Studies in Humanities
Fatimah Ramezani; Musa Ahmadian
Abstract
Learning English has become one of the urgencies of the current century, and thus acquiring its diverse language skills relies on the development of learners’ abilities in an educational context. In this domain, teachers play a vital role through scaffolding techniques to aid in enhancing pupil’s ...
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Learning English has become one of the urgencies of the current century, and thus acquiring its diverse language skills relies on the development of learners’ abilities in an educational context. In this domain, teachers play a vital role through scaffolding techniques to aid in enhancing pupil’s educational levels in obtaining learning objectives. The proposed study is considered descriptive-analytical based on its methodology and applied for its purpose. Indeed, the research′s primary purpose is to investigate the impact of scaffolding ELT lessons on students in Iran and to provide useful suggestions for improving EFL learners in the underlying context. The sample size is 60 people (male = 30 and female = 30) in the age range of 15-25 years of both genders, which is carried out based on a random sampling method as the approximate statistical population.Furthermore, 30 English teachers of both genders (male = 15 and female = 15) in the age range of 25-40 years old were interviewed to conclude the true condition in the ELT domain, particularly in Iran. It should also be noted that written consent is received from all participants. Data collection was conducted through some methods like observation. The study′s results revealed that scaffolding techniques influence Iran’s EFL context.
Mina Heidari; Sara Heidari
Abstract
Lesson plan plays an important role in supporting teaching-learning process at schools and institutes. According to the literature available, unfortunately few studies have been conducted on these issues in the context of Iran. Therefore, EFL teachers' attitudes towards lesson planning on improving teaching ...
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Lesson plan plays an important role in supporting teaching-learning process at schools and institutes. According to the literature available, unfortunately few studies have been conducted on these issues in the context of Iran. Therefore, EFL teachers' attitudes towards lesson planning on improving teaching process seems to be neglected to some extent. Taking this existing gap, the main aim of this study was to describe English teachers' attitudes towards lesson plan based on their teaching experience and teaching place. The sample consisted 93 teachers in Ilam and Eyvan, Iran. A modified version of Ramaila and Ramnarain’s (2014) questionaire was applied in this study. This study used the descriptive design and employed quantitative approach. Data analysis was done by utilizing descriptive statistic t-test, one-way ANOVA. The findings reveal that no significant difference was observed between teachers' views concerning the given variables. Because of the importance of lesson plan, holding special workshop may provide information for developing better course plans.
