Parisa Riahipour; Mansoor Tavakoli; Abbas Eslami Rasekh
Volume 11, Issue 23 , June 2019, , Pages 293-325
Abstract
Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For ...
Read More
Taking the significance of teacher motivation in professional practice and pedagogical achievements of teachers, students and their educational goals, this study aimed to investigate EFL teachers’ motivation affected by the introduction of the Fundamental Reform Document of Education in Iran. For the quantitative phase of the study, a researcher-made questionnaire developed based on the four aspects of motivation by Dornyei and Ushioda (2011) was distributed among 98 Iranian EFL teachers. Afterwards, to capture the salient factors of teachers’ motivation, a set of semi-structured interviews with 7 volunteer teachers were conducted. The results revealed that this reform has had a positive effect on teachers’ motivation yet it has not been that much comprehensive to take into account all the motivation factors except for the contextual ones.
Arezoo Ashoori Tootkaboni; Mohammad Khatib
Volume 9, Issue 20 , November 2017, , Pages 109-134
Abstract
Although Communicative Language Teaching (CLT) has been widely advocated by a considerable number of applied linguists and English language teachers, its implementation in English as a Foreign Language (EFL) contexts has encountered a number of difficulties. Reviewing the literature suggests that one ...
Read More
Although Communicative Language Teaching (CLT) has been widely advocated by a considerable number of applied linguists and English language teachers, its implementation in English as a Foreign Language (EFL) contexts has encountered a number of difficulties. Reviewing the literature suggests that one of the reasons for unsuccessful implementation of CLT may be neglect of learners' beliefs in the process of learning. Using a Likert-type scale, the current study was undertaken to explore 242 Iranian EFL learners' beliefs towards six core tenets of the CLT approach: namely, the importance of grammar; the use of group work and pair work; the role and contribution of the learners; the role of the teachers in the classroom; the quality and quantity of error correction and assessment; and the role of the learners' native language in EFL classes. Analysis of the data revealed that although in some cases learners had viewpoints that opposed CLT principles, a considerable percentage of the respondents appreciated and had a high perception of CLT principles, indicating a welcoming atmosphere toward the implementation of CLT in Iran.
