Reflective Teaching in ELT: Obstacles and Coping Strategies
Publish place: Journal of Research in Applied Linguistics، Vol: 9، Issue: 1
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_RALS-9-1_007
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
The present study aimed to document the constraints and limits in applying reflective teaching principles in ELT settings in Iran from the teachers’ perspective along with solutions and coping strategies to help remove the obstacles. ۶۰ teachers teaching general English at ۶ language institutes were selected through convenience sampling. First, the teacher participants filled out a reflectivity questionnaire. ۴۹ were found to be reflective, from among which ۲۵ participated in the semistructured interviews. Inductive analysis procedure resulted in the identification of ۳ broad categories of obstacles of reflective teaching including institutional problems, self-directional problems, and problems with reflective teaching principles. In addition, for each category, solutions were offered by the teachers. Findings have implications for policymakers, administrators, and supervisors of language institutes, ELT teachers, and teacher educators to help foster reflectivity.
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Authors
Leila Tajik
English Department, Faculty of Languages and Literature, Alzahra University, Tehran, Iran
Kobra Ranjbar
English Department, Bandar Abbas Branch, Islamic Azad University
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