. The qualitative data was assessed through completed log assignments, close analysis of the role-plays, and written interview for data triangulation. The findings suggested that the log assignment intervention significantly enhance participants’ conversation abilities, including turn construction, turn delivery, and the sequential organization of turn-taking. The qualitative results also show that via CA-informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real-life interaction. This paper recommends that language-in-talk log assignments be incorporated into existing EFL conversation lessons.
Ali Dabbagh, Esmat Babaii, Mahmood Reza Atai,
Volume 13, Issue 3 (8-2022)
Volume 13, Issue 3 (8-2022)
Abstract
Culture is an indispensable part of Foreign Language Education Policy (FLEP), especially in English Language Teaching (ELT). In addition, the spread of English around the globe has resulted in English users’ tendency to embed their local culture in their English communication (Kirkpatrick, 2012). However, literature remains silent on culture representation in FLEP, especially in an ideologized country like Iran. To address this issue, due to lack of an explicit FLEP in Iran, the present study analyzed the cultural schemas addressed in the seven major national policy documents of Iran, namely 20-year National Vision, Comprehensive Science Roadmap, Support for Comprehensive Science Roadmap in the Domain of Languages, Cultural Engineering Document, National Curriculum, Fundamental Reform in Education, and Islamicization of Universities. Results of content analysis using MAXQDA Software unmasked Islamic-Iranian culture as the baseline for ELT in Iran. In order to further examine the representations and implications of ‘Islamic-Iranian culture’ hidden in the documents, open coding, axial coding, and labeling along with constant comparative procedure revealed various Islamic cultural schemas. However, very few instances of Iranian cultural schemas were unveiled. The findings were discussed in light of the hidden curriculum and the power relations behind the extracted cultural schemas
Mojtaba Rajabi, Khadijeh Aghaei, Aref Danyali,
Volume 15, Issue 2 (12-2024)
Volume 15, Issue 2 (12-2024)
Abstract
One rich educational trait in Iranian culture is to respect the aged ones and keep their dignity, enjoying their lived experiences. Here, the concept of age is defined as an identity representation with a positive connotation which signifies enriching experience / knowledge. In keeping with, the main objective of the present study was to disclose how ageism as a social-ideological construct not a biological concept has been represented in English language schooling textbooks. Theoretically framed in Laclau and Muffe Critical Discourse Analysis based on Foucauldian reading, the current study was to do a content analysis of English language textbooks in Iranian junior and senior secondary schooling systems (Prospect and Vision series). The researchers extracted the dominant discourses represented in the exercises, images and contents of the textbooks based on frequency and the related categories. Findings spelled out a kind of “otherness” represented a kind of “otherising” discourse in the textbooks. The elders were represented in three aspects of “absentism” “a negative issue” or “token construct”. Indeed, when present, they were also misrepresented as sick or disabled ones or persons with token /socially passive role. They did not enjoy a dominant discourse and the youth were the subject of the discourses. Curriculum developers are thus needed to revisit their readings on ageism construct to provide a positive definition on it, framing educational justice demanded in Fundamental Reform Document and its Islamic-Iranian ethos.
1. Introduction
This article employs a Foucauldian lens to critically analyze the discourse of English language teaching materials in junior and senior high school, particularly the Prospect and Vision series. These materials are developed within the framework of the fundamental reform document in education, with a specific focus on transforming English language instruction in schools. The cornerstone of this analysis lies in fostering equity-based relationships and dialogues among social subjects, defined as an educational mission in educational reform. Specifically, the promotion of social inclusivity are highlighted as fundamental goals of the educational transformation system.
The integration of language learning and social inclusivity, rooted in the recognition of various social identities, underscores the significance of this approach. Within this context, the delicate situation of the elderly accentuates the imperative need to pay heightened attention to this demographic identity. This approach holds profound significance from two perspectives. Firstly, it underscores the importance of examining how the content of these books can encourage greater inclusivity among the elderly and promote their participation in public spaces, consequently transforming them into active agents in power dynamics. Secondly, it explores how the themes within these books contribute to enhancing the public perception of elderly identity among various social strata, especially the target audience of these instructional materials, and how they shape a knowledgeable discourse.
