scholarly journals EXPLORING TEACHERS’ REACTION TO THE IDENTITY CONSTRUCTION OF IRANIAN STUDENTS IN EFL CONTEXT

2015 ◽  
Vol 37 ◽  
pp. 25
Author(s):  
Saeed Ghaniabadi ◽  
Hamid Reza Hashemi
Keyword(s):  
Foreign Language ◽  
Identity Construction ◽  
Target Language ◽  
Efl Context ◽  
Grounded Theory Research ◽  
Multiple Identity ◽  
Core Category ◽  
Data Collection And Analysis ◽  
Iranian Students ◽  
Theory Research

http://dx.doi.org/10.5902/2179460X19425The substantial achievements of the current research in the field of teaching English as a foreign language highlight the monumental influence of students’ identity construction on acquiring a foreign language. Due to the dearth of qualitative research that probe teachers’ awareness of the learners’ identity construction in classroom-oriented discourse and their reaction to it, the present study is to develop a systematic explanatory theory of those aspects of EFL learners’ identity disregarded by teachers in Iranian EFL context. This grounded theory research is founded upon the volunteer and theoretical sampling of 8 under-achieving learners from Azad university of Birjand, Iran. In-depth semi-structural interviews which took three weeks were employed by the researchers. The data collection and analysis procedure occurred between January and February, 2015. The iterative process of analysis yielded teachers’ failure to acknowledge the learners’ multiple identity as the core category that pulled together three other sub-categories including 1) the ignorance of imaginative identity of the students by teaches 2) teachers’ disregard of the multiple and dynamic identity of the learners in educational context 3) teachers’ lack of awareness from students contradictory identification with the culture of target language speakers. The results of this study are almost novel and of great significance for Iranian EFL teachers and other practitioners in this field.

scholarly journals EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT 

2017 ◽  
Vol 28 (2) ◽  
pp. 260 ◽  
Author(s):  
Atsushi Iida
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
L2 Writing ◽  
Composition Classroom ◽  
Target Language ◽  
College Writing ◽  
Writing Classroom ◽  
Efl Context ◽  
Poetic Text ◽  
Teaching Voice

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines. 

scholarly journals Cross-Cultural Pragmatics and Its challenges in EFL context

2017 ◽  
Author(s):  
Dian Rianita
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Target Language ◽  
Pragmatic Competence ◽  
Efl Context ◽  
High Level ◽  
Cultural Pragmatics

Preprint-The target of teaching and learning a foreign language, like English, is customary to give the learners knowledge in using the target language for communication in an appropriate way. Because of that, it is not enough to teach the learners merely grammar skills, but they have to be provided with the cross-cultural competence in using the target language. Linguists believe that mastering high-level skills in grammar does not mean the learners have the equal pragmatic competence. Thus, the instruction concerning pragmatics is compulsory in term of rising a cross-cultural awareness. This paper discusses the intercultural pragmatics and its importance in second language acquisition. The discussion covers the challenges faced by the learners in becoming proficient at using English as their target language

scholarly journals How Social Support and Foreign Language Anxiety Impact Willingness to Communicate in English in an EFL Classroom

2020 ◽  
Vol 10 (2) ◽  
pp. 80 ◽  
Author(s):  
Ammara Kalsoom ◽  
Niaz Hussain Soomro ◽  
Zahid Hussain Pathan
Keyword(s):  
Social Support ◽  
Foreign Language ◽  
English Language ◽  
Willingness To Communicate ◽  
Target Language ◽  
Language Anxiety ◽  
Medium Effect ◽  
Foreign Language Anxiety ◽  
Efl Context ◽  
The Impact

This study investigates the impact of social support and foreign language anxiety (FLA) on learners’ willingness to communicate (WTC) in English (L2) inside the classroom in an EFL context of Pakistan. The study administered adapted questionnaires on willingness to communicate (WTC), social support and foreign language anxiety (FLA) to 200 undergraduates of University of Balochistan, Quetta, Pakistan. To analyse the data, both descriptive and inferential statistics were performed in the SPSS. The findings on the social support revealed that father’s support, teachers’ support, best friends’ support, and other friends’ support exerted impact on learners’ L2 WTC. Additionally, anxiety also negatively and significantly predicted L2 WTC with a medium effect size (f2 = .26). These findings signify that provision of social support and means to minimize L2 anxiety can help L2 learners enhance their volitional readiness for L2 communication. The findings of this study have implications for EFL classroom participation in the target language and offer an insight for the policy and planning for the use of English language in an EFL context.

