Exploring Iranian Teachers' Perspectives on the Implementation of CLT in the Vision Series: Attitudes and Challenges

Mirzaei, Shirin; Kuhi, Davud; Sefoori, Zohre

doi:10.22034/jls.2025.142728.1199

فهرست نشریات

دومین نسخه چاپی مجله فصلنامه مطالعات ادبی و فرهنگی معاصر

آیین نامه نشریات علمی مصوب اردیبهشت ۱۳۹۸

شیوه نامه ارزیابی و رتبه بندی نشریات علمی

سامانه همیاب با امکان مشابهت یابی مقالات فعال شد

تقدیر و تشکر از چهار عنوان مجله برتر دانشگاه کردستان در هفته پژوهش

تعداد نشریات	31
تعداد شماره‌ها	400
تعداد مقالات	3,869
تعداد مشاهده مقاله	5,398,642
تعداد دریافت فایل اصل مقاله	5,606,124

	Exploring Iranian Teachers' Perspectives on the Implementation of CLT in the Vision Series: Attitudes and Challenges
پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقاله 5، دوره 4، شماره 3 - شماره پیاپی 11، مهر 1404، صفحه 93-117 اصل مقاله (409.86 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2025.142728.1199
نویسندگان
Shirin Mirzaei¹؛ Davud Kuhi^* ²؛ Zohre Sefoori³
¹Ph.D Candidate, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
²Assistant Professor, English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
³Assistant Professor, Department of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
چکیده
Communicative language teaching is a dominant teaching method in English classes all over the world. This study investigated the teachers’ attitudes toward CLT principles in the Vison series and challenges that language teachers faced while teaching. In this mixed methods design study, 71 Iranian language teachers were selected through stratified sampling procedures. The researcher used Karavas-Doukas (1996) questionnaire and a checklist along with observation and interviews to collect the necessary data. The results revealed that Iranian language teachers had a strong and positive attitude towards using CLT in language classes but most of the teachers agreed to some extent that the Visions series are teachable based on the CLT principles. Also, the results disclosed that most of the changes had roots in teachers themselves, students, and class time. This study is of great help for language teachers and book writers to put their effort into teaching Vision series communicatively and include more communicative tasks in the books respectively.
کلیدواژه‌ها
Teachers’ attitudes؛ CLT implementation؛ Vision series؛ teachers’ challenges؛ CLT-ness of Vision books

