خلاصة:
The use of pair/group-work can control the cognitive, affectiv and social aspects of learning and enhance the outcomes. This ex-post facto study explored teachers’ and learners’ beliefs about pair/group work activities in comparison with teachers’ classroom practice. The research sample comprised eight English teachers and 80 of their pre-intermediate students recruited from a population of 13 English teachers and 120 intermediate students at two language institutes in Tabriz, Iran. Two validated researcher-developed questionnaires were employed to glean the research data. They tapped teachers’ and learners’ beliefs. An observation form was also designed and piloted to match the content of the questionnaire and quantify the use of the same activities in the classroom. Independent samples t-test analysis of the data revealed significant differences in teachers' and learners' beliefs as well as in teachers’ beliefs about and practices of such activities which were the least frequently used activities in the classroom. The findings offer pedagogical implications for educators and underscore the need to promote the use of pair/group work in classrooms.
ملخص الجهاز:
Comparing the Beliefs of Language Learners and Teachers Regarding Collaborative Structures and Their Application in the Teaching Process * Farinaz Fartash Department of English, Islamic Azad University, Tabriz Branch, Tabriz, Iran ** Zohreh Seyfoori Department of English, Islamic Azad University, Tabriz Branch, Tabriz, Iran (Received: 2017-09-24, Approved: 2018-01-19, Published: April 2018) Abstract Collective activities are patterns for learners’ participation in the teaching process.
The present study investigates the comparison of beliefs of English language learners and teachers regarding these structures and compares it with their practical application in the teaching process.
However, in the second half of the 20th century, with the advancement of technology and the possibility of examining mental processes, a collection of cognitive (Ausubel, 1968) and emotional ٢ theories (Rogers, 1969, Maslow, 1968, Erikson, 1984) was presented, indicating the importance of creating prior knowledge and learners’ cognitive interaction with educational materials and the complementary role of emotional factors such as attitude, motivation, and anxiety, which, by controlling cognitive powers, led to facilitation or delay in learning.
Therefore, the present research was conducted to cover the existing research gap and with the aim of investigating the beliefs of Iranian teachers and learners regarding participatory structures on the one hand, and also comparing teachers’ beliefs with their performance in the teaching process in English as a foreign language classes.
Table (4) Results of Independent Samples T-Test for Comparing Teachers’ and Language Learners’ Beliefs Regarding Participatory Structures {Refer to the attached table file} The results of this test showed that there was a significant difference between the scores of teachers and language learners regarding collective activities (t=4.
(
, 
, 
)