A Leadership Development Program for Young Men

2020 ◽  
Vol 19 (1) ◽  
pp. 70-94
Author(s):  
Don Smith
Keyword(s):  
Leadership Development ◽  
Development Program ◽  
Young Men ◽  
Future Research ◽  
The Core ◽  
Grounded Theory Research ◽  
Core Category ◽  
Leadership Development Program ◽  
Stage 1 ◽  
Theory Research

This grounded theory research paper presents an analysis of the motivation of young men in commencing a three-stage leadership development program and the critical influences impacting their decision to return for subsequent stages of the program. The key findings are that both people and program influences are significant. The key program influences initially are the community and group in Stage 1 along with certain program-specific elements. This creates a momentum towards Stage 2 where a three-day wilderness Solo experience emerges as the core category / central phenomenon – drawing participants from Stage 1 and being motivational towards Stage 3. Specific program elements and “lenses” are identified for future research.

On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners

2016 ◽  
Vol 6 (4) ◽  
pp. 60
Author(s):  
Gholam Reza Parvizi ◽  
Jafar Mashayekh ◽  
Yasser Saremi
Keyword(s):  
Environmental Factors ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Target Language ◽  
Efl Learners ◽  
Efl Context ◽  
Foreign Language Learners

It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills. 

scholarly journals Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

BELTA Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30-42
Author(s):  
Subrata Bhowmik
Keyword(s):  
Foreign Language ◽  
Writing Instruction ◽  
Writing Skills ◽  
L2 Writing ◽  
Writing To Learn ◽  
Target Language ◽  
Efl Context ◽  
Context Learning ◽  
Recent Scholarship ◽  
Write To Learn

Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.

scholarly journals CREATIVITY AND SPONTANEITY IN THE THEORY OF THE COMMUNITY POWER LEARNING PROCESS

2021 ◽  
Vol 29 (3) ◽  
pp. 178-187
Author(s):  
Tuovi Leppänen
Keyword(s):  
Adult Learners ◽  
Learning Process ◽  
Group Learning ◽  
Adult Group ◽  
Substantive Theory ◽  
The Core ◽  
Grounded Theory Research ◽  
Community Power ◽  
Core Category ◽  
Theory Research

In this article, the study of community power learning process is introduced. The aim of the study was to build a conception and a substantive theory of adult learners’ group learning. The theory has a dialogue with three perspectives: andragogy, sociometry and neuroscience. The community power learning process builds a close connection with Morenian approaches of using sociometry, peer support and spontaneity and creativity in a group learning process. Spontaneity and creativity are seen as an essential part of adult group learning. Four main categories were found: participation, communality, creativity, and tutoring. The core category was identified as the community power learning process. This study has been carried out using grounded theory research methodology.

Achieving Collaborative Aims through Multiple Identity Construction: Managing a public inter-organizational collaboration

2015 ◽  
Vol 5 (1-2) ◽  
pp. 1-15
Author(s):  
Isidora Kourti
Keyword(s):  
Identity Construction ◽  
Public Services ◽  
Ethnographic Study ◽  
Effective Management ◽  
Collaborative Process ◽  
Stability And Change ◽  
Multiple Identity ◽  
Organizational Collaboration

Although public inter-organizational collaborations can offer better public services, their management is a complex endeavour and they often fail. This paper explores identity construction as a key aspect that assists in managing successfully these collaborations. The study draws upon a longitudinal ethnographic study with a Greek public inter-organizational collaboration. The research illustrates that managers should encourage partners to construct collaborative and non-collaborative identities in order to achieve the collaboration aims. It also suggests that managers should seek both stability and change in the collaborative process and offers four collaborative patterns for the effective management of public inter-organizational collaborations.

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