Micro-strategies of Post-method Language Teaching Developed for Iranian EFL Context

Birjandi, Parviz; Hashamdar, Mohammad

doi:10.4304/tpls.4.9.1875-1880

Cited by 5 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to these two shifts, there were two other shifts from "linguistic and technical view of language teaching to a critical, educational, and transformative view of language teaching," and "conformity to nonconformity to dominant ideologies" in professional identity of teachers in the context of language institutes. The shift from "the use of fewer macrostrategies to the use of more macro-strategies" is in line with the findings of a study done by Birjandi and Hashamdar (2014). They found out that macro-strategies of teaching by Kumaravadivelu (2003Kumaravadivelu ( , 2006) can be applied if teachers change them into micro-strategies based on the context in which they are teaching.…”

Section: A Shift From "Linguistic and Technical View Of Language Teaching To Criticalsupporting

confidence: 70%

Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context

Hassani

Khatib²

2020

IJET

View full text Add to dashboard Cite

This research aimed at investigating the impacts of knowing, analyzing, recognizing, doing, and seeing (KARDS) on Iranian English as a foreign language (EFL) teachers’ professional identity reconstruction in the context of high schools. Purposive sampling and KARDS questionnaire were used to choose participants and to classify them into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (n=10). The researchers employed pre-course and post-course interview, teacher educator’s and teachers’ reflective journals, and class debate as data gathering tools. Following the pre-course interview, there was an implementation phase of KARDS by means of which teachers were acquainted with it. Then, Grounded Theory was used for data analysis. Findings revealed that there were three big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, and “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching” in teachers’ professional identities in both groups. The changes were similar in quality but not in quantity, and they should be incorporated in teacher education programs. The findings may encourage stakeholders to welcome uncertainty and confusion, to underline more macro-strategies, and to take a critical and transformative view of language teaching in language classrooms.

show abstract

Section: A Shift From "Linguistic and Technical View Of Language Teaching To Criticalsupporting

confidence: 70%

Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context

Hassani

Khatib²

2020

IJET

View full text Add to dashboard Cite

show abstract

“…To tap into the profile of students' language learning beliefs, Horwitz (1987) developed the Beliefs About Language Learning Inventory (BALLI), which consists of five parts: foreign language aptitude, the difficulty of language learning, the nature of language learning, learning and communication strategies, motivation and expectations. Soon after, many other questionnaires have been developed based on the BALLI to fit different contexts, such as the Language Learner Factors Questionnaire designed by Wen and Johnson (1997), the Belief Survey designed by Sakui and Gaies (1999), the Language Learning Beliefs Questionnaire developed by Liu and Dai (2003), and the Language Learners' Beliefs Scale (LLBS) designed by Birjandi and Mohammadi (2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

Liu

2023

TAPSLA

View full text Add to dashboard Cite

Learners’ beliefs on language learning and perceived self-efficacy are important to the success of their second/foreign language (SL/FL) learning. To reveal the general profiles of and relationship between Chinese students’ beliefs about English learning and self-efficacy, the present study examined beliefs about English learning and self-efficacy held by Chinese university EFL (English as a FL) learners at differing English proficiency levels. A total of 1,698 students from a top university in Beijing answered a battery of questionnaires. The results revealed a general overview of the students’ beliefs about the nature of language learning and the roles of teachers, feedback and learning strategies, and self-efficacy. Another major finding was that participants at different English proficiency levels differed significantly from one another in beliefs about language learning and self-efficacy.

show abstract

“…Also Birjandi and Hashamdar (2014) did a survey to develop some micro-strategies for macrostrategies proposed by Kumaravadivelu"s post-method framework. While teaching Kumaravadivelu"s Post-method framework, the participants (English teachers) were requested to propose some micro-strategies for each macro-strategy.…”

Section: Discussionmentioning

confidence: 99%

Postmethod Education: Its Applicability and Challenges in Iran

Kaimvand

Hessamy

Hemmati

2016

International Journal of Asian Social Science

View full text Add to dashboard Cite

show abstract

Micro-strategies of Post-method Language Teaching Developed for Iranian EFL Context

Cited by 5 publications

References 9 publications

Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context

Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context

Chinese University Students’ Beliefs about English Language Learning and Self-efficacy

Postmethod Education: Its Applicability and Challenges in Iran

Contact Info

Product

Resources

About