Design, Construction, and Validation of a Critical Pedagogy Attitude Questionnaire in Iran

The application of the principles of critical pedagogy to the field of ELT in the last few decades has contributed to the immergence of critical perspectives toward ELT industry and the role of English in the world. These views known as the critical standpoint acknowledges the existence of non-neutral hidden aspects in ELT and regards English as a tool to promote selected ideologies and to pursue hidden goals. Despite the rapid spread of English in Iran and the relevance of the issues addressed by the critical standpoint in ELT to this specific context, few studies have been conducted to survey Iranian EFL teachers' critical attitude towards ELT industry and the lack of an instrument to measure their critical attitude was highly remarkable. The present study, therefore, aimed at developing a Critical Pedagogy Attitude Questionnaire that could be used to evaluate Iranian ELT community’s critical attitude towards ELT industry. The newly developed questionnaire was validated by administering it among 100 English professors and institute teachers in 21 cities of Iran. This study investigated the internal consistency and the construct validity of the newly-developed instrument which both indicated acceptable results

Design, Construction, and Validation of a Critical Pedagogy Attitude Questionnaire in Iran

The application of the principles of critical pedagogy to the field of ELT in the last few decades has contributed to the immergence of critical perspectives toward ELT industry and the role of English in the world. These views known as the critical standpoint acknowledges the existence of non-neutral hidden aspects in ELT and regards English as a tool to promote selected ideologies and to pursue hidden goals. Despite the rapid spread of English in Iran and the relevance of the issues addressed by the critical standpoint in ELT to this specific context, few studies have been conducted to survey Iranian EFL teachers' critical attitude towards ELT industry and the lack of an instrument to measure their critical attitude was highly remarkable. The present study, therefore, aimed at developing a Critical Pedagogy Attitude Questionnaire that could be used to evaluate Iranian ELT community’s critical attitude towards ELT industry. The newly developed questionnaire was validated by administering it among 100 English professors and institute teachers in 21 cities of Iran. This study investigated the internal consistency and the construct validity of the newly-developed instrument which both indicated acceptable results

Design, Construction, and Validation of a Critical Pedagogy Attitude Questionnaire in Iran

The application of the principles of critical pedagogy to the field of ELT in the last few decades has contributed to the immergence of critical perspectives toward ELT industry and the role of English in the world. These views known as the critical standpoint acknowledges the existence of non-neutral hidden aspects in ELT and regards English as a tool to promote selected ideologies and to pursue hidden goals. Despite the rapid spread of English in Iran and the relevance of the issues addressed by the critical standpoint in ELT to this specific context, few studies have been conducted to survey Iranian EFL teachers' critical attitude towards ELT industry and the lack of an instrument to measure their critical attitude was highly remarkable. The present study, therefore, aimed at developing a Critical Pedagogy Attitude Questionnaire that could be used to evaluate Iranian ELT community’s critical attitude towards ELT industry. The newly developed questionnaire was validated by administering it among 100 English professors and institute teachers in 21 cities of Iran. This study investigated the internal consistency and the construct validity of the newly-developed instrument which both indicated acceptable results

Investigating Two Aspects of Teachers' Contribution to Classroom Discourse across Proficiency Levels: Corrective Feedback and Use of L1

In EFL contexts where the language learners' input, output, and interactions are primarily provided within the four walls of the classroom, the success of learning depends to a large extent on the righteousness and adequacy of classroom discourse to which the teachers' contribution has a decisive role. Drawing upon this assumption, the present study aimed at investigating teachers' contribution to classroom discourse at two levels of proficiency, namely low intermediate and high intermediate levels, based on two of the five categories proposed by Ellis (2008). In so doing, the discourse of eight English classes at the aforementioned levels taught by four male and female teachers (two classes per teacher, one low intermediate and one high intermediate) was audio-recorded, transcribed, and then analyzed quantitatively and qualitatively to determine whether the teachers intentionally and professionally modified their contributions to classroom discourse according to the learners' proficiency levels. The analysis of the results revealed that there was no marked and intentional adjustment on the part of participating teachers to the classroom discourse when interacting with the learners at those levels. At the end, the implications of the present study for classroom teachers, teacher trainers, supervisors, and observers were discussed

Relationship between Willingness to Communicate and Iranian EFL Learner’s Speaking Fluency and Accuracy

The application of English as an international language has been well known in any field of life. Four skills of this language are divided into two categories, productive skills (speaking and writing) and receptive skills (listening and reading). According to the practicality of the English language nowadays, most of people try to learn English. It is observable that majority of learners step in this way just to learn how to converse and participate in discussions. In other words, they aim to improve their speaking skill. Therefore, the present study aimed to investigate possible relationship between willingness to communicate and Iranian EFL learners' speaking fluency and accuracy. In this way, OPT, WTC test, fluency and accuracy test were employed. Afterwards, statistical analysis was accomplished. Consequently, the analysis indicated acceptable results. The results contain positive relationship between willingness to communicate and speaking fluency. It can be concluded that both trainers and trainees can employ willingness to communicate as one of the tools to increase fluency and accuracy level of learners speaking