Second Language Acquisition (SLA)
Mahsa Seirafi; Masoud Zoghi; Haniyeh Davatgari
Abstract
This study delves into the attitudes of Iranian English as a Foreign Language (EFL) learners toward the classroom practices of Communicative Language Teaching (CLT). It endeavors to present a comprehensive understanding of the current state of CLT in Iran, the associated challenges, and potential avenues ...
Read More
This study delves into the attitudes of Iranian English as a Foreign Language (EFL) learners toward the classroom practices of Communicative Language Teaching (CLT). It endeavors to present a comprehensive understanding of the current state of CLT in Iran, the associated challenges, and potential avenues for enhancing CLT classroom practices. The existing literature review highlights a scarcity of research concerning learners’ perspectives on CLT, with many studies primarily relying on questionnaires or surveys, failing to capture learners’ nuanced attitudes and experiences. In response to this gap, our qualitative research explores the attitudes of 31 Iranian EFL learners using a grounded theory approach. Grounded theory, known for its capacity to unearth insights into social processes and their underlying factors, is particularly suited to this endeavor. The research findings uncover seven key themes that constitute the dimensions of CLT practices in the EFL classroom. These themes include interactive learning, speaking-auditory communication, learners’ participation in class activities, learners’ ability, teacher empowerment, learning needs assessment, and communicative language training. This study offers valuable insights into Iranian EFL learners’ attitudes toward CLT classroom practices. Findings also contribute to the ongoing dialogue on language teaching methodologies, providing educators and policymakers with a deeper understanding of learner perspectives and paving the way for more effective CLT implementation in EFL classrooms in Iran.Keywords: Attitude, communicative language teaching, EFL, exploratory research, grounded theory
CALL & MALL
Vahid Reza Mirzaeian; Katayoun Oskoui
Abstract
The world of foreign language education has been immensely influenced by the glory of emergent machine translation (MT) technologies including Google Translate (GT) (Knowles, 2022). Considering that end users' perceptions reflect GT practicality, ample research has been conducted regarding language learners’ ...
Read More
The world of foreign language education has been immensely influenced by the glory of emergent machine translation (MT) technologies including Google Translate (GT) (Knowles, 2022). Considering that end users' perceptions reflect GT practicality, ample research has been conducted regarding language learners’ perceptions on GT use. Yet, investigating Iranian student teachers' perceptions on the use of GT as an ICALL tool for language learning in higher education has been underestimated. To bridge this gap, semi-structured interviews with twelve student teachers, who were selected through purposive convenience sampling, were conducted employing qualitative constructivist grounded theory methodology. Data were analyzed based on the grounded theory data coding principles (open, axial, and selective) using the MAXQDA 2020 software. A model of GT use in language learning, entitled ‘Google Translate-Assisted Language Learning (GTALL) was proposed. The three main categories (i.e. GT familiarity and use, Perceptions, and legitimacy) along with 35 sub-categories at two levels supported our core category ‘implementation of GT in language learning’. The results demonstrated considerable pedagogical implications for educational stakeholders. For administrators, to appreciate contemporary pedagogical transformations to fulfill new generation’s needs. For professors, to improve digital literacy, welcome emergent technologies, and bring them into their learners’ service for greater educational achievements, and for language learners, to develop technological skills that guarantee wise and efficient human-machine interactions.
Applied Linguistics
Fariba Ghadyani; Mohammad Hassan Tahririan; Katayoon Afzali
Abstract
Recent interdisciplinary studies have revealed that hope plays a key role in academic achievement and job performance. Due to the paucity of research on the interface of hope and second or foreign (L2) language teaching, for the first time, this paper sets out to develop a categorical conceptualization ...
Read More
Recent interdisciplinary studies have revealed that hope plays a key role in academic achievement and job performance. Due to the paucity of research on the interface of hope and second or foreign (L2) language teaching, for the first time, this paper sets out to develop a categorical conceptualization of hope for teaching English as a foreign language (EFL). While an exploratory mixed-methods research was designed, using observation and in-depth interviews, grounded-based qualitative data were obtained from experienced Iranian EFL teachers until the theoretical saturation of data was achieved. Thirty-eight items linked to seven main categories were identified. To judge the validation of the qualitative findings, a 38-item questionnaire of hope for EFL teaching was designed and then piloted. Next, to test the generalizability of the piloting-phase findings, the modified 35-item questionnaire of hope for EFL teaching was administered to a convenience sample of 228 EFL teachers from three Iranian provinces of Tehran, Chaharmahal Bakhtiari, and Isfahan. Statistical analyses of the testing data confirmed that 35 items are attached to seven broad underlying components of hope for EFL teaching. Therefore, the main factors, including interpersonal relationship, social purpose, goal-setting, emotion, certainty, source, and anticipated effort were confirmed. Further, the explanatory power of all the items involved in developing hope for EFL teaching was tested and estimated. The findings can shed more light on developing educational interventionist programs which can lead EFL teachers into higher levels of hope for EFL teaching.