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RISS 인기검색어
- 검색키워드
- 저자 : Ali Roohani (검색결과 4 건)
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Relationship Between Critical Pedagogy and Reflective Thinking with L2 Teachers’ Pedagogical Success
Ali Roohani,Shahrzad Haghparast 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.1
This study first sought to develop a survey (Teacher Critical Pedagogy, TCP) to evaluate L2 teachers’ degree of critical pedagogy. Second, it investigated the relationship between L2 teachers’ degree of critical pedagogy and reflective thinking with their pedagogical success. Third, it explored the extent to which teachers’ critical pedagogy and reflective thinking contributed to their pedagogical success. To these ends, factor analysis with the data collected from a sample of 397 Iranian EFL teachers was used through AMOS software to confirm the validity of the critical pedagogy questionnaire. Then, validated version of TCP, Kember, Leung, Jones, and Loke’s (2000) Reflective Thinking for Teachers, and Moafian and Pishghadam’s (2009) Characteristics of Successful Teachers questionnaires were administered to a sample of 53 EFL teachers and 503 EFL students in language institutes in Isfahan, Iran, to assess the teachers’ critical pedagogy and reflective thinking as well as their pedagogical success as evaluated by their students. Correlational and multiple regression analysis revealed a significant and positive relationship between the teachers’ critical pedagogy and reflective thinking with their pedagogical success. Moreover, critical pedagogy and reflective thinking predicted the teachers' pedagogical success to a considerable extent. Findings provide implications for L2 teachers and teacher educators.
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Effect of Micro Flipped Method on EFL Learners’ Speaking Fluency
Ali Roohani,Parisa Etemadfar 아시아영어교육학회 2021 The Journal of Asia TEFL Vol.18 No.2
This study investigated the effect of the micro flipped method on English as a foreign language (EFL) learners’ speaking fluency and compared its effect with the traditional face-to-face teacher-fronted method in the EFL context of Iran. To this end, 40 intermediate-level EFL learners in a language institute were selected through a placement test and were assigned to experimental and control groups. The control group (non-flipped classroom) was exposed to in-class activities and instructional materials in the print format whereas the experimental group (micro flipped classroom) was exposed to both in-class and out-of-class instructional materials, including mini videos uploaded before class via Edmodo, a technology-based pedagogical environment. To assess the participants’ speaking fluency, they were interviewed at the beginning and end of their course, and the recorded speech data were analyzed through PRAAT (computer software package for speech analysis) in terms of six aspects of speaking fluency, including articulation rate (syllables per second), rate of all pauses, rate of long pauses, rate of unfilled and filled pauses and mean length of run. The analysis of the data through Mann-Whitney tests revealed statistically significant differences regarding the measures of fluency with the higher articulate rate and mean length of run and lower rates of pauses for the experimental group in the posttest interview. The findings accentuate the role of the flipped classroom and blended learning where second/foreign language (L2) leaners can develop their L2 speaking skills and fluency in online and actual settings.
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