AN INVESTIGATION INTO THE AVAILABLE PEDAGOGICAL PRACTICES IN EFL CLASSROOMS AT THE UNIVERSITY LEVEL IN KURDISTAN: STUDENTS’ PERSPECTIVES
Keywords:
: Pedagogical practices, Interaction and communication, 21st-Century skills, Teacher cognition
Abstract
This paper is an extract from a Ph.D. dissertation on the impact of teacher cognition on pedagogical practices: a psychosocial study of Kurdish EFL teachers at universities in the Kurdistan region. Various aspects of life in the twenty-first century have already seen tremendous changes including pedagogical practices and language teaching methodologies. Adjustments in education and language teaching are unavoidable since new realities need adaptation.
The classroom in the 21st century ought to be leaning towards learner-centered classes and involving the learners to shoulder the responsibility for teaching and learning processes. In that way, learners might be better prepared for life after graduation. Thus, the pedagogical practices should go side by side with the requirements of the century. Therefore, teachers should be cognizant of the effective pedagogical practices that fit the era. This study aims at investigating the available pedagogical practices by tackling five essential themes including 21st-century education and skills, interaction and communication, facilitation and guidance, error correction and teachers’ patience, and learner autonomy at three selected English departments in Kurdistan universities as to have an insight into the reality of the EFL classes at the university level. One hundred forty-nine students at three public universities have been targeted using Likert-questionnaire of 16 questions to collect data. Several findings have been drawn, including the infrequent availability of what is commonly referred to as 21st-century skills within the targeted EFL classrooms
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References
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Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass: A Wiley Company.
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Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171.
Basit, T. (2010). Conducting Research in Educational Context. London: Continuum.
Bilimoria, D., & Wheeler, J. (1995). Learning-centered education: a guide to resources and implementation. Journal of Management Education, 3, 402-428.
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research 23, 9-38.
Brophy, J., & Good, T. (2003). Looking in classrooms. New York: Pearson Education, Inc.
Brophy, J. (1999). Perspectives of classroom management: Yesterday, today and tomorrow. In H. Freiberg, Beyond behaviorism: changing the classroom management paradigm (pp. 43-56). Boston: Allyn and Bacon.
Burton, D., & Bartlett, S. (2009). Key Issues for Education Researchers. London: Sage.
Crabbe, D. (2003). The Quality of Language Learning Opportunities. , 37, 9-34. TESOL Quarterly, 37, 9-34.
Dollard, N., & Christensen, L. (1996). Constructive Classroom Management. Focus on Exceptional Children, 29(2), 1-24.
Edwards, C. (2004). Classroom management and discipline. New York: John Wiley & Sons.
Ellis, R. (1992). In C. Kramsch, & S. McConnell-Ginet, Text and Context: Cross-Disciplinary Perspectives on Language Study (pp. 171-187). Toronto: D.C. Heath and Co.
Ellis, R. (1999). The study of second language acquisition. Shanghai: Shanghai Foreign Languages Education Press.
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley &Sons.
Erdoğan, V. (2019). Integrating 4C skills of the 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113-124.
Garret, T. (2008). Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43(1), 34-47.
Gregersen, T., & Horwitz, E. (2002). Language learning and perfectionism: Anxious and nonanxious language learners' reactions to their oral performance. The Modern Language Journal, 86(4), 562-570.
Hatch, E. (1978). Discourse analysis and second language acquisition. In E. Hatch, Second Language Acquisition: A Book of Readings (pp. 402-435). Rowley: MA, Newbury House.
Hatch, E. (1992). Discourse and language education. Cambridge: Cambridge University Press.
Hiver, P., & AlHoorie, A. (2020). The Role of the Language Teachers: A Contemporary Review Study. In Z Dornyei, & S Ryan, The Palgrave Handbook of Applied Linguistic Research Methodology (pp. 521-541). Palgrave Macmillan.
Horwitz, E. (2000). It Ain’t Over ’til It’s Over: On Foreign Language Anxiety, First Language Deficits, and the Confounding of Variables. The Modern Language Journal, 64(2), 256-259.
