Novice and Experienced EFL Teachers’ Perceptions of the Inhibitors to the Implementation of Task-Based Language Teaching in Iranian Online Shad Classes

سال انتشار: 1402
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 168

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شناسه ملی سند علمی:

ICLP10_138

تاریخ نمایه سازی: 2 آبان 1402

چکیده مقاله:

The present study was an attempt to investigate novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching in Iranian online Shad classes. The participants in this study were ۴۰ male and female English teachers (۲۰ Novice & ۲۰ Experienced) with the age range of ۳۰-۴۵ in language institutes in Kermanshah, Iran. The participants were selected following convenience sampling procedure. In the present study, a mixed method design was conducted as an approach to inquiry that combines or associates both interview and questionnaire as qualitative and quantitative phases respectively. To obtain data to address the predetermined questions, TBLT (Task-Based Language Teaching) Questionnaire and interview were conducted to investigate the teachers’ attitudes towards the Shad platform in online classes regarding the implementation of task-based language teaching in online classes. Descriptive statistics were used to analyze the questionnaire to probe novice and experienced EFL teachers’ perceptions of the inhibitors to the implementation of task-based language teaching in Iranian online Shad classes. To analyze the interview phase, interview questions were also answered by the participants for obtaining more insights into the Shad platform in online classes and they were analyzed qualitatively by the premier goal of this study. The findings indicated that participants were generally positive in the view they take of ways in which computers help them to work effectively with other people. In addition, participants who were positive about how computers help them work with others had higher learning goals. EFL teachers and students had positive attitudes towards SHAD online education system as they believe that SHAD online education system constitutes a more relaxed and stress-free atmosphere. Hopefully, the findings of this study will assist educational teachers, administrators, and academicians to better understand the inhibitors to the implementation of task-based language teaching in online Shad classes.

نویسندگان

S. Dariush Ahmadi

Department of ELT, College of Literature and Humanities, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran

Sadegh Heidari

English Department, Faculty of Humanities, Hamadan Branch, Islamic Azad University, Hamadan, Iran