Iranian EFL Learners’ Perceptions of Pluralistic Teacher Effectiveness
محورهای موضوعی : Journal of Teaching English Language StudiesFahimeh Karvandi 1 , Afshin Soori 2 , Mohammad Ali Ayatollahi 3
1 - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - English language department,Islamic Azad University,Larestan Branch, Larestan,Iran
3 - Assistant Professor, Department of English, Sepidan Branch, Islamic Azad University, Sepidan, Iran
کلید واژه: Effective Teaching, Pluralism, Pluralistic Education, Teacher Effectiveness,
چکیده مقاله :
Pluralistic education includes diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles and seeks promotion of multicultural and multi-linguistic interaction and peaceful co-existence. This study aimed at exploring EFL learners’ perceptions of pluralistic teacher effectiveness. In so doing, it benefited from a basic interpretive design. 46 (21 males and 25 females) Iranian pre-intermediate, intermediate, and upper-intermediate level EFL learners were selected through available sampling from across Iran. Data collection was done through a semi-structured interview in four open-ended questions. To analyze the data, thematic analysis was conducted. The following themes were extracted through qualitative thematic analysis of the data: Being Accountable to Stakeholders, Generating a Friendly Class Environment, Using Technology in Teaching and Assessment, Having Motivational Skills, Using Diverse Assessment Methods, Enacting Classroom Fairness, Having Warm Interaction with all the Students, Enacting Flexibility in Teaching and Assessment, Using the Same Teaching/Assessment Method for Students with Different Socio-Cultural Backgrounds, Avoiding Bias, Avoiding Racial Subjectivity, Being Objective in Teaching and Assessment, and Respecting Retarded Students.The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners.
Key terms: Effective Teaching, Pluralism, Pluralistic Education, Teacher Effectiveness
Pluralistic education includes diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles and seeks promotion of multicultural and multi-linguistic interaction and peaceful co-existence. This study aimed at exploring EFL learners’ perceptions of pluralistic teacher effectiveness. In so doing, it benefited from a basic interpretive design. 46 (21 males and 25 females) Iranian pre-intermediate, intermediate, and upper-intermediate level EFL learners were selected through available sampling from across Iran. Data collection was done through a semi-structured interview in four open-ended questions. To analyze the data, thematic analysis was conducted. The following themes were extracted through qualitative thematic analysis of the data: Being Accountable to Stakeholders, Generating a Friendly Class Environment, Using Technology in Teaching and Assessment, Having Motivational Skills, Using Diverse Assessment Methods, Enacting Classroom Fairness, Having Warm Interaction with all the Students, Enacting Flexibility in Teaching and Assessment, Using the Same Teaching/Assessment Method for Students with Different Socio-Cultural Backgrounds, Avoiding Bias, Avoiding Racial Subjectivity, Being Objective in Teaching and Assessment, and Respecting Retarded Students.The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners.
Key terms: Effective Teaching, Pluralism, Pluralistic Education, Teacher Effectiveness
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