Research Question(s)
The main research question of this study can be formulated as follows:
1. Introduction
This article employs a Foucauldian lens to critically analyze the discourse of English language teaching materials in junior and senior high school, particularly the Prospect and Vision series. These materials are developed within the framework of the fundamental reform document in education, with a specific focus on transforming English language instruction in schools. The cornerstone of this analysis lies in fostering equity-based relationships and dialogues among social subjects, defined as an educational mission in educational reform. Specifically, the promotion of social inclusivity are highlighted as fundamental goals of the educational transformation system.
The integration of language learning and social inclusivity, rooted in the recognition of various social identities, underscores the significance of this approach. Within this context, the delicate situation of the elderly accentuates the imperative need to pay heightened attention to this demographic identity. This approach holds profound significance from two perspectives. Firstly, it underscores the importance of examining how the content of these books can encourage greater inclusivity among the elderly and promote their participation in public spaces, consequently transforming them into active agents in power dynamics. Secondly, it explores how the themes within these books contribute to enhancing the public perception of elderly identity among various social strata, especially the target audience of these instructional materials, and how they shape a knowledgeable discourse.
Research Question(s)
The main research question of this study can be formulated as follows:
- To what extent does the discourse on age in these textbooks align with the Iranian conceptualization of this term?
- Have these educational materials succeeded in deepening identity formation and societal inclusivity for their target audience, or have they merely remained superficially focused on cognitive linguistics?
2. Literature Review
In the realm of literature on educational studies, discussions on discrimination have predominantly focused on issues of race (Nelson 2002) and gender (Táboas-Pais & Rey-Cao 2012)., overshadowing the equally important matter of age-based discrimination. While racial and gender inequalities intensify disparities among skin colors, ethnicities, and genders, age-based discrimination brings forth a distinct polarity between the marginalized and the central, emphasizing the dichotomy of old and young. Existing theoretical and empirical observations in educational studies, particularly in the analysis of textbook content, have predominantly delved into racial discrimination and gender inequality.
3. Methodology
This study adopts a focauldian critical discourse analysis approach, aiming to liberate the discourse surrounding the aging body from the shackles of stereotypical power dynamics and negative connotations. By transforming "natural necessities" into "socially constructed possibilities," this approach seeks to redefine the concept of "age." The authors employ the critical discourse analysis method as an effective tool in scrutinizing English language teaching materials. Indeed, this study is framed in Laclau and Mouffe’s theory who have endeavored to make Foucault's discourse approach more practical and have applied it in analyzing social concepts such as historical constructs. The underlying theoretical idea of the discourse theory is that social phenomena are never entirely fixed. Meanings are never permanently stabilized, opening the door for perpetual social struggles over definitions of society and identity. The analyst's task is to reveal the flow of these struggles over the stability of meaning at all social levels. In conclusion, this critical discourse analysis aims to shed light on the discourse surrounding age in English language teaching materials. By challenging the naturalization of societal constructs and redefining the meaning of age, this approach seeks to contribute to a broader understanding of identity and foster societal inclusivity. It questions the extent to which these educational materials have succeeded in transcending linguistic cognitive aspects to promote a deeper sense of identity and societal integration for their intended audience.
4. Results
The results in this article have demonstrated that a form of discursive polarization between the elderly and the youth has taken place in most sections of the textbooks, in a way that everything related to the world of the youth is perceived as positive, and the associations of the elderly world are relatively negative. In the mentioned textbooks, the element of experience as a motivating force for the elderly has often been ignored, and they have been represented in a passive imagery, akin to a child, as if "experience" is no longer a guiding light for the future.
Furthermore, in this article, it is evident that the elderly have been represented in some aspects like "absence/negative matter," "childishness,". In most daily routine activities, the elderly are absent. Even when present, they are portrayed in a negative and ailing manner or have a performative/passive function. In this sense, the access of the elderly to the dominant discourse of textbooks has been severed, and adolescents and middle-aged individuals have occupied a central position as the subject of discourse. It is essential for curriculum planners to clearly define the discursive concept of age, directing it towards societal acceptance and human dignity.
In conclusion, this study reveals that despite the linguistic success at the cognitive level, the mentioned textbooks have shortcomings in the societal and identity-forming stage for the audience and have failed to align with the prospects of national curriculum planning and the Fundamental Reform Document in education . A discursive approach to the concept of curriculum planning will thus assist the authors of textbooks in achieving the goal of educational justice and formulating an egalitarian discursive framework (as emphasized in the Fundamental Reform Document).
