Qualitative research
Mostafa Goodarzi; Mansoor Ganji; Nahid Yarahmadzehi; Mehdi Safaie-Qalati
Abstract
Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA (Preferred ...
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Multilevel EFL classes are increasingly common in EFL context and Iranian university settings. This study aims to identify and categorize the benefits, challenges, and possible solutions related to multilevel EFL classrooms through a systematic review of the existing literature. Following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, which offer structured steps for systematically identifying and selecting articles through employing strict inclusion and exclusion criteria, the researchers collected 141 articles from Google Scholar, Academia, Web of Science, and ResearchGate databases. After they were screened in three stages, 80 articles were left for the final content analysis. A thematic content analysis with manual open coding was applied to both conceptual and empirical studies, mainly authored by EFL experts and practitioners, to identify the recurrent themes across the literature. The analysis resulted in three categorized lists including benefits such as active learning environment and classroom community, professional growth for teachers; challenges including classroom management difficulties and unequal participation, diversity and meeting needs; and solutions like differentiated instruction and active learning strategies. The findings aim to help teachers maximize the benefits, anticipate and manage the challenges, and apply targeted strategies to foster more effective and inclusive learning environments.
Mahdis Mousavi; Mansoor Ganji; Khaled Kordi Tamandani
Abstract
Textbook is an essential element of teaching and learning materials. After the teacher, textbooks are the most important factor in learning. Since textbooks act as an important material in teaching and learning, they need to be evaluated regularly. In the light of the foregoing, this study aimed to evaluate ...
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Textbook is an essential element of teaching and learning materials. After the teacher, textbooks are the most important factor in learning. Since textbooks act as an important material in teaching and learning, they need to be evaluated regularly. In the light of the foregoing, this study aimed to evaluate “Active Skills for Reading” using a researcher-made checklist and a structured interview. This book was being taught in six classes of Chabahar Maritime University as a general English coursebook. The goal of this study was to determine the suitability of the book as a general English course from the students’ and teachers’ perspectives. To this end, 150 students and 4 teachers were selected, and data were collected during two semesters in 2020. The quantitative data of the checklist were analyzed by calculating descriptive statistics using SPSS version 26, and qualitative data was analyzed through deductive content analysis. It was shown that the teachers and students believed that the appearance of the book is attractive, the content of the book is up-to-date and practical, and the goals are well defined. It was also revealed that although the textbook had some shortcomings such as lack of enough grammar sections in each unit, teachers felt the book was still appropriate for general English courses, especially for developing the reading skills. Generally, it was indicated that the textbook had met students’ needs for a general English course. The study ends with suggestions for general English teachers and materials designers.
Elahe Sadeghi; Mansoor Ganji
Abstract
Due to the rapid expansion of knowledge and ever-increasing growth of international communication, the need to highly qualified translators is felt more than ever before. Not being satisfied with the traditional approaches to teaching translation, translation experts, practitioners, and researchers argue ...
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Due to the rapid expansion of knowledge and ever-increasing growth of international communication, the need to highly qualified translators is felt more than ever before. Not being satisfied with the traditional approaches to teaching translation, translation experts, practitioners, and researchers argue for a move to a more team-based, experiential, and cooperative approach. This study aimed to investigate if teaching translation through cooperative learning improved university students’ class-engagement, self-esteem, and self-confidence. Having administered the class-engagement, self-esteem, and self-confidence questionnaires, the control and experimental groups, with 15 students in each, received the treatment for 10 sessions. The experimental group did the translation tasks through cooperative method in groups of 2 or 3. However, the control group was taught through traditional method, and students translated the text individually. Once the treatment was over, the questionnaires were distributed again, and responses were recorded. Employing one-way ANCOVA, the data were analyzed. The results revealed that cooperative learning improved students’ self-confidence, self-esteem, and class-engagement. Using this technique, teachers can create a more relaxed, competitive, and stress-free atmosphere, where students are keen to participate in the class discussions and enjoy the cognitive and affective benefits. The results are discussed with regard to self-efficacy theory, attribution theory, and self-worth theory.