مراجع
^References ^{Abahussain, M.O. (2016). Implementing communicative language teaching method in Saudi Arabia: challenges faced by formative year teachers in state schools. International Journal of English Language and Literature Studies, 5(3), 1-12.} ^{Almekhlafi, Abdo & Perur Nagaratnam, Ramani. (2011). Difficulties in Teaching and Learning Grammar in an EFL Context. Journal of International Instruction, 4 (1), 69-92.} ^{Ashoori Tootkaboni, A., & Khatib, M. (2017). Exploring EFL Learners' Beliefs Toward Communicative Language Teaching: A Case Study of Iranian EFL Learners. Journal of English Language Teaching and Learning, 9(20), 109-134.} ^{Barabadi, E.&Ayatollah, S. & Razmjoo. (2016). The Emergence of Various Contradictions in Iranian High School English Education under the New CLT- Based Curriculum. Journal of Education and Practice, 7(18), 1-10.} ^{Carless, David. (2007). Learning-Oriented Assessment: Conceptual Bases and Practical Implications. Innovations in Education & Teaching International. 44. Doi. 10.1080/14703290601081332.} ^{Chang, M. (2011). Factors Affecting the Implementation of Communicative Language Teaching in Taiwanese College English Classes. English Language Teaching. 4 (2), 3-12} ^{Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: MacMillan Heinemann.} ^{Ellis, R., & Shintani, N. (2013). Exploring Language Pedagogy through Second Language Acquisition Research (1st ed.). Routledge.}^{https://doi.org/10.4324/9780203796580} ^{Farooq, M. U. (2015). Creating a communicative language teaching environment for improving students’ communicative competence at EFL/EAP. International Education Studies, 8(4). http://www.ccsenet.org/journal/index.php/ies/article/view/47009} ^{Gor, K., & Vatz, K. (2009). Less commonly taught languages: Issues in learning and teaching. The handbook of language teaching, 234-249.} ^{Gorsuch, G. J. (2000). EFL educational policies and educational cultures: Influences on teachers' approval of communicative activities. TESOL Quarterly, 34 (4), 675 – 710.} ^{doi.org/10.2307/3587781} ^{Hawkey R, (2006). Teacher and learner perception of language learning activity. ELT Journal. 60(3). 242-252.} ^{Hien, T. T. (2021). Communicative Language Teaching in Teaching ESL for University Students. Journal of Language Teaching and Research, 12(3), 456-467.} ^{Joiner, Elizabeth & Shrum, Judith & Glisan, Eileen. (2010). Teacher's Handbook: Contextualized Language Instruction. The Modern Language Journal. 78. 389. Doi: 10.2307/330122.} ^{Karavas-Doukas, E. (1995). The teacher identified factors affecting the implementation of an EFL innovation in Greek public secondary schools. Language, Culture and Curriculum. 8(1), 53-68.} ^{Karavas-Doukas E, (1996). Using attitude scales to investigate teachers' attitudes to the communicative approach. ELT Journal. 50(3), 187-196} ^{Karim KMR, 2004. Teachers` perceptions, attitudes, and expectations about communicative language teaching (CLT) in postsecondary education in Bangladesh. Unpublished MA Thesis, University of Victoria} ^{Kheirabadi, R., & Alavi Moghaddam, S. B. (2014). New horizons in teaching English in Iran: A transition from reading-based methods to communicative ones by the “English for Schools” series. International Journal of Language Learning and Applied Linguistics World, 5(4), 225-232.} ^{Kramsch, C. (2006). From Communicative Competence to Symbolic Competence. The Modern Language Journal, 90(2), 249–252.}^{http://www.jstor.org/stable/3876875} ^{Kukiboyeva, A. (2022). The specifications of a student-centered language classroom. International Journal of Language and Linguistics, 9(2), 123-130.} ^{Larsen-Freeman, D., & Anderson, M. (2011). Techniques & Principles in Language Teaching (3rd ed.). Oxford University Press.} ^{Li, W. (2013). A study of metacognitive awareness of non-English majors in L2 listening. Journal of Language Teaching and Research, 4(3), 504-510.} ^{Littlewood, W. (2012). Communication-oriented language teaching: Where are we now? Where do we go from here? Language Teaching, 47, 349-362. Doi. 10.1017/S0261444812000134.} ^{Mora, A. (2022). A comprehensive review of Communicative Language Teaching (CLT) in modern classrooms. Language Education in Asia, 13(1), 1-15.} ^{Nishino T (2008). Japanese secondary school teachers` beliefs and practices regarding communicative language teaching: an exploratory survey. JALT Journal, 30(1). 27-50} ^{Pouranshirvani, M. (2017a). The External Evaluation of New English Textbook "Vision1" For Tenth –Grade Students in Iranian High Schools from Teachers' Perspectives. Science Arena Publications Specialty Journal of Language Studies and Literature, 1(2), 11-21.} ^{Pouranshirvani, M. (2017b). The internal evaluation of the new English textbook “Vision1” for tenth – grade students in Iranian high schools from teachers’ perspectives. Science Arena Publications Specialty Journal of Language Studies and Literature, 1(1), 38-51.} ^{https://sciarena.com/en/article/the-internal-evaluation-ofnew-englishtextbook-vision-1-for-tenth-grade-students-in-iranian-high-schoolsfrom-teachers-perspectives} ^{Rahimi, M., & Asadollahi, A. (2011). Teachers’ roles and identities in student-centered classrooms. International Journal of Educational Research, 50(3), 145-156.} ^{Rahimi, Mehrak & Asadollahi, Fatemeh. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia - Social and Behavioral Sciences, 31, 49–55. Doi: 10.1016/j.sbspro.2011.12.015.} ^{Richards, J. C., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics. Pearson Education.} ^{Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.} ^{Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.} ^{Reza Raissi & Fazirah Mohd Nor. (2013). Teachers’ perceptions and challenges regarding the implementation of communicative language teaching (clt) in Malaysian secondary schools. 2502-01 14 presented at Proceedings of the Global Summit on Education 2013. Malaysia: Universiti Teknologi Malaysia, March.} ^{Rahimpour, M., & Hashemi, R. (2011). Textbook Selection and Evaluation in EFL Context. World Journal of Education, 1(2), 62-68.} ^{Salam, A. (2024). A comprehensive review of Communicative Language Teaching (CLT) in modern classrooms. Language Education in Asia, 13(1), 1-15.} ^{Savignon, Sandra. (2007). Beyond communicative language teaching: What's ahead? Journal of Pragmatics. 39. 207-220. Doi: 10.1016/j.pragma.2006.09.004.} ^{Tayjasanant, Chamaipak & Barnard, Roger. (2010). Language teachers' beliefs and practices regarding the appropriateness of communicative methodology: A case study from Thailand. Journal of Asia TEFL. 7. 279-311.} ^{Tsai, J. L. (2007). Ideal Affect: Cultural Causes and Behavioral Consequences. Perspectives on Psychological Science, 2(3), 242-259.}^{https://doi.org/10.1111/j.1745-6916.2007.00043.x} ^{Vongxay, H. (2013). The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution: A case study (Master’s thesis).}
آمار تعداد مشاهده مقاله: 138 تعداد دریافت فایل اصل مقاله: 28

سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب

پیوندهای مفید

پیوندهای مفید

اخبار و اعلانات

آمار

Exploring Iranian Teachers' Perspectives on the Implementation of CLT in the Vision Series: Attitudes and Challenges