Effective Language Classroom: A Qualitative Study Using a Critical Incident Technique
محورهای موضوعی : language teachingپویا درود 1 , مسعود ذوقی 2 , هانیه دواتگری اصل 3
1 - دانشجوی دکتری، گروه زبان انگلیسی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
2 - گروه زبان انگلیسی،واحد اهر، دانشگاه آزاد اسلامی،اهر،ایران
3 - استادیار،گروه زبان انگلیسی ، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
کلید واژه: phenomenology, Experience, Critical incident technique, effective language classroom, learners ‘ perspectives,
چکیده مقاله :
An effective language classroom is a multifaceted and intricate setting that involves various dimensions and has gained increasing recognition in the academic literature. Insufficient information is available regarding the experiences and perceptions of EFL learners regarding productive English language classrooms. This research focused on understanding how Iranian students who are learning English as a foreign language feel about and have experienced effective learning in the classroom. The present study was based on a phenomenological study in which participants’ perceptions about effective learning in class were examined. The research utilized the critical incident interview method to gather information from 30 MA EFL students with extensive English learning experience, who were deemed capable of contributing valuable insights on the topic. Therefore, participants were selected through purposive sampling. The process of analyzing data has yielded identification of significant themes of 1) attention to learners’ opinions 2) material transfer 3) teaching enthusiasm 4) instructors’ competence 5) learning environment and 6) learning process. The present study’s findings have led to the provision of recommendations for researchers in the realm of language learning.
An effective language classroom is a multifaceted and intricate setting that involves various dimensions and has gained increasing recognition in the academic literature. Insufficient information is available regarding the experiences and perceptions of EFL learners regarding productive English language classrooms. This research focused on understanding how Iranian students who are learning English as a foreign language feel about and have experienced effective learning in the classroom. The present study was based on a phenomenological study in which participants’ perceptions about effective learning in class were examined. The research utilized the critical incident interview method to gather information from 30 MA EFL students with extensive English learning experience, who were deemed capable of contributing valuable insights on the topic. Therefore, participants were selected through purposive sampling. The process of analyzing data has yielded identification of significant themes of 1) attention to learners’ opinions 2) material transfer 3) teaching enthusiasm 4) instructors’ competence 5) learning environment and 6) learning process. The present study’s findings have led to the provision of recommendations for researchers in the realm of language learning.
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