آمار
| تعداد نشریات | 45 |
| تعداد شمارهها | 1,504 |
| تعداد مقالات | 18,384 |
| تعداد مشاهده مقاله | 59,651,412 |
| تعداد دریافت فایل اصل مقاله | 20,908,363 |
Teachers’ Experiences of Implementing the English Language Curriculum in Virtual Learning Environments: a phenomenological study in iranian lower secondary schools | ||
| مجله پژوهش های فلسفی | ||
| دوره 19، شماره 53، دی 1404، صفحه 453-478 اصل مقاله (1.29 M) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2025.68985.4180 | ||
| نویسندگان | ||
| Rahmatullah Khosravi* 1؛ Javad Hatami2؛ Saeedeh Mohammadi3؛ Nazanin Ghasemi4 | ||
| 1Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran | ||
| 2Professor, Department of Educational Sciences, Tarbiat Modares University, Tehran, Iran | ||
| 3Assistant Professor, Department of Teaching English as a Foreign Language, Farhangian University, Tehran, Iran | ||
| 4PhD Candidate of Curriculum Studies, Tehran University, Tehran, Iran. | ||
| چکیده | ||
| This study examined teachers’ experiences of implementing the English language curriculum in virtual learning environments in Iranian lower secondary schools. A qualitative approach was adopted in this study using a phenomenological research strategy. This study was carried out with English language teachers working in lower secondary schools in Zanjan Province. A total of twelve participants were recruited through purposive snowball sampling. Data were collected via semi-structured interviews and subsequently analyzed using thematic analysis. To ensure the study’s validity, peer debriefing and participant feedback were employed, while reliability was established through Cohen’s kappa coefficient. The findings revealed a comprehensive categorization of teachers' experiences, comprising 143 basic themes, seven organizing themes, and one overarching theme. These organizing themes encompassed teachers' mental, attitudinal, psychological, and technological preparation; the status of educational platforms; the status of educational media, materials, and learning resources; the status of learning activities; the status of teaching strategies; the status of evaluation strategies; and finally, the status of teachers' interactions. This study confirms that Iranian EFL teachers have made notable progress in virtual education despite various challenges. A contextually adapted blended approach has proven to be effective, and the findings may inform similar educational contexts when accounting for teachers’ background variables. | ||
| کلیدواژهها | ||
| English Language Teachers؛ Curriculum؛ Virtual Learning Environments؛ Teaching؛ Teachers’ Experiences | ||
| مراجع | ||
|
Agustina, E., & Cahyono, B. Y. (2017). Perceptions of Indonesian teachers and students on the use of quipper school as an online platform for extended EFL learning. Journal of Language Teaching and Research, 8(4), 794-800. https://doi.org/10.17507/jltr.0804.20 Amin, F., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: video conference, LMS, or messenger application? Studies in English Language and Education, 7(2), 362-378. https://doi.org/10.24815/siele.v7i2.16929 Antwi-Boampong, A. (2020). Towards a faculty blended learning adoption model for higher education. Education and Information Technologies, 25(3), 1639-1662. https://doi.org/10.1007/s10639-019-10019-z Badrkhani, P. (2021). How a catastrophic situation turns into an exceptional opportunity: Covid-19 pandemic in Iran and challenges of online education for new English language educators. Interactive Learning Environments, 1-19. https://doi.org/10.1080/10494820.2021.1956545 Berge, Z. L. (2008). Changing instructor’s roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 407-414. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Budianto, L., Arifani, Y., Wardhono, A., & Poedjiastutie, D. (2023). The TPACK level of in-service EFL teacher online professional training: The perspectives of teachers, students, and trainers. Journal of Digital Learning in Teacher Education, 39 (2), 87-101. https://doi.org/21532974.2023.2167024 Cai, Q. Y. (2021). Research on the effect of using online interactive learning resources on the learning outcomes of Chinese L2 adult learners in an intermediate class. Chinese Language Teaching Methodology and Technology, 4(2), 58-78. https://doi.org/10.22158/fet.v4n2p85 Cheng, L. (2021). The implications of EFL/ESL teachers’ emotions in their professional identity Development. Frontiers in Psychology, 12, 1-7. https://doi.org/10.3389/fpsyg.2021.755592 Cheung, A. (2021). Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons. System, 100, 1-13. https://doi.org/10.1016/j.system.2021.102566 Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education (AJUE), 16(2), 46-58. https://doi.org/10.24191/ajue.v16i2.10294 Cong-Lem, N. (2018). Web-based language learning (WBLL) for enhancing L2 speaking performance: A review. Advances in Language and Literary Studies, 9(4), 143-152. https://doi.org/10.7575/aiac.alls.v.9n.4p.143 Deng, Q. (2022). Research on online education behavior and strategy in university. Frontiers in Psychology, 13, Article 832. https://doi.org/10.3389/fpsyg.2022.767925 Deperlioglu, O., & Kose, U. (2010). The effectiveness and experiences of blended learning approaches to computer programming education. Computer Applications in Engineering Education, 21(2), 328–342. https://doi.org/10.1002/cae.20476 Estaji, M., & Ghiasvand, F. (2022). Teacher assessment identity in motion: the representations in e-portfolios of novice and experienced EFL teachers. Issues in Language Teaching, 11(2), 33-66. https://doi.org/10.22054/ilt.2022.70302.741 Evans, C., O’Connor, C. J., Graves, T., Kemp, F., Kennedy, A., Allen, P., Bonnar, G., Reza, A., & Aya, U. (2020). Teaching under lockdown: The experiences of London English teachers. Changing English: Studies in Culture and Education, 27(3), 244–254. https://doi.org/10.1080/1358684X.2020.1806956 Fouche, N. V., & Moodley, M. (2022). School’s out, but class’s on’: Experiences of foreign teachers teaching EFL online in China during the COVID-19 lockdown. Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 1–19. https://doi.org/10.24256/ideas.v10i1.2709 Gikandi, J., Morrow, D., & Davis, N. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/10.1016/j.compedu.2011.06.004 Gooran, M., Soleimani, H., Alavi, M., & Jafarigohar, M. (2022). EFL teachers’ immunity: a case of online language teaching. Journal of Multilingual and Multicultural Development, 1-20. https://doi.org/10.1080/01434632.2022.2012391 Holmes, W., Nguyen, Q., Zhang, J., Mavrikis, M., & Rienties, B. (2019). Learning analytics for learning design in online distance learning. Distance Education, 40(3), 309-329. https://doi.org/10.1080/01587919.2019.1637716 Jiang, L. (2022). Factors influencing EFL teachers’ implementation of SPOC-based blended learning in higher vocational colleges in China: A study based on grounded theory. Interactive Learning Environments, 30 (1), 1-21. https://doi.org/10.1080/10494820.2022.2100428 Kamal, M. I., Zubanova, S., Isaeva, A., & Movchun, V. (2021). Distance learning impact on the English language teaching during COVID-19. Education and Information Technologies, 26(6), 7307-7319. https://doi.org/10.1007/s10639-021-10588-y Khosravi, R., & Ghasemi, N. (2022). Student-Teachers’ experiences of teaching and learning process during COVID-19 pandemic at Teacher Training University: A phenomenological study. Journal of Curriculum Studies, 16(63), 37-68. [In Persian] https://doi.org/20.1001.1.17354986.1400.16.63.2.9 Khosravi, R., & Nezami, M. (2022). Analyzing dimensions and quality of teaching-learning interactions by elementary teachers during the Covid-19 pandemic. Iranian Journal of Educational Sociology, 5(3), 1-19. https://doi.org/10.61186/ijes.5.3.95 Khreisat, M. (2022). English Language Learning Strategies during COVID-19 in the Middle East: A Systematic Review. Arab World English Journal (AWEJ),13 (1), 56-71. https://dx.doi.org/10.24093/awej/vol13no1.4 Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 296-301. https://doi.org/10.1177/0033688220937235 Kusuma, I. (2022). EFL teachers’ online teaching in rural schools during the COVID-19 Pandemic: Stories from Indonesia. Studies in English Language and Education, 9(1), 203-221. https://doi.org/10.24815/siele.v9i1.21239 Li, B. (2022). Ready for Online? Exploring EFL Teachers’ ICT