Do Our Perceptions of Students’ Activity Preferences Come True?

Hossein Saadabadi M.

Abstract


In order to have an effective second language education, students, and teachers should share beliefs and assumptions about language and learning as well as educational goals.  Achieving such efficiency requires deep understanding of students’ and teachers’ beliefs, and considering them in the process of syllabus design and materials preparation for English courses. To provide a deeper understanding of Iranian university students’ preferences regarding activities in General English classes, this research tried to find the participants' preferences and expectations in foreign language learning and teaching through finding out  whether there is any correspondence between teachers' and learners' preferred activities,  and to what extent teachers’ beliefs about language learning and class activities correspond with those of the learners'. To obtain the required data, this study made use of a questionnaire that covered areas such as language skills, feedback, testing and evaluation, participation mode, and class size. statistical analysis of the data (Independent samples t-test) showed that only 43.75%; namely, twenty one out of forty eight of the differences were significant at 0.05 or below. These findings indicate a need to take more time to share ideas with students regarding classroom practices.


Keywords


Second language education, Needs analysis, Learners’s belief, Teachers’ belief

Full Text:

PDF

References


Allwright, D. (1984). Why don’t learners learn what teachers teach? The interaction hypothesis. In D. M. Singleton & D. G. Little (Eds.), Language learning in formal and informal contexts (pp. 3-18).

Davies, A. (2006). What do learners really want from their EFL course? ELT journal, 60(1), 3-12.

Eslami-Rasekh, Z., & Valizadeh, K. (2004). Classroom activities viewed from different perspectives: Learners’ voice and teachers’ voice. TESL-EJ, 8(3), 1-13.

Gabillon, Z. (2005). L2 Learner's Beliefs: An Overview. Journal of Language and Learning, 3(2), 233-260.

Green, J. M. (1993). Student Attitudes Toward Communicative and Non‐Communicative Activities: Do Enjoyment and Effectiveness Go Together? The Modern Language Journal, 77(1), 1-10.

Hawkey, R. (2006). Teacher and learner perceptions of language learning activity. ELT journal, 60(3), 242-252.

Kehrwald, J. (2007). Conflicting Voices from the Classroom: Exploring Mismatches Between Language Learners’ Beliefs and Curricula Goals. Paper presented at the Exploring Theory, Enhancing Practice: Autonomy Across the Deciplines, Kanda University of International Studies, Chiba, Japan.

Meskill, C. , & Rangelova, K. (2000). Relocating the ‘cognitive’ in sociocognitive views of second language learning. In R. Rapp. (Ed.), Linguistics on the Way into the New Millennium: Proceedings of the 34thColloquium of Linguistics. London: Peter Lang-Verlag Publishing.

Nation, I., Stephen, P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.

Noora, A. (2008). Iranian undergraduates non-English majors' language learning preferences. GEMA: Online Journal of Language Studies, 8(2), 33-44.

Nunan, D. (1995). Closing the gap between learning and instruction. Tesol Quarterly, 29(1), 133-158.

Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle Publishers.

Peacock, M. (1997). Comparing Learner and Teacher views on the Usefulness and Enjoyableness of Materials. International Journal of Applied Linguistics, 7(2), 183-200.

Peacock, M. (1998). Exploring the gap between teachers' and learners' beliefs about ‘useful’activities for EFL. International Journal of Applied Linguistics, 8(2), 233-248.

Peacock, M. (1999). Beliefs about language learning and their relationship to proficiency. International Journal of Applied Linguistics, 9(2), 247-263.

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics (3 ed.). London: Longman

Riley, P. A. (2009). Shifts in beliefs about second language learning. RELC Journal, 40(1), 102-124.

Savage, W., & Storer, G. (1992). An emergent language program framework: Actively involving learners in needs analysis. System, 20(2), 187-199.

Shahini, A. , & Daftarifard, P. . (2011). Learners’ Beliefs of an Effective Teacher: A Case of Iranian Context. Brain. Broad Research in Artificial Intelligence and Neuroscience, 2(1), 29-37.

Spratt, M. (1999). How good are we at knowing what learners like? System, 27(2), 141-155.

Spratt, M. (2001). The value of finding out what classroom activities students like. RELC Journal, 32(2), 80-101.

Toussi, M. (1998). Attitude, Motivation, and Language attainment in the English as Foreign Language(EFL) Classes: Socio-political and Psychological study of Iranian College Level Students. Department of English. M.A. thesis. Punjab University. India.

Yang, N. (1999). The relationship between EFL learners' beliefs and learning strategy use. System, 27(4), 515-535.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.2n.4p.174

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2021 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.