Jabbour, K. (2013). Issues that restrain teachers from adapting student-centered instruction in Lebanese school. Tejuelo. Didáctica de la lengua y la literatura. Educación., 17, 85-96.
Jacobs, G., & Farrell, T. (2003). Understanding and implementing the CLT Paradigm. RELC Journal, 34(1), 5-30.
Johnson, P. (2000). Getting Students to Read the Syllabus: Another Approach. Teaching Professor, 14(3), 1-2.
Jones, C., & Cargile, A. (2018). English as a Foreign Language Teachers' Role in the 21st Century. TESOL Journal, 9(2), e 287.
Koch, A. S., & Terrell, T. D. (1991). Affective reactions of foreign language students to natural approach activities and teaching techniques. Language anxiety: From theory and research to classroom implications, 3, 109-126.
Krashen, S. (1985). The input hypothesis: Issues and implications. Harlow, England: England: Harlow.
Kumaravadivelu, B. (1994). The post method condition:(E) merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale University Press.
Lai , E., & Viering, M. (2012). Assessing 21st Century Skills: Integrating Research Findings.
Long, M. (1981). Input, interaction, and second language acquisition. In H. Winitz, Native language and foreign language acquisition (pp. 259-278). New York: Annals of the New York Academy of Sciences.
Long, M. (1996). The role of the linguistic environment in second language acquisition. New York: Academic Press. In W. Ritchie, & T. Bhatia, Handbook of second language acquisition (pp. 413-468). New York: Academic Press.
Lyster , R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in second language acquisition, 19(1), 37-66.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language teaching, 46(1), 1-40.
Mackey, A. (1999). Input, interaction, and second language development: An empirical study of question formation in ESL. SSLA, 21, 557-587.
Nava , A., & Pedrazzini, L. (2018). . Second language acquisition in action: Principles from practice. Bloomsbury Publishing. Bloomsbury Publishing.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House/Harper and Row.
Pica, T.‐P. F. (1996). Language learners' interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 30(1), 59-84.
Plough, I., & Gass, S. (1993). Interlocutor and task familiarity: Effects on the interactional structure. In G. Crookes, & S. Gass, Tasks and Language Learning: Integrating Theory and Practice (pp. 35-56). Clevedon: Multilingual Matters.
Reid, D., & Ewing, J. (2018). Placing technology in learner-centered design through blended learning in post-secondary education. In Online Course Management: Concepts, Methodologies, Tools, and Applications (pp. 630-645). IGI Global.
Richards, J. C., & Schmidt, R. W. (2013). Longman Dictionary of language teaching and applied linguistics. Routledge.
Robles, M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business Communication Quarterly, 75(4), 453-465.
Saavedra, A. R., & Opfer, V. D. (2012). Learning 21st-century skills requires 21st-century teaching. Phi Delta Kappan, 94(2), 8-13.
Saleh, S. (2019). Critical thinking as a 21st-century skill: conceptions, implementation and challenges in the EFL classroom. European Journal of Foreign Language Teaching, 4(1).
Schleicher, A. (2012). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. France: OECD Publishing.
Slimani, A. (1989). The role of topicalization in classroom language learning. System, 17(2), 223-234.
Tsui, A. (2001). Classroom interaction. In The Cambridge guide to teaching English to speakers of other languages, (pp. 120-125).
Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge University Press.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass: A Wiley Company.
Wenden, A. (1991). Learner Strategies for Learner Autonomy: Planning and Implementing Learner Training for Language Learners. New York: Prentice Hall.
Yan , J., & Horwitz, E. (2008). Learners' perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: A qualitative analysis of EFL learners in China. Language Learning, 58(1), 151-183.
Published
2023-07-04
How to Cite
ABUBAKR , S. N., & HASSAN, Z. M. (2023). AN INVESTIGATION INTO THE AVAILABLE PEDAGOGICAL PRACTICES IN EFL CLASSROOMS AT THE UNIVERSITY LEVEL IN KURDISTAN: STUDENTS’ PERSPECTIVES. Journal of Duhok University, 26(1), 1078-1091. https://doi.org/10.26682/hjuod.2023.26.1.65
Section
Humanities and Social Sciences
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