Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education

Miri, Mowla; Alibakhshi, Goudarz; Alaei, Mahnaz Mostafaei

doi:10.1080/15427587.2016.1238286

Cited by 21 publications

(9 citation statements)

References 55 publications

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“…The joint influence of instruction and correction may not always yield significant differences, highlighting the nuanced nature of feedback mechanisms in language learning. Feedback from either teachers or peers was influential in fostering the EFL/ESL learners' language skills, autonomy, and self-efficacy [ 63 , 64 ]. By reducing the language learners' text anxiety, feedback contributes to the language learners' performance on different tasks [ 65 ].…”

Section: Discussionmentioning

confidence: 99%

Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

Li,

2024

Heliyon

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Section: Discussionmentioning

confidence: 99%

Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

Li,

2024

Heliyon

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“…Focused teacher training interventions could help teachers reassess their views on the issue. For instance, Miri, Alibakhshi, and Mostafaei-Alaei, (2017) studied the impact of interventions that are grounded in critical teacher pedagogy and allow participants to problematise the use of students' L1. They concluded that such interventions could lead to critical awareness and changes in teachers' practice.…”

Section: Discussionmentioning

confidence: 99%

On Using Languages Other Than the Target One in L2 Adult Language Education: Teachers’ Views and Practices in Modern Greek Classrooms

Kantzou

Vasileiadi

2021

JLE

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Current developments in language education call for a reassessment of the role that students’ already-established linguistic repertoires can play in language teaching. This study probed into adult second language education in Modern Greek offered in Greece, where classes are culturally and linguistically diverse. We investigated teachers’ views and perceived practices regarding the use of other languages in their classes. A mixed-method design was followed. Data on teachers’ opinions was collected via a questionnaire completed by 30 teachers. Complementary data on teachers’ practices collected through observations of two classes was also studied. The results indicated that English was mainly used by the teachers as a mediation language, although a wide variation was reported in the amount of other-language use. Large variations were also reported in the students’ behaviour. Teachers stressed several benefits from using other languages in class, but also expressed concerns about excessive reliance on other languages and on how using a support language would impact students with limited proficiency in this language. These findings were discussed in light of recent developments in language education and implications for teacher training were considered.

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“…Data were collected during the second term of the academic year 2021-2022 by using a 30-item questionnaire of classroom management adapted from Kwok (2017), Miri, et. al (2017), Marashi andAssgar (2019), andMohammed (2021).…”

Section: Data Collectionmentioning

confidence: 99%

“…Kebede (2018), Malmir and Bagheri, (2019) and Marashi and Assgar (2019) explained that even though FL teaching mainly aims to reinforce target language interaction, the EFL novice teachers mostly use the mother tongue in attempting to solve problems of classroom managements. Pagano and Langley (2011) and Miri, Alibakhshi, and Mostafaei-Alaei (2017) clarified that strategies of FL classroom management provide a great challenge to the novice EFL teachers who are supposed to mainly communicate in the target language and concurrently resolve problems using the mother tongue. This challenge is apparently visible in FL classes where learners-based methods are advisable and learners' active participation is required.…”

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confidence: 99%

Gender-based views of FL classroom management among October 6 University pre-service teachers

El-Said¹

2022

CDELT Occasional Papers in the Development of English Education

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The current study investigated the views of FL pre-service teachers, at the faculty of education October 6 University, of FL classroom management specifically how their views differ in terms of gender. One hundred fourth-year FL pre-service teachers at the faculty of education, October 6 University were randomly nominated to participate in the current study. The participants were divided into two groups according to gender. The current study adopted a quasi-experimental design. A 30-item questionnaire was developed to assess the participants' views of classroom management. The quantitative approach included the use of descriptive statistics (e.g. frequency, mean scores and standard deviation) for the purpose of analyzing the participants' views of FL classroom management. One way analysis of variance was also employed to verify the statistically significant contribution of gender to the participants' views of FL classroom management. Moreover, the qualitative approach was used to analyze the various views of male and female participants regarding the FL classroom management. Results showed the participants' different views of classroom management. In addition, gender was found to be a statistically significant contributor to the participants' variance in viewing classroom management.

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Reshaping Teacher Cognition About L1 Use Through Critical ELT Teacher Education

Cited by 21 publications

References 55 publications

Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

Peer versus teacher corrections through electronic learning communities and face-to-face classroom interactions and EFL learners’ passion for learning, speaking fluency, and accuracy

On Using Languages Other Than the Target One in L2 Adult Language Education: Teachers’ Views and Practices in Modern Greek Classrooms

Gender-based views of FL classroom management among October 6 University pre-service teachers

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