اخبار و اعلانات
آمار
| تعداد نشریات | 20 |
| تعداد شمارهها | 429 |
| تعداد مقالات | 3,546 |
| تعداد مشاهده مقاله | 5,445,392 |
| تعداد دریافت فایل اصل مقاله | 3,710,890 |
Participatory Language Teaching: Iraqi EFL Teachers’ and Learners’ Perceptions | ||
| Journal of Modern Research in English Language Studies | ||
| دوره 13، شماره 2، تیر 2026، صفحه 25-48 اصل مقاله (523.61 K) | ||
| 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 strove 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 16 sessions in 2 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 the implementation phase than novice teachers did, 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 | ||
| مراجع | ||
|
Allan D. (2004). Oxford placement test. Oxford University Press.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications.
Dobakhti, L., Zohrabi, M., & Masoudi, S. (2023). Scrutinizing the utility of flipped and online instructions for ameliorating EFL learners’ writing ability. Journal of Modern Research in English Language Studies, 10(3), 71-94. https://doi.org/10.30479/jmrels.2023.18587.2192
Florian L., & Linklater, H. (2010). Preparing teachers for inclusive education: Using inclusive pedagogy to enhance teaching and learning for all. Cambridge Journal of Education, 40(4), 369-386. https://doi.org/10.1080/0305764X.2010.526588
Freire, P. (1970). Pedagogy of the oppressed. Seabury.
Freire, P. (1985). The politics of education: Culture, power, and liberation. Bergin & Garvey.
Gómez, P. A., & Cortés- Jaramillo, J. A. (2019). Constructing sense of community through community inquiry and the implementation of a negotiated syllabus. GIST Education and Learning Research Journal, 18, 68-85. https://doi.org/10.26817/16925777.432
González-Lloret, M., & Nielson, K. B. (2015). Evaluating TBLT: The case of a task-based Spanish program. Language Teaching Research, 19(5), 525–549. https://doi.org/10.1177/1362168814541745
Grinnel R., & Unrau Y. (2008). Social work research and evaluation: Foundations of evidence-based practice. Oxford University Press.
Hammersley, M. (2008). Questioning qualitative inquiry: Critical essays. Sage.
Haneda, M., & Sherman, B. (2016). A job-crafting perspective on teacher agentive action. TESOL Quarterly, 50(3), 745–754. https://doi.org/10.1002/tesq.318
Khalili, A., Zohrabi, M., Dobakhti, L., & Gholami, J. (2025). Convenience editing in medical sciences: Professional expertise vis-à-vis linguistic virtuosity. Language Related Research, 16(1), 161-189. https://doi.org/10.48311/LRR.16.1.7
Khan, F., Ahmad, M., & Ahmad, N. (2014). The interplay between gender and student classroom participation: A case study of university of Swat. Humanities and Social Sciences, 2(2), 41-50.
Kim, Y., Jung, Y., & Tracy‐Ventura, N. (2017). Implementation of a localized task‐based course in an EFL context: A study of students’ evolving perceptions. TESOL Quarterly, 51(3), 632–660. https://doi.org/10.1002/tesq.381
Koch, T. (2006). Establishing rigor in qualitative research: The decision trail. Journal of Advanced Nursing, 53(1), 91–103. https://doi.org/10.1111/j.1365-2648.1994.tb01177.x
Lazareva, V. A., & Karnaukhova, A. (2021). Research on the students’ perception and evaluation of task-based language teaching approach at the university English classes. In B. Wang, Z. Hu, X. Jiang, & Y. D. Zhang (Eds.), Proceedings of the 5th International Conference on Education and Multimedia Technology (pp. 279–284). https://doi.org/10.1145/3481056.3481105
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
Macrine, S. (2020). Critical pedagogy in uncertain times: Hope and possibilities. Palgrave Macmilan.
McLaren, P. (2003). Life in schools: An introduction of critical pedagogy in the foundations of education. Allyn and Bacon.
Moradian, M. R., Miri, M., & Qassemi, Z. (2015). Dynamic assessment and microgenetic development of EFL teachers’ classroom interactional competence. Teaching English Language, 9(2), 1-36. https://doi.org/10.22132/tel.2015.53621
Mousavi, S., & Ketabi, S. (2021). Impact of participatory critical pedagogy interventions on EFL learners' class participation and engagement: The case study of female EFL learners in Iran. Teaching English Language, 15(1), 29–49. https://doi.org/10.22132/TEL.2021.128965
Niemi, R. (2019). From active joining to child-led participation: A new approach to examine participation in teaching practice. South African Journal of Childhood Education, 9(1), 223-7674. https://doi.org/10.4102/sajce.v9i1.663
Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Pearson Education.
