Unveiling the Invisible Gem: Identifying the Obstacles on the Path of Critical Literacy Practices in EFL Digital Classes in Iran
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 18
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شناسه ملی سند علمی:
JR_JALDA-12-1_003
تاریخ نمایه سازی: 23 اردیبهشت 1403
چکیده مقاله:
In the present climate, Critical Literacy has become an area gathering momentum more than ever before, tantamount to an ‘invisible gem’ as almost many education systems have attempted, but failed, to incorporate it into their curricula. To address this elusive notion, this study aimed to investigate the obstacles in the way of possible dilemmas, challenges, constraints, and limitations Iranian EFL teachers face in the process of implementing critical literacy in their online classes. This qualitative research study was conducted in two phases. First, an open-ended set of questions was developed after reviewing the literature, scrutinizing the existing questionnaires, and collecting data from experts in the field. To do so, after reviewing the literature, a list of questions was composed. Subsequently, qualitative data were collected (and analyzed) from ۲۹ EFL teachers through an open-ended questionnaire and interview. The framework and elicited data led to the development of ۲۳ items for the interview part. Accordingly, the online classes of all the teachers were observed by the researchers for an entire term. From what has been discussed, the following conclusion may be drawn that critical literacy needs to be part of the language teaching curricula in Iran. The finding can potentially aid the key educational stakeholders, including second/foreign language (L۲) policymakers, teacher educators, authorities in charge of recruiting teachers, and materials developers, to take appropriate measures to increase pre- and in-service L۲ teachers’ critical literacy and, as a result, encourage the implementation of this key concept in the instructional contexts.
کلیدواژه ها:
نویسندگان
Esmaeel Salimi
Associate Professor of Applied linguistics, English Department, Faculty of Persian Literature and Foreign Languages, University of Allameh Tabataba’i, Tehran, Iran
Omid Ostad
PhD Candidate in TEFL, Allameh Tabataba’i University (ATU), Tehran, Iran
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