نوع مقاله : علمی پژوهشی(عادی)
نویسندگان
1 گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، اصفهان، ایران
2 دانشیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد شهرضا، شهرضا، ایران
3 دانشیار، آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، شهرضا، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This mixed-methods study focused on measuring Iranian EFL teachers’ awareness of the dialogic inquiry approach and investigating the influence of the awareness of the approach on changing teachers’ classroom practices into dialogic practice. The study included two phases. For the first phase of the study, a researcher-made questionnaire was designed with 5-point Likert Scale. A purposive sampling method was applied to select 150 EFL teachers in Fars Province, Iran. The results pointed out that EFL teachers’ awareness was not sufficient to practice the approach in their classes. In the second phase, three EFL teachers participated in an in-service course to increase their awareness of the dialogic inquiry approach. Afterward, five video-recorded sessions of a 20-session term were observed. The data were utilized to score Joyce and Showers’ (2002) Levels of Transfer Scale for each teacher to identify if they changed their practice into dialogic. To triangulate the data, in-depth interview sessions were applied. In order to investigate the amount of dialogic stance of their practice, The Dialogic Inquiry Tool (D-I-T) teachers’ rubric was applied. The results showed that teachers’ awareness of the approach positively influenced the teachers’ practice to shift from monologic to dialogic. However, their feedback showed some problems.
کلیدواژهها [English]
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