Effective Language Classroom: A Qualitative Study Using a Critical Incident Technique

Journal of English Language Pedagogy and Practice

دوره 15، شماره 31، دی 2022، صفحه 141-163   

نوع مقاله: Research Paper

شناسه دیجیتال (DOI): 10.30495/jal.2023.1985371.1483

نویسندگان

Pooya Drood¹؛ Masoud Zoghi^{* 2}؛ Hanieh Davatghari Asl³

¹PhD Candidate, Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran

²Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran

³Assistant Professor, Department of ELT, Ahar Branch, Islamic Azad University, Ahar, Iran

چکیده

An effective language classroom is a multifaceted and intricate setting that involves various dimensions and has gained increasing recognition in the academic literature. Insufficient information is available regarding the experiences and perceptions of EFL learners regarding productive English language classrooms. This research focused on understanding how Iranian students who are learning English as a foreign language feel about and have experienced effective learning in the classroom. The present study was based on a phenomenological study in which participants’ perceptions about effective learning in class were examined. The research utilized the critical incident interview method to gather information from 30 MA EFL students with extensive English learning experience, who were deemed capable of contributing valuable insights on the topic. Therefore, participants were selected through purposive sampling. The process of analyzing data has yielded identification of significant themes of 1) attention to learners’ opinions 2) material transfer 3) teaching enthusiasm 4) instructors’ competence 5) learning environment and 6) learning process. The present study’s findings have led to the provision of recommendations for researchers in the realm of language learning.

کلیدواژه‌ها

Critical incident technique؛ effective language classroom؛ experience؛ learners ‘ perspectives؛ phenomenology