The differences between Iranian EFL teachers’ perceptions and their instructional practices regarding the cooperative learning
Bibliographic Data
| ID | 20252541 |
|---|---|
| Authors | Maryam Beiki (0000-0003-3080-9508, Islamic Azad University North Tehran Branch, corresponding author), Reza Raissi (0000-0003-1511-5225, Islamic Azad University of Varamin), Neda Gharagozloo (0000-0002-4443-4033, Islamic Azad University of Varamin) |
| Editors | Margrét Gunnarsd#xF3 ttir Champion |
| Year | 2020 |
| Volume | 7 |
| Issue | 1 |
| Pages | 1847420 |
| Publication date | 2020-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cogent Arts and Humanities (JOURNAL) |
| Journal identifiers | ISSN: 2331-1983 • E-ISSN: 2331-1983 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23311983.2020.1847420 |
| OpenAlex | W3103265423 |
| Language | EN |
| References cited | 53 |
Nowadays, writing is considered a challenging task in many English as a Foreign Language (EFL) educational contexts. The purpose of the current study is to investigate Iranian EFL teachers’ perceptions towards Cooperative Learning (CL) and their instructional practices regarding CL implementation in the Iranian higher educational context. To this aim, through mixed-method, the researchers used stratified random sampling and 30 English language teachers in Islamic Azad University (IAU) of Tehran were selected as the participants of the study. In order to gain general insight of teachers towards CL implementation in university context, they were asked to respond to a CL assessment questionnaire. Furthermore, a sample of six writing classes were observed to investigate CL implementation in the English classes. Finally, in order to gain a better insight regarding teachers’ problems about CL implementation in the university context, especially in writing classes, semi-structured interviews were conducted with 30 teachers. Results of the quantitative phase show that most of teachers considered CL as an effective strategy for language instruction. Additionally, they considered Promotive Interaction (PI) as their most favorable CL instruction principle. Furthermore, related classes were observed at three stages of writing. Result of the qualitative phase through classroom observation and semi-structured interviews revealed that teachers of IAU preferred to practice cooperative tasks in their writing classes
English as a foreign language · Foreign language · Islam · Mathematics education · Pedagogy · Perception · Stratified sampling · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Engineering · Innovative Teaching and Learning Methods · Mathematics · Psychology
Principles and practice in second language acquisition
Dialogic Inquiry
Questionnaires in Second Language Research
Collaborative writing tasks in the L2 classroom
Collaborative writing
Mindsets and human nature
Social Constructivist Perspectives on Teaching and Learning
Strategies for ensuring trustworthiness in qualitative research projects
Null
Pair versus individual writing
Teachers' attitude and perception towards cooperative learning implementation
Sociocognitive Perspectives on Language Use and Language Learning
Naturalistic inquiry
El aprendizaje colaborativo
An Educational Psychology Success Story
High school students' perceptions of EFL teacher control orientations and their English academic achievement
The teacher's role in promoting collaborative dialogue in the classroom
Promoting early adolescents' achievement and peer relationships
Research on Negotiation
| Highly cited | No |
|---|