EEDA, a post-method guideline for managing EFL educational settings
سال انتشار: 1395
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 568
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شناسه ملی سند علمی:
MELCONF01_031
تاریخ نمایه سازی: 29 مهر 1396
چکیده مقاله:
Though no method is the best and every educational situation invokes its unique requirements, getting provisional insights from suggestions is ajustifiable policy. In the current paper, seeking to harmonize the postmethod- era learner autonomy , the social interactive theory of MaxWeber and Burner’s discovery learning , we sought to propose an educational guideline termed EEDA for managing EFL educationalsettings and put it into SWOT analysis. EEDA’s axiomatic components were first formulated in alignment with theories in the sociology, and thepsychology of teaching and learning. Next, through self-introspection in a SWOT analysis, some positive and negative aspects of the protocol werealleged. Accordingly, its emphasis on learners’ metacognitive development skills, goal-orientation, bilateralism of accountability, and synergeticnetwork of participation were considered as worthy features whereas devising some solid validating routes for further executability and adoptinga germane pace of policy change were claimed to be some areas of potential threat.
کلیدواژه ها:
نویسندگان
Vida Dehnad
Lecturer, University of Neyshabur
Roghayeh Farsi
Assistant Professor, University of Neyshabur