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EFL Teachers’ Reflective Journal Writing: Barriers and Boosters | ||
| Iranian Journal of Language Teaching Research | ||
| مقاله 6، دوره 7، Issue 3 (Special Issue)، دی 2019، صفحه 71-90 اصل مقاله (1.05 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2019.120737 | ||
| نویسندگان | ||
| Shadi Donyaie1؛ Hassan Soodmand Afshar* 2 | ||
| 1Bu-Ali Sina University | ||
| 2Bu-Ali Sina University, Iran | ||
| چکیده | ||
| The study examined the extent to which Iranian EFL teachers were familiar with reflective journal writing (RJW), the possible contribution of a consciousness-raising interactive workshop to the participants’ individual and collective journal writing, and their perception of the barriers to RJW. The study enjoyed a qualitative design employing interviews and journal writings for data collection. Thirty Iranian EFL teachers sat a face-to-face interview. They were also asked to write two reflective journals, (one individually and one collectively), before, and two others after attending a consciousness-raising interactive workshop on reflection which adopted Richards’ (1995) framework on teacher reflection and Soodmand Afshar’s (in press) journal content guide. The grounded-theory-based content analysis was employed to analyze the data collected. The results indicated an improvement in participants’ familiarity with RJW after the event. Furthermore, the barriers to RJW were identified as ‘institutional issues’, ‘teacher issues’ and ‘educational system issues’. | ||
| کلیدواژهها | ||
| reflective journal writing؛ consciousness–raising interactive workshop؛ Iranian EFL teachers؛ individual and collective reflective journal writing؛ barriers | ||
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آمار تعداد مشاهده مقاله: 1,059 تعداد دریافت فایل اصل مقاله: 1,473 |
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