Omid Mallahi,
Volume 29, Issue 4 (10-2022)
Abstract
Shadow education, defined as private supplementary tutoring provided beyond the mainstream educational systems and formal learning spaces, has become a widespread phenomenon throughout the world. The present study adopted a hermeneutic phenomenological research approach to investigate the status and effects of shadow education practice in general education and teaching the English language in Iran. Through the purposive sampling technique, 10 ELT teachers and 10 EFL college students who had the experience of being engaged in such teaching practices and learning experiences were selected and interviewed. After conducting a thematic analysis of the transcribed data, the researcher obtained the following themes with regard to the nature and influence of shadow education in teaching English in Iran: (1) shadow education compensating for inefficiency in teaching, (2) shadow education providing more student-centered and humanistic teaching methods, (3) shadow education facilitating access to higher education, (4), shadow education creating business opportunities and (5) shadow education perpetuating social inequalities in the society. Finally, it was suggested that due to its tremendous growth and ubiquitous presence along with the mainstream curriculum in educational ecology, shadow education must receive appropriate attention from educational authorities, teachers and researchers in the country.
Iran Mojtaba Maghsoudi, Iran Abolfazl Khodamoradi,
Volume 30, Issue 2 (3-2023)
Abstract
Although several studies have been carried out after the approval of the Fundamental Reform Document of Education (FRDE) in 2011, a small number of studies have reviewed the textbooks of Iranian schools in the light of this document, and unfortunately, English language textbooks have almost been ignored. Accordingly, the present study sought to answer the questions of what objectives are included in this document regarding English language teaching at schools, and to what extent the English language textbooks for Iranian Junior High Schools are based on these objectives. Therefore, the text of the document was first analyzed using directional content analysis. Then, based on the objectives extracted from the FRDE, the content of English language textbooks were reviewed. The results showed that the objectives of teaching English in accordance with this document should be (1) critical understanding and analysis of non-Iranian culture, (2) responsible interaction to introduce Iranian-Islamic culture and civilization, as well as dissemination of local findings and achievements and (3) establishing effective interaction and communication with non-Iranian parties, which is specifically explained in the form of two micro-goals (a) knowledge and mastery of local issues and (b) knowledge and awareness of global issues. Then, using deductive content analysis, English textbooks were analyzed. The results showed that these textbooks deal mainly with Iranian culture, and the balance between Iranian and "non-Iranian" culture, which is clearly defined in the document in three regional, Islamic and global forms but is not noticed. Accordingly, the findings of this study implied that it is essential that prospect series be revised to include non-Iranian cultural issues, especially those from Islamic countries and nations. In addition, there is a need to include global issues while domesticating them moderately.
Nafiseh Lashgari, Samad Mirzasuzani, Mohammad Javad Riasati,
Volume 31, Issue 2 (5-2024)
Abstract
This explanatory sequential mixed-method study aimed to investigate the washback effect of a local English Proficiency Exam (the Ministry of Science, Research and Technology Test (MSRT)) on Iranian Ph.D. candidates' English language learning skills. The study also examined the changes Iranian Ph.D. candidates perceive as essential to make the MSRT module implementation more useful for English learning. To this end, a sample of 150 Ph.D. candidates with differences in gender, age, and major were invited from Islamic Azad universities of Shiraz and Marvdasht to complete a questionnaire designed in terms of MSRT washback. The participants were chosen through a combination of stratified and convenience sampling methods. Furthermore, a sample of 20 PhD candidates from the same population was selected based on purposeful sampling and participated in the semi-structured interview sessions. The results of the data analysis represented some positive and negative washback effects on MSRT. Moreover, the participants suggested some recommendations on necessary changes and alterations for the MSRT test to facilitate university English learning further. Their feedback was in line with their viewpoints on why MSRT preparation had not satisfactorily prepared them to manage university workloads. The pedagogical implications will be discussed.
