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Showing 3 results for Practices
Fatemeh Mozaffari, Hamid Allami,
Volume 20, Issue 1 (4-2017)
Abstract
| Despite the abundance of research on teachers’ repair practices in language classroom interaction, there are not enough conversation analytic studies on repair organization with the focus on the details of interaction in the context of EFL. Drawing on sociocultural and situated learning theories, this study explores the contingent nature of English language teachers’ organizational patterns of repair practices (repair focus, repair completion, repair trajectory and convergence) by adopting the context-dependency of repair as a point of departure. More specifically, we analyzed two classroom interactional contexts: form-oriented and meaning-oriented contexts as well as their realization in student participation. Data were collected through video- and audio-tape recordings of 14 lessons from eight EFL teachers at four private language institutes in Iran and they were analyzed based on the framework of conversation analysis methodology. The analysis of lesson transcripts indicated that the teachers varied in their repair practices; however, an organizational repair pattern emerged from the data. The analysis of qualitative data revealed that the teachers largely repaired divergently in form-oriented contexts but convergently in meaning-oriented contexts, and deployed other-repair more than self-repair. The pedagogical implications of the study are for language teachers’ awareness of the role of repair organization in facilitating learning opportunities and for teachers’ professional development. |
Reza Taherkhani, Masoumeh Moghimi,
Volume 25, Issue 1 (3-2022)
Abstract
| The impact of humor on language acquisition has been documented in scholarly accounts. Hence, this study investigated Iranian pre-service and high-experienced and low-experienced in-service EFL teachers’ beliefs and practices of humor in the classroom. In order to collect data, the researchers adopted four distinct instruments including pedagogical humor questionnaire, semi-structured interview, observation checklist, and field notes. A total of 182 Iranian EFL teachers participated completed the questionnaires, while 10 in-service EFL teachers engaged in semi-structured interviews. Additionally, the second researcher observed 36 classes. The results indicated that both pre-service and in-service EFL teachers believed that humor was effective. Notably, high-experienced in-service EFL teachers displayed more pronounced positive beliefs in humor compared to their pre-service and low-experienced counterparts. The results also disclosed that humor was a routine practice for high-experienced teachers. Based on the findings of the present study, it can be suggested that it is essential to train and educate both pre-service and in-service EFL teachers in order to integrate humor into different EFL classrooms. |
Faezeh Nemati, Bahram Bagheri, Gholamreza Abbasian,
Volume 26, Issue 1 (3-2023)
Abstract
Research has highlighted the essential role of teachers in facilitating effective learning, yet there remains a critical need to enhance understanding of assessment literacy, particularly within the context of learning-oriented assessment. To address this gap, the researcher conducted a comprehensive literature review to identify relevant theoretical constructs related to teachers' assessment literacy. Following this, semi-structured interviews were conducted with EFL teachers to gather insights into their perceptions of key components, including designing learning tasks, involving students in assessment, and providing effective feedback. The qualitative data from the interviews were analyzed thematically, leading to the development of the Teachers' Assessment Literacy Questionnaire (TALQ), which was then subjected to rigorous reliability and validity testing. In a subsequent phase, the TALQ was administered to a larger sample of 230 EFL teachers, in addition to being piloted with a group of 30 teachers. The questionnaire yielded a strong Cronbach's alpha of 0.791, indicating good reliability. Factor analysis revealed three primary components of assessment literacy: Involving Students in Assessment, Designing Learning Tasks, and Effectiveness of Feedback. The findings indicate that while many teachers feel they possess adequate assessment literacy, there are no significant differences across various academic backgrounds. This underscores the need for targeted professional development to enhance assessment practices among Iranian EFL teachers. Ultimately, this study contributes valuable insights into the concept of assessment literacy, equipping teachers with the necessary tools to foster more effective learning environments.
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