Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT

Seirafi, Mahsa; Zoghi, Masoud; Davatgari, Haniyeh

doi:10.22054/ilt.2024.76065.808

فهرست نشریات

اخذ رتبه توسط نشریه پژوهش‌های رهبری آموزش از وزارت علوم، تحقیقات و فناوری

اخذ رتبه «الف» توسط نشریه پژوهشنامه معارف قرآنی از وزرات علوم، تحقیقات و فناوری

نشست مشورتی مسئولان مجلات علمی دانشگاه علامه‌طباطبائی

نتایج ارزیابی علمی نشریات دانشگاه علامه طباطبائی در سال ۱۴۰۱; 19عنوان موفق به دریافت رتبه الف شدند.

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	Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT
Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 تیر 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2024.76065.808
نویسندگان
Mahsa Seirafi¹؛ Masoud Zoghi^* ²؛ Haniyeh Davatgari²
¹Ph.D. Candidate of TEFL, Islamic Azad University, Ahar Branch, Ahar, Iran
²Assistant Professor of TEFL, Islamic Azad University, Ahar Branch, Ahar, Iran
چکیده
This study delves into the attitudes of Iranian English as a Foreign Language (EFL) learners toward the classroom practices of Communicative Language Teaching (CLT). It endeavors to present a comprehensive understanding of the current state of CLT in Iran, the associated challenges, and potential avenues for enhancing CLT classroom practices. The existing literature review highlights a scarcity of research concerning learners’ perspectives on CLT, with many studies primarily relying on questionnaires or surveys, failing to capture learners’ nuanced attitudes and experiences. In response to this gap, our qualitative research explores the attitudes of 31 Iranian EFL learners using a grounded theory approach. Grounded theory, known for its capacity to unearth insights into social processes and their underlying factors, is particularly suited to this endeavor. The research findings uncover seven key themes that constitute the dimensions of CLT practices in the EFL classroom. These themes include interactive learning, speaking-auditory communication, learners’ participation in class activities, learners’ ability, teacher empowerment, learning needs assessment, and communicative language training. This study offers valuable insights into Iranian EFL learners’ attitudes toward CLT classroom practices. Findings also contribute to the ongoing dialogue on language teaching methodologies, providing educators and policymakers with a deeper understanding of learner perspectives and paving the way for more effective CLT implementation in EFL classrooms in Iran. Keywords: Attitude, communicative language teaching, EFL, exploratory research, grounded theory
کلیدواژه‌ها
Attitude؛ communicative language teaching؛ EFL؛ exploratory research؛ grounded theory

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Exploring Iranian EFL learners' Attitudes toward Classroom Practices of CLT