In the realm of literature on educational studies, discussions on discrimination have predominantly focused on issues of race (Nelson 2002) and gender (Táboas-Pais & Rey-Cao 2012)., overshadowing the equally important matter of age-based discrimination. While racial and gender inequalities intensify disparities among skin colors, ethnicities, and genders, age-based discrimination brings forth a distinct polarity between the marginalized and the central, emphasizing the dichotomy of old and young. Existing theoretical and empirical observations in educational studies, particularly in the analysis of textbook content, have predominantly delved into racial discrimination and gender inequality.
3. Methodology
This study adopts a focauldian critical discourse analysis approach, aiming to liberate the discourse surrounding the aging body from the shackles of stereotypical power dynamics and negative connotations. By transforming "natural necessities" into "socially constructed possibilities," this approach seeks to redefine the concept of "age." The authors employ the critical discourse analysis method as an effective tool in scrutinizing English language teaching materials. Indeed, this study is framed in Laclau and Mouffe’s theory who have endeavored to make Foucault's discourse approach more practical and have applied it in analyzing social concepts such as historical constructs. The underlying theoretical idea of the discourse theory is that social phenomena are never entirely fixed. Meanings are never permanently stabilized, opening the door for perpetual social struggles over definitions of society and identity. The analyst's task is to reveal the flow of these struggles over the stability of meaning at all social levels. In conclusion, this critical discourse analysis aims to shed light on the discourse surrounding age in English language teaching materials. By challenging the naturalization of societal constructs and redefining the meaning of age, this approach seeks to contribute to a broader understanding of identity and foster societal inclusivity. It questions the extent to which these educational materials have succeeded in transcending linguistic cognitive aspects to promote a deeper sense of identity and societal integration for their intended audience.
4. Results
The results in this article have demonstrated that a form of discursive polarization between the elderly and the youth has taken place in most sections of the textbooks, in a way that everything related to the world of the youth is perceived as positive, and the associations of the elderly world are relatively negative. In the mentioned textbooks, the element of experience as a motivating force for the elderly has often been ignored, and they have been represented in a passive imagery, akin to a child, as if "experience" is no longer a guiding light for the future.
Furthermore, in this article, it is evident that the elderly have been represented in some aspects like "absence/negative matter," "childishness,". In most daily routine activities, the elderly are absent. Even when present, they are portrayed in a negative and ailing manner or have a performative/passive function. In this sense, the access of the elderly to the dominant discourse of textbooks has been severed, and adolescents and middle-aged individuals have occupied a central position as the subject of discourse. It is essential for curriculum planners to clearly define the discursive concept of age, directing it towards societal acceptance and human dignity.
In conclusion, this study reveals that despite the linguistic success at the cognitive level, the mentioned textbooks have shortcomings in the societal and identity-forming stage for the audience and have failed to align with the prospects of national curriculum planning and the Fundamental Reform Document in education . A discursive approach to the concept of curriculum planning will thus assist the authors of textbooks in achieving the goal of educational justice and formulating an egalitarian discursive framework (as emphasized in the Fundamental Reform Document).
Volume 29, Issue 4 (10-2022)
Abstract
Shadow education, defined as private supplementary tutoring provided beyond the mainstream educational systems and formal learning spaces, has become a widespread phenomenon throughout the world. The present study adopted a hermeneutic phenomenological research approach to investigate the status and effects of shadow education practice in general education and teaching the English language in Iran. Through the purposive sampling technique, 10 ELT teachers and 10 EFL college students who had the experience of being engaged in such teaching practices and learning experiences were selected and interviewed. After conducting a thematic analysis of the transcribed data, the researcher obtained the following themes with regard to the nature and influence of shadow education in teaching English in Iran: (1) shadow education compensating for inefficiency in teaching, (2) shadow education providing more student-centered and humanistic teaching methods, (3) shadow education facilitating access to higher education, (4), shadow education creating business opportunities and (5) shadow education perpetuating social inequalities in the society. Finally, it was suggested that due to its tremendous growth and ubiquitous presence along with the mainstream curriculum in educational ecology, shadow education must receive appropriate attention from educational authorities, teachers and researchers in the country.
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