Hassan Soodmand Afshar; Mahsa Moradifar
Volume 9, Issue 1 , March 2021, , Pages 14-29
Abstract
The present study explored the relational patterns of critical cultural awareness, institutional identity, self-efficacy, reflective teaching, and job performance of Iranian EFL teachers. To this end, 300 Iranian EFL teachers from different private language institutes were selected based on convenience ...
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The present study explored the relational patterns of critical cultural awareness, institutional identity, self-efficacy, reflective teaching, and job performance of Iranian EFL teachers. To this end, 300 Iranian EFL teachers from different private language institutes were selected based on convenience sampling and took part in the study by completing the critical cultural awareness questionnaire, the teachers’ sense of self-efficacy scale, the institutional identity questionnaire, and the reflective teaching questionnaire. Moreover, 1500 EFL students (i.e., five students per teacher) were randomly selected from teachers’ classrooms to take part in the present study. A Structural Equation Modeling (SEM) analysis was adopted, the results of which revealed that all the predictor variables except critical cultural awareness predicted EFL teachers’ job performance. However, self-efficacy was found to be the strongest predictor of Iranian EFL teachers’ job performance. The implications, grounded in the findings of the study, are presented and discussed in more detail in the paper.
Momene Ghadiri; Mansoor Tavakoli; Saeed Ketabi
Volume 3, Issue 2 , September 2015, , Pages 115-124
Abstract
In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed ...
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In teaching a foreign language (FL), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (L1). To prevent such imminent problems, this paper recommended that the FL syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that language teachers should develop consciousness toward learners’ cultural fragility and explicitly make full use of a culturally relevant FL pedagogy in a procedural, technical fashion which we shall refer to as Culturally-adaptive English Language Pedagogy (CELP). Such a syllabus would help learners not only to welcome the legitimacy of differences between the two cultures, but also to make their own cultural values and practices more explicit, enfranchising learners the decision on what aspects of cultural practices they want to embrace. We address three questions of what (the characterization of CELP), why (the significance of CELP) and how (the implementation of CELP) in the peculiar EFL context of Iran.