Textbook-Assigned and Self-Selected Topics of Iranian Male EFL Learners: Topic Interest, Topic Familiarity, Topic Importance, and Topic Difficulty

Autor/inn/en	Shakourzadeh, Latifeh; Izadpanah, Siros
Titel	Textbook-Assigned and Self-Selected Topics of Iranian Male EFL Learners: Topic Interest, Topic Familiarity, Topic Importance, and Topic Difficulty
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 5 (2020), Artikel 20 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Izadpanah, Siros)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-020-00099-7
Schlagwörter	Textbooks; Assignments; Foreign Countries; Males; Second Language Learning; English (Second Language); Student Interests; Familiarity; Difficulty Level; Student Centered Learning; Preferences; Iran + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Assignment; Auftrag; Zuweisung; Ausland; Male; Männliches Geschlecht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Studieninteresse; Schwierigkeitsgrad; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	In recent years, learner-centered teaching has emphasized the demand for making healthy environment where learners' preferences, interests, personal experiences, cultural backgrounds and lifestyles are taken into account when making decisions about various characteristics of language learning/teaching The choice of topics, which are used in EFL discussion classes, is considered to play an important role in learners' propensity to engage in a negotiation for meaning. This study was aimed to investigate the perception of Textbook-Assigned and Self-Selected Topics of Iranian male EFL Learners: topic interest, topic familiarity, topic importance, and topic difficulty based on correlational design. It was carried out with 200 male Intermediate EFL learners who were selected by convenience sampling. Although most teachers might be aware of the importance of a good assessment strategy on the topic interest and topic familiarity, rarely do they use it for topic importance and topic difficulty. The results of the study showed that Iranian male EFL learners mostly preferred the topics to be more interesting and familiar in both textbook-assigned (M=3.1259, SD=0.21553, Sig=0.000) and self-selected topics (M=4.0531, SD=0.13334, Sig=0.000). In addition, there was a significant difference between the learners' perceptions of textbook-assigned and self-selected topics in terms of interest and familiarity, but less difference in terms of importance and difficulty. The findings of the study indicated that learners' selection of their own topics can provide the potential implications for their willingness to participate in second and foreign language learning and take responsibility for their own learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01