چکیده:
The researchers in this study aimed to demonstrate how impossible it could be for a language teacher to take fixed, systematic routes of action in recent Action Research designs. This was instantiated in an L2 (here, English) 'essay writing' course among some Persian speaker university students majoring in Hygiene Sciences (Family and Environment). Evidences regarding individualistic progress of students in 1)selecting a topic for their writing assignments, and 2) initiating talk on their selected topics are discussed to verify how complex it was to undertake the "process" and "catalytic" trustworthiness check of the present study via fixed action plans.
خلاصه ماشینی:
ir Introduction In English Language Teaching (ELT) profession, characterizing teaching practices as situated and interpretive enterprises, which lead language teachers to open different routes for learners for socializing their learners into a non-native second as additional language (here, English) has recently been an issue among language scholars (Burns, 2005; Frelin, 2013; Jia, 2009; Mill, 2000; Talmy, 2008; Vanassche & Kelchtermans, 2014).
Quite recently, scholars mostly in General Education arenas have attempted to define AR goals by introducing linear and/or sequential curriculum designing practicum, which has mainly been claiming to impose systematic routes of action and courses for teachers (Stringer, Christensen, & Baldwin, 2009).
With regard to the two problems mentioned above, in this study, we will instantiate how impossible it could be for a university tutor in an English language class targeting 'essay writing' abilities to follow secure routes of action having systematic and carefully designed arrangement of activities and procedures.
Here, a crucial point which can be regarded as a dilemma in giving a working teacher the essential right and responsibility in practicing what s/he corroborates as true to be followed in language classes is clearly believed by her to be objective in nature: Of course, AR cannot claim to be able to generalize to other classrooms.
The study In a larger scale research project for my (the third author) PhD dissertation, I was supposed to substantiate what possible roles I could play along with my students in a 'writing course' to remove the constraints that academia might impose for both of us and if my learners could be helped to be able to develop their own pieces of writing in an EAP course using a specific teaching method termed as Genre-based Pedagogy (GP) (Hyland, 2007, 2016).