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ERIC Number: EJ1138823
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-2222-1735
Current Pedagogical Challenges in Iranian EFL Teachers' Views: A Qualitative Study
Noughabi, Mostafa Azari
Journal of Education and Practice, v8 n9 p217-228 2017
Searching for the real voices in regard to pedagogical challenges Iranian EFL teachers may struggle against seems to be an unexplored issue, which is the purpose of this qualitative grounded study. To achieve generalizable findings, based on the tenets of grounded theory, data were collected using an open-ended questionnaire with 187 Iranian EFL teachers from 15 cities who were asked to fill it out. Four core categories naming context, learner, material, and teacher were the emerging themes after the codification and categorization of the pool of data using MAXQDA version 12. The results were discussed in the context of EFL teaching and some pedagogical implications were also proposed.
IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran