جستجوی مقالات مرتبط با کلیدواژه "mixed-method" در نشریات گروه "ادبیات و زبان ها"

Educational aids and new educational technologies have transformed learning systems during the last decade. The present study was an attempt to investigate the role of participatory structure and output modality in enhancing Iranian EFL learners’ writing, and examine their perceptions toward participating in writing activities. The population of this study included all female EFL learners (90 learners) at intermediate level at Avayeh Daneshvaran Language Academy in Tabriz. Among them, 63 learners were selected as the sample group after conducting a sample of the PET. The participants were selected through convenient sampling; they included four intact classes. The instruments included two samples of the English language proficiency test of PET, which were administered as homogeneity test, and the pre-tests and posttests of writing. The collected data were analyzed using one-way ANOVA and two-way ANCOVA. The researchers analyzed the participants’ responses to the open-ended questionnaire qualitatively. The findings revealed that output modality, participatory structure, and the interaction of these two had no significant effect on EFL learners’ writing skill. Regarding the qualitative section, the findings showed that the learners had positive attitude toward the use of podcasts and summary telling and writing. The findings of the study have significant theoretical and practical significance for teachers, teacher educators, curriculum designers and researchers.

This study explores the global influence of COVID-19 on education, particularly in Iraq, where a shift from traditional classrooms to online learning, notably Google Classroom, occurred. Iraqi English as a Foreign Language (EFL) instructors and students' perspectives were investigated using mixed methods design. Integration of the qualitative data corroborated the quantitative findings and enhanced the study's validity. Online learning, facilitated by technology, enables education without direct teacher-student interaction and engagement. Using the Technology Acceptance Model (TAM) to gauge factors influencing platform adoption is prevalent accordingly. Employing the TAM, attitudes toward Google Classroom were examined through surveys (21 teachers, 70 students) and interviews (10 teachers, 10 students). Results highlighted the platform's value for EFL education, noting benefits like collaborative learning and improved satisfaction, while technical issues emerged as a challenge. Namely, advantages encompassed accessibility, organization, collaboration, and eco-friendliness, while challenges included technical hurdles, reduced interaction, security fears, and limitations in the classroom experience. Despite pandemic hurdles, teachers and students embraced Google Classroom, suggesting its integration into teaching warrants careful consideration of Iraqi EFL learners' context and needs.

Professional identity has been perpetually an underlying factor in teacher development. The maintenance of a strong professional identity is a key factor in teacher development which is ultimately a fundamental aspect in the prosperity or failure of any educational system. As a dynamic phenomenon, teachers’ professional identity can be influenced by a variety of factors and particularly any type of educational reform. The present study with an explanatory mixed method design was used to investigate transitions in Iranian EFL teachers’ professional identity in the context of Fundamental Reform Document of Education (2012). For the quantitative phase of the study, a researcher-made questionnaire developed based on the four components of professional identity namely, self-image, self-esteem, job motivation and task perception proposed by Kelchtermans (1993) was distributed among 98 Iranian EFL teachers. Considering the ongoing nature of the professional identity, the questionnaire was assigned to the teachers during the pre-reform and post – reform era. In the qualitative phase, in order to capture a comprehensive picture of the salient factors of teachers’ professional identity and their underlying reasons, a set of semi-structured interviews with 7 volunteer teachers were conducted. The findings revealed that the introduction of the curriculum reform made no change in teachers’ professional identity in terms of self-esteem and task perception, but it slightly affected teachers’ self-image and job motivation. The findings also revealed a potential transition path in Iranian EFL teachers’ professional identity development. Finally, some implications for policy-makers and material developers and suggestions for future researchers were discussed.