Appraising Iranian EFL Learners’ Perceptions Towards the Teachers’ Implementation of Classroom Fairness: Focus on the Main Problems
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
مقداد صادقی
1
(دانشجوی دکترای زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران)
واله جلالی
2
(استادیار زبانشناسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران)
ندا فاتحی راد
3
(استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، کرمان، ایران)
الکلمات المفتاحية: Perception, EFL Context, Classroom fairness, Classroom Fairness Problems,
ملخص المقالة :
The current research tried to investigate Iranian EFL learners’ perceptions of teacher classroom fairness as well as the main problems of their teachers’ implementation of classroom fairness. In doing so, the present study used a qualitative procedure, and 30 Iranian EFL learners at the intermediate level from different private language institutes participated in it. They were selected through available sampling from different virtual groups in WhatsApp or Telegram. This study benefited from two semi-structured interviews consisting of five open-ended questions, designed by the researchers. Data were gathered and analyzed through MAXQDA software. The results revealed EFL learners' perceptions of teacher classroom fairness included using the same techniques and extra teaching activities for all students, showing equal respect to all students, teacher's objectivity in grading, teacher's interacting with all students, obliging all students to observe the classroom rules, etc. Moreover, EFL learners' perceptions of the main problems of their teachers' implementation of classroom fairness were identified as time limitations, diversity of students' needs, differences in the socio-economic level of students and performance, mismatch between teachers and students, students' impoliteness, and inattention to morality. Findings can enrich the attitudes and activities of different groups of stakeholders in ELT, including policymakers, teacher educators, teacher education administrators, and curriculum developers.
