Saba Hasanzadeh; Elaheh Sotoudehnama; seyyedeh Fahimeh Parsaiyan
Abstract
The purpose of the present study is to determine whether studying or teaching English as a Foreign Language (EFL) will lead teachers to decrease home cultural values or help them to develop their cultural values in both cultures. This mix-method research was conducted in two different contexts, university ...
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The purpose of the present study is to determine whether studying or teaching English as a Foreign Language (EFL) will lead teachers to decrease home cultural values or help them to develop their cultural values in both cultures. This mix-method research was conducted in two different contexts, university and language institute in Gorgan, Iran. To this end, the Home Culture Attachment Scale questionnaire was given to 50 English language professors and 50 institute teachers. Also, a semi-structured interview was conducted with ten participants from each group. The collected data of quantitative phase and qualitative phase were analyzed using multivariate ANOVA and thematic analysis, respectively. The findings of the quantitative phase showed significant differences between professors and institute teachers in terms of religious, western and cultural attachment. Besides, six themes were identified for the qualitative part including the changes, definition of culture, Iranian attachment, religious attachment, western attachment, and artistic attachment. Consequently, the study illustrates that whoever is dealing with English is in danger of losing his/her home culture and teachers must be aware of this. The results urge English language teachers to pay more attention to this issue because they can have a great impact on students in terms of beliefs and values.
Fatemeh Hemmati; Elaheh Sotoudehnama; Mahboobeh Morshedian
Abstract
Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one’s learning goals. Therefore, this research probed into the effect of training English as a Foreign ...
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Self-regulation is the ability to regulate one’s actions, behaviors and thoughts to achieve goals. In the same line, self-regulated learning (SRL) refers to plans and behaviors to reach one’s learning goals. Therefore, this research probed into the effect of training English as a Foreign Language (EFL) learners according to Zimmerman and Moylan’s self-regulated learning (SRL) model when directed at reading on their motivation for EFL reading. Moreover, the moderating role of the learners’ proficiency level was investigated, as well. Self-regulation strategies which can be used while reading were taught to two experimental groups; they were trained to implement the three phases of Zimmerman and Moylan’s cyclic SRL model while trying to make sense of the reading sections of their textbook. Meanwhile, two control groups received the traditional, routine reading instruction. The data of the study were collected through Mori’s questionnaire of motivation for EFL reading before and after the treatment. A two-way analysis of covariance showed that self-regulation training, when directed at EFL reading, could significantly enhance the participants’ motivation for EFL reading, but their level of proficiency did not have any moderating role in the outcome of self-regulation training. These findings can encourage teachers to train EFL learners in self-regulation strategies with the purpose of improving their motivation for reading.
