The differences between Iranian EFL teachers’ perceptions and their instructional practices regarding the cooperative learning

Beiki, Maryam; Raissi, Reza; Gharagozloo, Neda

doi:10.1080/23311983.2020.1847420

Cited by 4 publications

(11 citation statements)

References 49 publications

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“…Besides, the outcomes are in line with some studies (e.g., Beiki et al, 2020b;Huss, 2018;Shirazifard et al, 2021), which have highlighted the efficacy of collaborative task implementation as a crucial factor in classes. The study results align with some scholars' viewpoints (Beiki et al, 2020a;Neather, 2019;Rashtchi & Beiki, 2015;Fernandez Dobao, 2012), who highlighted the dominant role of group tasks implementation and students' interaction in the learning process.…”

Section: Discussionsupporting

confidence: 88%

The Impact of Back-translation Instruction with Collaborative Activities on Iranian English Students’ Translation Achievement

Mohammadi

Beiki

Keyvanfar

2022

ijeltal

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The present quasi-experimental study with a non-equivalent control group pretest-posttest design investigated the impact of back-translation teaching with collaborative activities on Iranian English translation students’ translation achievement. To this end, 30Iranian EFL translation students studying at Islamic Azad University North Tehran Branch were nominated based on convenience sampling. The Oxford Placement Test (OPT) and a translation pretest were directed to inspect the contributors’ homogeneity prior to the treatment. The groups were assigned to the Collaborative Back-translation Group (CBTG n=15) and Back-translation Group (BTG n=15). During 16 sessions, CBTG experienced back-translation with collaborative activities as a treatment, whereas the BTG experienced only back-translation every session. After the treatment stage, the participants were given a translation posttest. The study also examined the participants’ attitudes toward collaborative activities implementation via semi-structured interviews and tried to assess some students’ perceptions towards collaborative activities and the instructional practices in the university context. The qualitative analysis revealed that most learners preferred collaborative tasks in their classrooms. The quantitative analysis showed that the CBTG outdone the BTG in translation ability. The result of the present research had some implications for the teachers and students in translation pedagogy. As for the theoretical aspect, this study can provide some hints for researchers interested in developing a comprehensive model for the L2 translation process. Considering the practical implications, all the instructors could employ a set of collaborative activities in their translation classes. Collaborative activities create translating opportunities where students exchange meaning, suggest feedback, and offer enhanced output for revealing the meaning.

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Section: Discussionsupporting

confidence: 88%

The Impact of Back-translation Instruction with Collaborative Activities on Iranian English Students’ Translation Achievement

Mohammadi

Beiki

Keyvanfar

2022

ijeltal

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“…It seems that such conditions can inhibit students' participating in classroom discussions or asking thought provoking questions. This leads students to remain passive (Avarzamani & Farahian, 2019;Farahian et al, 2021) and consider writing as a product rather than a process (Beiki, et al, 2020;Firoozi, et al, 2019). As the consequence, they have less impetus to practice reflection in their writings and hand in assignments which are laden with either sentences borrowed from internet sources or unskillful translations from Persian to English.…”

Section: Discussionmentioning

confidence: 99%

Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

Salahi

Farahian

2021

Asian. J. Second. Foreign. Lang. Educ.

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The purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.

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“…They also provided strategies for encouraging collaborative learning, such as explicitly defining students' roles, preparing the environment for learning, and keeping a careful eye on the groups. Besides, Beiki et al [51] examined the attitudes of Iranian EFL teachers toward collaborative learning and their methods for implementing it in the setting of higher education. Thirty English instructors were chosen using a mixed-method approach that included stratified random sampling to achieve the study objectives.…”

Section: Previous Studiesmentioning

confidence: 99%

“…Data collection for this study employed two primary methods: a questionnaire and semi-structured interviews. The questionnaire, initially comprising 15 items, was developed based on prior research [44,45,9,47,48,50,51] to evaluate teachers' perceptions of EFL students' engagement in collaborative learning. The questionnaire items capture teachers' perceptions of EFL students' engagement in collaborative learning.…”

Section: Tools Of the Studymentioning

confidence: 99%

“…In addition, semistructured interviews were conducted with 20 teachers to delve deeper into implementation challenges and gather suggestions for improving the effectiveness of collaborative learning. The interview questions were crafted based on the researchers' expertise and insights from relevant literature [51,47,48,50]. The interview prompts were problems in implementing collaborative learning in EFL classrooms and suggestions for effective implementation of collaborative learning in EFL classrooms.…”

Section: Tools Of the Studymentioning

confidence: 99%

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Exploring Teachers’ Perceptions of EFL Students’ Engagement in Collaborative Learning: Implementation Issues and Suggestions

Abbas Falah Alzubi,

Nazim,

Ahmad

2024

QAJ

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The evolving landscape of collaborative learning in English education for the last two decades has witnessed a notable research surge in diverse contexts. Nevertheless, empirical evidence suggests a noticeable dearth of attention or very limited emphasis, particularly within the setting of Arabic-native speaking countries on exploring English teachers’ perceptions concerning students' engagement in collaborative learning. Therefore, this study aims to identify teachers’ perceptions of EFL students’ engagement in collaborative learning with a special reference to implementation issues and solutions to address the challenges. The descriptive survey design was employed to attain the study objectives. A sample of (45) EFL teachers chosen following the convenient sampling method answered a closed-item questionnaire and did an interview. The results revealed that EFL teachers highly perceived implementing collaborative learning among university students in EFL classrooms. Also, the respondents’ teaching experiences did not impact their perceptions of implementing collaborative learning in EFL classrooms. In addition, gender did not play any role in affecting the respondents’ answers to implementing collaborative learning in EFL classrooms. Finally, the analysis of interview contents showed that the problems that teachers face in implementing collaborative learning include diverse language proficiency, cultural differences, impartial participation, personal conflicts, limited class time, access to resources, and lack of professional development. Additionally, the participants suggested differentiated teaching, encouraged participation, efficient time management, language skill grouping, and EFL-specific teacher training to make a collaborative learning environment effective.

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The differences between Iranian EFL teachers’ perceptions and their instructional practices regarding the cooperative learning

Cited by 4 publications

References 49 publications

The Impact of Back-translation Instruction with Collaborative Activities on Iranian English Students’ Translation Achievement

The Impact of Back-translation Instruction with Collaborative Activities on Iranian English Students’ Translation Achievement

Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

Exploring Teachers’ Perceptions of EFL Students’ Engagement in Collaborative Learning: Implementation Issues and Suggestions

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