Investigating Investment for Teaching English in Iranian Upper Secondary Schools: A Critical Needs Analysis Approach
Publish place: Journal of Teaching Language Skills، Vol: 41، Issue: 2
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JTLS-41-2_004
تاریخ نمایه سازی: 8 خرداد 1401
Abstract:
This study applied a critical needs analysis approach to investigate investment (language learning commitment) needs and challenges of EFL upper secondary school learners from different socioeconomic backgrounds and school settings (privileged, middle-privileged, and less-privileged schools). To this end, Darvin and Norton`s (۲۰۱۵) model of investment was used as our analytic framework. The study took advantage of a mixed-methods approach. A five-point Likert scale questionnaire with ۵۳ items and one open-ended question was administered to ۷۵۹ learners from different school settings in Mashhad. Also, a semi-structured interview was conducted with ۲۴ learners for triangulation. The findings of the questionnaire and interviews revealed that speaking accurately, fluently, and professionally was the main priority for learners` investing in EFL learning. However, privileged, middle-privileged, and less-privileged upper secondary school learners perceived their needs differently regarding investment in English language learning. Although no statistically significant difference was observed between privileged, middle-privileged, and less-privileged school learners in terms of identity, they perceived their needs significantly different in terms of ideology and capital.The findings can bring high school learners` investment needs into focus and help the educational setting improve.
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Authors
Zahra Mehranfar
Department of English Language, Sheikhbahaee University, Isfahan, Iran.
Mohammad Hassan Tahririan
Department of English Language, Sheikhbahaee University, Isfahan, Iran.
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