خلاصة:
The purpose of this qualitative study, conducted in one of the private English language institutes
in Tehran, was to encourage EFL teachers to reflect on the origins of the problems occurring in
their classes and consequently to help them achieve a certain level of self-confidence conducive
to blame themselves, not others for some of the problems in their classes. The study was carried
out by the contribution of two of the English teachers in the institute as the participants of the
study over a period of 90 days. As the findings indicated, by going through the process of the
study, the English teachers could reflect on the causes of the problems in their classes. Also,
the practice of dialogue journal writing fostered their self-confidence to such a degree that they
acknowledged themselves as possible sources of the problems happening in their classes. The
participants’ perceptions regarding the process of the study were also explored in the present
study.
این تحقیق در یکی از موسسات ملی زبان انگلیسی در تهران انجام گرفت, با این هدف که معلمان زبان را تشویق کند در مورد
ریشه مشکلات احتمالی که در کلاس رخ میدهد تاأمل کنند و درآین زمینه اعتمادبهنفس لازم را کسب نمایند تا برای برخی از
این مشکلات, خود را به جای دیگران مقصر بدانند. این هدف با همکاری دو نفر از معلمان زبان موسسه بهعنوان شرکتکنندگان
در این تحقیق در طول ۰ روز محقق شد. نتایج نشان داد که شرکت معلمان زبان در روند تحقیق به آنها کمک کرد در مورد
دلایل مشکلات اتفاقافتاده در کلاسهایشان تامل کنند. همچنین, از طریق تمرین ژورنالنویسی, آنها توانستند اعتمادبهنفس
لازم را کسب کنند و خود را بهعنوان یکی از عوامل ممکن برای این مشکلات در کلاس معرفی کنند. لازم به ذکر است که
نقطهنظر شرکتکنندگان در این تحقیق, در مورد روند پژوهش, نیز مورد بررسی قرار گرفت.
ملخص الجهاز:
"Since acquiring a "self-analytical approach" in teaching takes time and writing journal diaries is considered as a useful tool, in this regard (Hoover, 1994), the present researchers tried to provide the teachers with the opportunity to write weekly journal diaries about their problems in their English classes and helped them find the causes of the problems.
The frequently repeated complaints made by the researchers’ colleagues such as "I don’t know why my students were silent in the class" or "I don’t know why my students don’t understand" and also other "whys" led the researchers to conduct a qualitative study to see how the English teachers’ reflective views on the possible problems in their classes could be taken as a starting point in a process which could help the participant teachers realize that they themselves could be one of the possible sources of those problems.
Furthermore, Memrise does not have a strong structured base for learning a new language; learners are simply and directly presented with some vocabulary, which are not necessarily grammatically beneficial, can skip around their built-in syllabus (Ellis, 2005) and go through any level of any course anytime they want.
When a learning session is over and learners have long before "planted" new words and phrases in their minds, and see them fully grown now, Memrise reviews the previous materials.
In this type of review, learners are presented with the learned words or phrases and have to choose the correct translation among six possible answers in a very short time."