acceptance and ICT literacy during COVID-19 in Mainland China. Journal of Educational Computing Research, 60(1), 196–219. https://doi.org/10.1177/07356331211028934 Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, S. D., & Jemadi, F. (2020). Secondary school language teachers' online learning engagement during the COVID-I9 pandemic in lndonesia. Journal of Information Technology Education: Research, 19, 803-832. https://doi.org/10.28945/4621 Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers and Education, 113, 75-85. https://doi.org/10.1016/j.compedu.2017.05.014 Lukas, B. A., & Yunus, M. M. (2021). ESL teachers’ challenges in implementing E-learning during COVID-19. International Journal of Learning, Teaching and Educational Research, 20(2), 330–348. https://doi.org/10.26803/ijlter.20.2.18 Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. The International Journal of Educational Research Open, 1, 1-8. https://doi.org/10.1016/j.ijedro.2020.100012 Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? The Internet and higher education, 14(2), 129-135. https://doi.org/10.1016/j.iheduc.2010.10.001 Nazari, F., Ghanizadeh, A., & Mirzaee, S. (2023). EFL teachers' coping strategies amidst the COVID-19 virtual education and their association with work engagement and teacher apprehension. Educational Research for Policy and Practice, 22(1), 1-22. https://doi.org/10.1007/s10671-022-09317-0 Nikolopoulou, K., & Kousloglou, M. (2022). Online teaching in COVID-19 pandemic: secondary school teachers’ beliefs on teaching presence and school support. Education Sciences, 12(3), 216-231. https://doi.org/10.3390/educsci12030216 Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21–39. https://doi.org/10.5944/openpraxis.8.1.212 Sangeeta, & Tandon, U. (2022). Factors influencing adoption of online teaching by school teachers: A study during COVID-19 pandemic. Public Affairs, 21(3), 1-11. https://doi.org/10.1002/pa.2503 Saputra, D., Ayudhia, H., & Muswari, R. (2022). Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers. JOALL (Journal of Applied Linguistics and Literature), 7(1), 104-119. https://doi.org/10.18196/jall.71121 Schunk, D.H. (2012). Learning theories an educational perspective. Pearson Education, Inc. Shin, D., Kwon, S. K., & Lee, Y. (2021). The effect of using online language-support resources on L2 writing performance. Language Testing in Asia, 11(1), 1-23. https://doi.org/10.1186/s40468-021-00118-2 Shiu, W. H. C. (2024). Teacher learning in Hong Kong: Primary English language teachers’ cognitions about online teaching to survive or thrive during COVID-19. Teachers and Teaching, 30(7–8), 1097–1125. https://doi.org/10.1080/13540602.2024.2328017 Tandon, U. (2021). Factors influencing adoption of online teaching by school teachers: A study during COVID‐19 pandemic. Public Affairs, 21(4), 31-39. https://doi.org/10.1002/pa.2503 Tzivinikou, S., Charitaki, G., & Kagkara, D. (2021). Distance Education Attitudes (DEAS) during Covid-19 crisis: Factor structure, reliability and construct validity of the brief DEA scale in Greek-speaking SEND teachers. Technology, Knowledge and Learning, 26, 461-479. https://doi.org/10.1007/s10758-021-09518-5 Wang, S., & Lee, C. I. (2021). Multimedia gloss presentation: Learners' preference and the effects on EFL vocabulary learning and reading comprehension. Frontiers in Psychology, 11, 1-15. https://doi.org/10.3389/fpsyg.2020.620183 Wang, Y., Pan, Z., & Wang, M. (2023). The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability. Heliyon, 3(9), 1-12. https://doi.org/10.1016/j.heliyon.2023.e05777 Wu, S. Y. (2021). How teachers conduct online teaching during the COVID-19 pandemic: A case study of Taiwan. Frontiers in Education, 6, 1-11. https://doi.org/10.3389/feduc.2021.813795 Yan, C., & Wang, L. (2022). Experienced EFL teachers switching to online teaching: A case study from China. System, 105, 1-13. https://doi.org/10.1016/j.system.2021.102575 Yang, S. C., & Chen, Y. J. (2007). Technology-enhanced language learning: A case study. Computers in Human Behavior, 23(1), 860-879. https://doi.org/10.1016/j.chb.2004.11.008 | ||
|
آمار تعداد مشاهده مقاله: 4,224 تعداد دریافت فایل اصل مقاله: 659 |
||