Sareh Poursaduqi; sue-san Ghahremani Ghajar; Mohammadreza Sangari
Volume 11, Issue 23 , June 2019, , Pages 253-275
Abstract
The researchers in this study aimed to explore the literacy shaped in a narrative-based curriculum for medical students and the productivity of this notion for foreign language literacy. Nourished by principles of narrative inquiry, critical, like, and other events, this was instantiated through exposing ...
Read More
The researchers in this study aimed to explore the literacy shaped in a narrative-based curriculum for medical students and the productivity of this notion for foreign language literacy. Nourished by principles of narrative inquiry, critical, like, and other events, this was instantiated through exposing learners to narratives of resistance language and literature which reports on narratives of critical events. The findings of this study illustrate how the language in narratives of resistance as critical events inspires learners to discover their own English language learning events embedded in their real lives by deep reflection. This on its turn can lead to self-discovery for learning. Moreover, depicting the vastness of human soul and his/her adaptivity and struggle for learning in pain and suffering, English language embodied in resistance narratives can encourage learners to discover their roots for language learning via the power of sharing narratives .
sue-san Ghahremani Ghajar; Atefeh Navarchi; Marjan Vosoughi
Volume 8, Issue 18 , December 2016, , Pages 87-122
Abstract
The researchers in this study aimed to demonstrate how impossible it could be for a language teacher to take fixed, systematic routes of action in recent Action Research designs. This was instantiated in an L2 (here, English) 'essay writing' course among some Persian speaker university students majoring ...
Read More
The researchers in this study aimed to demonstrate how impossible it could be for a language teacher to take fixed, systematic routes of action in recent Action Research designs. This was instantiated in an L2 (here, English) 'essay writing' course among some Persian speaker university students majoring in Hygiene Sciences including (Family and Environment). Evidences regarding individualistic progress of students in 1)selecting a topic for their writing assignments, and 2) initiating talk on their selected topics are discussed to verify how complex it was to undertake the "process" and "catalytic" trustworthiness check of the present study via fixed action plans.