Ooiwa-Yoshizawa, A. (2005). Implications of EFL critical pedagogy: Theory, practice and possibility. Keiwa Bulletin, 21, 21–29.
Ouellette-Schramm, J. (2023). Self-authored motivations of US adult basic education English learners. Australian Journal of Adult Learning, 63(2), 185–205.
Pakdaman, A., Alibakhshi, G., & Baradaran, A. (2022). The advantages of using negotiated syllabus in EFL classes: Exploring the undergraduate students’ perceptions. Qualitative Research Journal, 22(4), 579–592. https://www.doi.org/10.1108/QRJ-01-2022-0010
Richard-Amato, P. (2010). Making it happen: From interactive to participatory language teaching – Evolving theory and practice (4th ed.). Pearson Longman.
Rubin, A., & Babbie, E. R. (2008). Research methods for social work. Thomson Brooks.
Roumell, E. A. (2021). Where do we go now? Adult and workforce education policy post-2020. Adult Literacy Education, 3(1), 75–82. http://doi.org/10.35847/ERoumell.3.1.75
Sarani, A., Najjarbaghseyah, R., & Vaezi, M., N. (2019). The contribution of gender and teaching experience to Iranian EFL teachers' perceptions of critical pedagogy. Journal of Modern Research in English Language Studies, 6(2), 79-101. https://doi.org/0.30479/jmrels.2019.10595.1328
Sarıcaoğlu, A., & Geluso, J. (2019). Students co-learning linguistics through PBL: A cross-cultural telecollaborative implementation. In G. Beckett, & T. Slater (Eds.), Global perspectives on project-based language learning, teaching, and assessment (pp. 104–125). Routledge. https://doi.org/10.4324/9780429435096-6
Van der Vleuten, M., Jaspers, E., Mass, I., & van der Lippe, T. (2016). Boys’ and girls’ educational choices in secondary education. The role of gender ideology. Educational Studies, 42(2), 181-200. https://doi.org/10.1080/03055698.2016.1160821
Vygosky. L. S. (1978). Mind in the society: The development of higher psychological process. Harvard University Press.
Wiggins, H. L. (2004). A learner-centered and participatory approach to teaching community adult ESL. Oxford University Press.
Yin, L. C., Loreman, T., Majid, R. A., & Alias, A. (2019). The dispositions towards loving pedagogy (DTLP) scale: Instrument development and demographic analysis. Teaching and Teacher Education, 86(2), 102-124. https://doi.org/10.1016/j.tate.2019.102884
Yung, K. W. H. (2020). Investing in English private tutoring to move socially upward: A narrative inquiry of an underprivileged student in Hong Kong. Journal of Multilingual and Multicultural Development, 41(1), 872–885. https://doi.org/10.1080/01434632.2019.1660667
Zohrabi, M., & Jafari, H. (2020). The role of think-pair-share interactional activity on improving Iranian EFL learners’ willingness-to-communicate. Teaching English Language, 14(1), 153-182. https://doi.org/10.22132/tel.2020.106921
Zohrabi, M., & Khalili, A. (2023). The philosophy of teacher immunity: EFL teachers’ perspectives. Journal of Philosophical Investigations, 17(45), 330-346. https://doi.org/10.22034/jpiut.2024.59889.3664
Zohrabi, M., & Khalili, A. (2024). A cross-cultural study into the utility of diverse written corrective feedback strategies in medicine students’ ESP writing courses. International Journal of Society, Culture & Language, 12(2), 150-169. https://doi.org/10.22034/ijscl.2024.2025600.3436
Zohrabi, M., Nourdad, N., & Abbas Alsaadi, I. (2025). The impacts of direct, indirect, and metalinguistic feedback strategies on Iraqi students’ writing performance in EGP courses. Journal of Modern Research in English Language Studies, 12(4), 127-153. https://doi.org/10.30479/jmrels.2025.21507.2477 | ||
|
آمار تعداد مشاهده مقاله: 238 تعداد دریافت فایل اصل مقاله: 7 |
||