Amir Shokrzadeh - Academia.edu (original) (raw)
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Papers by Amir Shokrzadeh
Journal of Teaching Language Skills, 2017
Research on teacher cognition concerning listening instruction has not been sufficiently touched ... more Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices....
Research on teacher cognition in the area of listening instruction has not been sufficiently touc... more Research on teacher cognition in the area of listening instruction has not been sufficiently touched upon. This case study aimed to investigate Iranian English as a Foreign Language (EFL) teachers' stated practices, perceptions, and their actual classroom practices in terms of the key activities and techniques of four common listening instructional approaches namely, text-oriented, communication-oriented, learner-oriented, and metacognitive approach. Additionally, this study sought to explore to what extent the teachers' stated practices and perceptions corresponded to their actual classroom practices. To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill the three instruments namely, the questionnaire, the lesson plan analysis task, and the belief inventory. The findings of the study from both the stated practices and lesson plan analysis task revealed that communication-oriented listening instruction was th...
Journal of Teaching Language Skills, 2017
Research on teacher cognition concerning listening instruction has not been sufficiently touched ... more Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metacognitive instruction (MCI). To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill a self-report questionnaire. The findings from the questionnaire revealed teachers' relative but insufficient use of the two process-oriented approaches. Regarding the effectiveness of the process-oriented approaches, the majority of the techniques were perceived by the teachers as effective. Also, the result of the observation showed that process-oriented approaches were conspicuously absent in the teachers' actual classroom practices....
Research on teacher cognition in the area of listening instruction has not been sufficiently touc... more Research on teacher cognition in the area of listening instruction has not been sufficiently touched upon. This case study aimed to investigate Iranian English as a Foreign Language (EFL) teachers' stated practices, perceptions, and their actual classroom practices in terms of the key activities and techniques of four common listening instructional approaches namely, text-oriented, communication-oriented, learner-oriented, and metacognitive approach. Additionally, this study sought to explore to what extent the teachers' stated practices and perceptions corresponded to their actual classroom practices. To this end, a mixed methods design was utilized. Five experienced EFL teachers were required to be observed and to fill the three instruments namely, the questionnaire, the lesson plan analysis task, and the belief inventory. The findings of the study from both the stated practices and lesson plan analysis task revealed that communication-oriented listening instruction was th...