Exploring Effective Classroom Management Constraints in EFL Context: A Phenomenological Inquiry
محل انتشار: مطالعات زبان کاربردی ایران، دوره: 12، شماره: 2
سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 140
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شناسه ملی سند علمی:
JR_IJALS-12-2_007
تاریخ نمایه سازی: 30 خرداد 1400
چکیده مقاله:
For years, effective classroom management and the constraints which affect teachers’ classroom management have been of much concern to both teachers and teacher educators. Despite such paramount importance, this issue has been far less explored in general and the Iranian EFL context in particular. Therefore, the current study employed a phenomenological inquiry to delve into the constraints which set hurdles in the way of effective classroom management. To that end, ۲۰ Iranian EFL teachers from different branches of the same English Language Institute were selected through purposive sampling and interviewed in person to extract thick and in-depth data. The interviews then were transcribed verbatim and their content was inductively analyzed to let frequent themes emerge. Results of the analysis indicated that four major themes, namely ‘institute-related’, ‘learner-related’, ‘teacher-related’, and ‘social-cultural differences’ frequently manifested. It should be noted that each main theme also comprised several sub-themes. Some stakeholders such as teachers and teacher educators could benefit from the findings to promote the quality of EFL teachers’ classroom management.
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نویسندگان
Mohammad Shakerkhoshroudi
ELT Department, Faculty of Foreign Languages, North Tehran Branch, Islamic Azad University, Tehran, Iran
Seyed Reza Beh-Afarin
ELT Department, Faculty of Foreign Languages, North Tehran Branch, Islamic Azad University, Tehran, Iran
Jahanbakhsh Nikoopour
ELT Department, Faculty of Foreign Languages, North Tehran Branch, Islamic Azad University, Tehran, Iran
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