Male vs. Female Mindsets on the Principles of Postmethod Pedagogy: A Case of Iranian EFL Teachers

This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the postmethod pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and the descriptive statistics and the independent sample t-test were utilized to analyze the data. Findings revealed that despite both groups’ holding positive mindsets on the post-method pedagogy, a significant difference existed between their mindsets on the post-method pedagogy in general as well as the principles of practicality and learner role so that the female teachers had significantly more positive mindsets than the male teachers. However, the male and female teachers’ mindsets were not significantly different in terms of particularity, possibility, and teacher role as the other principles of post-method pedagogy

Online Communication versus Face-to-Face Interaction: the Effect of Chatting Communication on Iranian EFL Learners' Oral Performance

This study aimed to investigate the impact of chatting communication on Iranian EFL learners' oral performance. To this end, the author randomly selected fifty 17-to-18-year-old male Iranian EFL learners attending Top Notch communicative classes in language institutes in Shiraz. First, they applied the Oxford Placement Test as a proficiency test to homogenize learners, and then the learners were divided into experimental and control groups (n = 25 in each group). Both groups had a pretest to estimate their oral performance before applying treatment. The experimental group received instruction and materials via online context as treatment. However, the participants in the control group just received instruction via traditional teaching methods in the class. Finally, both groups had a post-test to measure the effect of treatment on their oral performance. The mean and standard deviation were calculated for two groups In the data collection and analysis, a paired samples t-test was conducted. Based on the results, between the two groups, there was a substantial disparity in terms of oral presentation skills., and the experimental group learners outperformed the control group's learners. The findings can be helpful for teachers to find practical ways to develop students' skills and their incentives

THE ROLE OF BRAIN DOMINANCE IN THE PEDAGOGICAL STRATEGIES USED BY IRANIAN ELT TEACHERS

This study aimed to investigate the role of Iranian teachers' brain dominance in the pedagogical strategies they employ and reveal in which way brain dominance as a cognitive factor can influence the way teachers perform in their language classrooms. To this end, data were gathered from 74 ELT teachers in higher education institutes in Shiraz, Iran who were selected to partake in the study through availability sampling. The participants were asked to fill in two questionnaires, the first one determined their brain dominance, and the second one examined the pedagogical strategies they used in their teaching strategies. Analysis of data gathered via descriptive as well as inferential statistics revealed that teachers' brain dominance did not have any effects on their use of teaching strategies. Based on the results, it can be claimed that teachers can employ any strategy type they find more useful in their language classes regardless of their brain dominance, as a cognitive style

Online Communication versus Face-to-Face Interaction: the Effect of Chatting Communication on Iranian EFL Learners' Oral Performance

This study aimed to investigate the impact of chatting communication on Iranian EFL learners' oral performance. To this end, the author randomly selected fifty 17-to-18-year-old male Iranian EFL learners attending Top Notch communicative classes in language institutes in Shiraz. First, they applied the Oxford Placement Test as a proficiency test to homogenize learners, and then the learners were divided into experimental and control groups (n = 25 in each group). Both groups had a pretest to estimate their oral performance before applying treatment. The experimental group received instruction and materials via online context as treatment. However, the participants in the control group just received instruction via traditional teaching methods in the class. Finally, both groups had a post-test to measure the effect of treatment on their oral performance. The mean and standard deviation were calculated for two groups In the data collection and analysis, a paired samples t-test was conducted. Based on the results, between the two groups, there was a substantial disparity in terms of oral presentation skills., and the experimental group learners outperformed the control group's learners. The findings can be helpful for teachers to find practical ways to develop students' skills and their incentives

Iranian Male and Female Learners' Creativity in News Translation from a Sociolinguistic Perspective

Purpose: This article investigates the difference between Iranian male and female learners' creativity and their use of translation strategies in news translation from a sociolinguistic perspective. Approach/Methodology/Design: In terms of the sample, 50 (24 male and 26 female) M.A students of the English Translation at Islamic Azad University, Marvdasht Branch were randomly selected as participants of the study.  Abedi's Creativity Test (1983) was used to differentiate male and female students' creativity. The test included 60 questions and was designed based on four different subcategories of creativity. Saibua's Model (1985) was used to assess the strategies applied in the process of translation by male and female translators. Findings: There is no significant difference between Iranian male and female students’ level of creativity and their use of translation strategies in news translation at P ≤ 0.05. Practical Implications: The results can be used to uncover the difference between male and female learners’ levels of creativity in transferring source text to target text. Various news translators can draw on the results of this study as a guideline to solve problems that could occur when translating because the strategies mentioned in this study are applicable. In addition, the results may be helpful for the translators of any kind of text because the concepts of these strategies can be adapted or applied for almost every type of text. Originality/value: The study investigates the difference between male and female learners' ability to transfer ST to TT by using translation strategies

