Current Pedagogical Challenges in Iranian EFL Teachers' Views: A Qualitative Study

Autor/in	Noughabi, Mostafa Azari
Titel	Current Pedagogical Challenges in Iranian EFL Teachers' Views: A Qualitative Study
Quelle	In: Journal of Education and Practice, 8 (2017) 9, S.217-228 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Questionnaires; Grounded Theory; Classification; Foreign Countries; Generalization; Teacher Attitudes; Instructional Materials; Barriers; Adult Students; Qualitative Research; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Classification system; Klassifikation; Klassifikationssystem; Ausland; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Qualitative Forschung
Abstract	Searching for the real voices in regard to pedagogical challenges Iranian EFL teachers may struggle against seems to be an unexplored issue, which is the purpose of this qualitative grounded study. To achieve generalizable findings, based on the tenets of grounded theory, data were collected using an open-ended questionnaire with 187 Iranian EFL teachers from 15 cities who were asked to fill it out. Four core categories naming context, learner, material, and teacher were the emerging themes after the codification and categorization of the pool of data using MAXQDA version 12. The results were discussed in the context of EFL teaching and some pedagogical implications were also proposed. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01