The Importance of Examining Teacher and Learner's Attitudes and Understanding Learning Needs in the Twenty First Century

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Autor/inn/en	Jabbarifar, Taghi; Elhambakhsh, ELham
Titel	The Importance of Examining Teacher and Learner's Attitudes and Understanding Learning Needs in the Twenty First Century
Quelle	In: Journal of International Education Research, 8 (2012) 2, S.71-84 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-0979
Schlagwörter	Foreign Countries; Mixed Methods Research; Observation; Instructional Design; Questionnaires; Curriculum Design; English (Second Language); Second Language Learning; Second Language Instruction; Public Schools; Private Schools; High School Students; Adult Students; Secondary School Teachers; Adult Educators; Interviews; Cognitive Style; Preferences; Formative Evaluation; Summative Evaluation; Evaluation Methods; Instructional Materials; Teacher Attitudes; Student Attitudes; Student Needs; Educational Testing; Language Teachers; Statistical Analysis; Educational Needs; Needs Assessment; Educational Assessment; Institutes (Training Programs); Audiolingual Methods; Iran + Suchen Sie Ihr Suchwort? Ausland; Beobachtung; Lesson concept; Lessonplan; Unterrichtsentwurf; Fragebogen; Lehrplangestaltung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Public school; Öffentliche Schule; Private school; Privatschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Adult; Adults; Erwachsenenalter; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Cognitive styles; Kognitiver Stil; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerverhalten; Schülerverhalten; Language teacher; Sprachunterricht; Statistische Analyse; Educational need; Bildungsbedarf; Bedarfsermittlung; Education; assessment; Bewertungssystem; Sommerakademie
Abstract	An indispensable part of any curriculum design in an educational setting is the analysis of the needs of the learners involved in the context. The needs can be addressed from different perspectives. Among them, the learners' needs in terms of their perceptions toward what constitute learning/teaching and testing processes are of prominent values. If there is a match between how they view these processes and what the course designers assume them to be, more achievement is likely to happen. In this regard, no one-to-one correspondence exists between what the learners think and what really should be; however, any modifications made to set the ideas closer to one another are of great value. In this study, an attempt is made to study the learners' as well as their teachers' attitudes toward learning, teaching and testing processes in their own educational settings. 213 learners and 38 English language teachers who have been selected from state/non-state schools and two English language private institutes with different comparable curricula have been questioned. The items of the different questionnaires designed for the learners and the teachers constituted the measuring instruments of the study. The types of the questions included in the questionnaires can to form four patterns of the responses. These patterns can show the preference of learners/teachers over: 1- text based or fun task-based teaching materials 2- form-focused or meaning focused instruction 3- formative or summative testing procedures. The implications of the study can benefit both learners/teachers as well as course designers to reconsider the issues which are of great challenges to any educational curriculum in different educational settings. (Contains 8 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10