Zahra Sabaghzade; Neda Fatehi Rad; Leila Anjomshoa
Abstract
With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging ...
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With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging critical thinking, fostering creativity, building community, and empowering students. This exploratory sequential mixed-methods study aimed to develop a technology-laden, critical pedagogy (CP)-based EFL teacher preparation program (TCPTPP). In order to facilitate access to the participants, time limitation, and productivity of the cost effectiveness, 100 male and female teaching-English-as-a-foreign-language (TEFL) experts and 100 male and female EFL teachers participated in the study. To collect the data, the researchers used a semistructured interview and a close-ended questionnaire. Qualitative data analysis was done via open, axial, and selective coding through constant comparative methods. Quantitative data analysis was conducted through structural equation modeling (SEM). Through using grounded theory, a TCPTPP was developed in three main categories including pedagogical, socio-cultural, and criticality-related issues, each consisting of some subcategories. Moreover, the Cronbach’s alpha (.88) revealed that both experts and teachers endorsed the developed program. The findings have implications, redefining the policies and revising the current curriculum for EFL teacher education administrators and using educational technologies with the framework of CDP for curriculum planners and educators.
Zahra Sadat Hadj Seyed Hossein Khani Taher Kermani; Neda Fatehi Rad; Valeh Jalali
Abstract
AbstractThe importance of the metacognitive awareness raising strategy has been well-documented in research findings as a type of support for the language skills acquisition of English as a foreign language (EFL) learner in overall; nevertheless, the efficacy of this strategy on EFL learners' reading ...
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AbstractThe importance of the metacognitive awareness raising strategy has been well-documented in research findings as a type of support for the language skills acquisition of English as a foreign language (EFL) learner in overall; nevertheless, the efficacy of this strategy on EFL learners' reading comprehension and self-regulation level has received little notice. This research investigated the effectiveness of metacognitive awareness raising in a flipped educational environment on Iranian EFL learners' reading skills and their self-regulation levels as a partial attempt in this direction. In order to do this, a sample of 56 low-intermediate EFL students from one of the private language schools in Kerman, Iran, were chosen for the study relying on a convenient sampling strategy. The Oxford placement test, a reading pre-test, a reading post-test, a self-regulation scale, and a semi-structured interview were used to gather the results. Independent samples t-test findings indicated that from the pre-test to the post-test, EFL students in the treatment group outperformed the control group in both reading comprehension and self-regulation level. The findings of the semi-structured interview supported those of the t-test, and it was determined that the treatment's collaborative, entertaining, and educational elements had impressed the students. In sum, the results confirmed that integrating flipped classrooms with metacognitive development increased EFL learners' reading comprehension and self-regulation levels. The pedagogical implications of the strategy are discussed.