Implementación de la pedagogía crítica en los contextos de EFL: cerrar la brecha entre la teoría y la práctica

As a result of post-modernism in the present world, a dramatic recent shift has been the emergence of offshoots such as initiation of critical pedagogy in academic settings. Besides, there is a shift toward a critical era that defines a new relationship between teachers and theorizers, which is pushing teachers towards the world of skills, knowledge, and autonomy. Considering the increasing importance of the critical pedagogy, this paper firstly provides basic concepts and objectives of critical pedagogy and how it has emerged, then it draws on the basic tenets of this theory and offers how it can be adopted to the field of language education in EFL contexts. Finally, it gives some practical applications for implementing this theory in EFL classrooms, supporting Crooks’ (2010) argument that more practical examples of critical pedagogical EFL literature need to be reported.Como resultado de la posmodernidad en el mundo actual, un cambio dramático reciente ha sido el surgimiento de ramificaciones como el inicio de la pedagogía crítica en contextos académicos. Además, hay un cambio hacia una era crítica que define una nueva relación entre profesores y teóricos, que está empujando a los maestros hacia el mundo de las habilidades, el conocimiento y la autonomía. Teniendo en cuenta la creciente importancia de la pedagogía crítica, este documento en primer lugar proporciona conceptos básicos y objetivos de la pedagogía crítica y cómo ha surgido, luego se basa en los principios básicos de esta teoría y ofrece cómo se puede adoptar en el campo de la educación de idiomas en Contextos EFL. Por último, ofrece algunas aplicaciones prácticas para implementar esta teoría en las clases de EFL, lo que respalda el argumento de Crooks (2010) de que se deben informar más ejemplos prácticos de literatura de EFL pedagógica crítica

Discurso com ênfase no pensamento de foucault: contribuições para a análise de práticas discursivas na educação científica e tecnológica

Nesse artigo buscamos articulações teóricas entre a Análise de discurso e a Educação Científica e Tecnológica, com ênfase nas relações entre sujeito-saber discutidas na obra de Foucault. Estudos que se fundamentam na Análise de discurso de linha francesa demonstram a importância de se considerar as práticas discursivas em sala de aula de ciências como uma possibilidade valiosa para problematizar os conhecimentos veiculados nesse campo. Os estudos aqui realizados permitiram compreender que em todas as práticas há discursos que produzem e selecionam saberes, que constroem modos de pensar, de agir e de ser. As interlocuções com Foucault, realizadas nesse estudo teórico, evidenciam que um diálogo entre esse autor e a educação científica e tecnológica, na perspectiva da Educação CTS é possível, ao fazer emergir algumas ferramentas teórico-metodológicas que nos auxiliam na construção de nossas práticas educativas

Sentidos sobre ciências e tecnologias no ensino fundamental

Neste artigo são apresentados e discutidos resultados de uma pesquisa1 envolvendo aspectos do funcionamento da leitura em sala de aula de ciências, a partir de textos do campo da ciência e da tecnologia, veiculados pelo Programa Internacional de Avaliação de Estudantes (PISA). Objetivando compreender que sentidos sobre Ciências e Tecnologias são produzidos pelos estudantes, analisamos as condições de produção da leitura e dos discursos envolvendo esses textos, em situações de sala de aula de ciências, no ensino fundamental. Para tanto, realizamos uma pesquisa de cunho qualitativo, adotando como suporte teórico-metodológico a Análise de Discurso de linha francesa e Educação CTS, com destaque para as questões que envolvem leituras do PISA, em particular, suas paráfrases e polissemias

A dialética Denúncia/Anúncio em Freire: saídas para uma formação cidadã decolonial crítica na Educação em Ciências

Since 2004, our research group has been dedicated to including in the Science Education plan a commitment to the fight for social justice to contribute to overcoming intersectional oppressions such as race, class, and gender that structure society. Latin American. In this article, I will focus on some research works with the following topics: intercultural teacher education, decolonial curricular anthropophagy, decolonial critical citizen, and the Freirean dialectic denunciation-announcement. Our objective in this work is to contribute to biology education and the construction of Latin American citizenships, inspired by Paulo Freire, in discourse analysis and decolonial studies.Desde 2004, nuestro grupo de investigación se ha dedicado a incluir en la agenda de Educación Científica un compromiso en la lucha por la justicia social, con el fin de contribuir a la superación de las opresiones interseccionales como raza, clase y género que estructuran la sociedad latinoamericana. En este artículo me centraré en algunos trabajos de investigación con los siguientes temas: formación docente intercultural, antropofagia curricular decolonial, formación ciudadana crítica decolonial y con la dialéctica freireana denuncia-anuncio. Nuestro objetivo en este trabajo es contribuir con la educación de la biología y la construcción de ciudadanías latinoamericanas, inspiradas en Paulo Freire, en el análisis del discurso y en los estudios decoloniales