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Participatory Language Teaching: Iraqi EFL Teachers’ and Learners’ Perceptions | ||
| Journal of Modern Research in English Language Studies | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 شهریور 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2025.22316.2538 | ||
| نویسندگان | ||
| Faisal Mazin Migsid Al-Jaryan1؛ Javad Gholami2؛ Abdolreza Khalili* 3 | ||
| 1Department of English Language and Literature, Faculty of Literature and Humanities Urmia University, Urmia, Iran | ||
| 2Department of English Language and Literature, Faculty of Literature and Humanities, Urmia University, Urmia, Iran | ||
| 3Assistant Professor, Department of English Language, Faculty of Human Sciences, University of Maragheh, Maragheh, Iran | ||
| تاریخ دریافت: 12 تیر 1404، تاریخ بازنگری: 27 مرداد 1404، تاریخ پذیرش: 08 شهریور 1404 | ||
| چکیده | ||
| Learners’ participation in the decision-making process of language classes constitutes a major prerequisite to their development of critical consciousness and autonomy. This study strived to determine novice and experienced Iraqi EFL teachers’ and learners’ perceptions of participatory language teaching. To this end, the researchers selected 17 novice and 22 experienced EFL teachers and 39 EFL learners as the participants at 22 public schools in Baghdad. In addition, teachers were guided to implement participatory language teaching (PLT) in their classes in sixteen sessions in two months. Lastly, the researchers used two semi-structured interview protocols to delve into the teacher and learner participants’ perceptions of this approach. Thematic analysis was used to analyze the obtained interview data. The findings indicated that both experienced and novice teachers had favorable views on the efficacy of PLT in their classes. Nonetheless, experienced teachers faced fewer problems during this approach's implementation than novice teachers, owing to their capability to allot adequate time to language instruction and assessment. Moreover, although EFL learners preferred this approach to traditional approaches, they acknowledged its demanding requirements. The findings indicate an urgent need for revised teacher training and learner-centered materials within the Iraqi educational context. | ||
| کلیدواژه‌ها | ||
| Iraqi EFL teachers and learners؛ learner participation؛ participatory language teaching | ||
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آمار تعداد مشاهده مقاله: 7 |
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