The purpose of the present study was to investigate the role of three dimensions of Transformativ... more The purpose of the present study was to investigate the role of three dimensions of Transformative Teaching on Iranian EFL Students as a macro study on teaching professionalism. The participants were 81 female and male Intermediate students enrolled in Jahad Language Institute. The study employed a Quasi-experimental design involving administering PET test as pre-test in order to determine language proficiency and homogeneity of the learners and post-test in which speaking was scored by two rates, the Gardner Attitude/Motivation Test Battery (2004) both in Persian at the beginning of the term and in English at the end of the term, to measure motivation, and a researcher- developed catalog introducing Transformative Teaching to teachers, and a teacher-made journal of what happened in classrooms. The results of this study revealed, at the P < .05 alpha level, that, the treatment implied in this research had a significant effect on learners’ motivation and speaking ability. Furthermore, the results showed that Transformative teaching happens through being actively engaged in the learning process, co-creating or constructing what it is they are learning as they learn rather than taking in content passively. Thus transformative learning is essentially a way of understanding adult learning as a meaning-making process. The findings also revealed that the most frequently used strategies evoked integrated motivation of the learners.
Code switching is a widely observed but less studied phenomenon, especially in multilingual and m... more Code switching is a widely observed but less studied phenomenon, especially in multilingual and multicultural communities. So, the present study investigated the status of grammatical code switching among Iranian EFL university students. Also, the role of the teacher in managing the code switching was investigated, too. Two classes including 96 participants from two different universities were observed carefully and the required data were collected. Analyses of the data revealed varying nature of code switching in both settings. Moreover, the obtained frequencies revealed the fact that among the four types of „trigger words‟ only „proper nouns‟ and discourse marker „OK‟ remarkably were responsible for code switching in one setting, while „lexical transfer‟ and also the discourse marker „OK‟ lead to code switch in another. Meanwhile, four functions for code switching were determined, which included providing equivalents for the key word, showing humor, inspiring learners, and explaining the required assignments, as teacher‟s role in dealing with code switching . Keywords Code Switching, EFL Classroom, Interference and Interaction
The purpose of the present study was to investigate the role of three dimensions of Transformativ... more The purpose of the present study was to investigate the role of three dimensions of Transformative Teaching on Iranian EFL Students as a macro study on teaching professionalism. The participants were 81 female and male Intermediate students enrolled in Jahad Language Institute. The study employed a Quasi-experimental design involving administering PET test as pre-test in order to determine language proficiency and homogeneity of the learners and post-test in which speaking was scored by two rates, the Gardner Attitude/Motivation Test Battery (2004) both in Persian at the beginning of the term and in English at the end of the term, to measure motivation, and a researcher- developed catalog introducing Transformative Teaching to teachers, and a teacher-made journal of what happened in classrooms. The results of this study revealed, at the P < .05 alpha level, that, the treatment implied in this research had a significant effect on learners’ motivation and speaking ability. Furthermore, the results showed that Transformative teaching happens through being actively engaged in the learning process, co-creating or constructing what it is they are learning as they learn rather than taking in content passively. Thus transformative learning is essentially a way of understanding adult learning as a meaning-making process. The findings also revealed that the most frequently used strategies evoked integrated motivation of the learners.
Code switching is a widely observed but less studied phenomenon, especially in multilingual and m... more Code switching is a widely observed but less studied phenomenon, especially in multilingual and multicultural communities. So, the present study investigated the status of grammatical code switching among Iranian EFL university students. Also, the role of the teacher in managing the code switching was investigated, too. Two classes including 96 participants from two different universities were observed carefully and the required data were collected. Analyses of the data revealed varying nature of code switching in both settings. Moreover, the obtained frequencies revealed the fact that among the four types of „trigger words‟ only „proper nouns‟ and discourse marker „OK‟ remarkably were responsible for code switching in one setting, while „lexical transfer‟ and also the discourse marker „OK‟ lead to code switch in another. Meanwhile, four functions for code switching were determined, which included providing equivalents for the key word, showing humor, inspiring learners, and explaining the required assignments, as teacher‟s role in dealing with code switching . Keywords Code Switching, EFL Classroom, Interference and Interaction
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Papers by Azadeh Zarbafian
Students as a macro study on teaching professionalism. The participants were 81 female and male Intermediate students enrolled
in Jahad Language Institute. The study employed a Quasi-experimental design involving administering PET test as pre-test in order to determine language proficiency and homogeneity of the learners and post-test in which speaking was scored by two
rates, the Gardner Attitude/Motivation Test Battery (2004) both in Persian at the beginning of the term and in English at the end
of the term, to measure motivation, and a researcher- developed catalog introducing Transformative Teaching to teachers, and a teacher-made journal of what happened in classrooms. The results of this study revealed, at the P < .05 alpha level, that, the treatment implied in this research had a significant effect on learners’ motivation and speaking ability. Furthermore, the results showed that Transformative teaching happens through being actively engaged in the learning process, co-creating or constructing
what it is they are learning as they learn rather than taking in content passively. Thus transformative learning is essentially a way of understanding adult learning as a meaning-making process. The findings also revealed that the most frequently used strategies evoked integrated motivation of the learners.
Keywords
Code Switching, EFL Classroom, Interference and Interaction
Students as a macro study on teaching professionalism. The participants were 81 female and male Intermediate students enrolled
in Jahad Language Institute. The study employed a Quasi-experimental design involving administering PET test as pre-test in order to determine language proficiency and homogeneity of the learners and post-test in which speaking was scored by two
rates, the Gardner Attitude/Motivation Test Battery (2004) both in Persian at the beginning of the term and in English at the end
of the term, to measure motivation, and a researcher- developed catalog introducing Transformative Teaching to teachers, and a teacher-made journal of what happened in classrooms. The results of this study revealed, at the P < .05 alpha level, that, the treatment implied in this research had a significant effect on learners’ motivation and speaking ability. Furthermore, the results showed that Transformative teaching happens through being actively engaged in the learning process, co-creating or constructing
what it is they are learning as they learn rather than taking in content passively. Thus transformative learning is essentially a way of understanding adult learning as a meaning-making process. The findings also revealed that the most frequently used strategies evoked integrated motivation of the learners.
Keywords
Code Switching, EFL Classroom, Interference and Interaction