Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning

Autor/in	Hashemnezhad, Hossein
Titel	Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning
Quelle	In: HOW, 29 (2022) 1, S.129-153 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hashemnezhad, Hossein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Learning Processes; Language Planning; Teacher Characteristics; Content Analysis; Language Teachers; Teacher Attitudes; Teaching Methods; Classification; Educational Policy; Language Usage; Social Influences; Student Characteristics; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning process; Lernprozess; Sprachwechsel; Inhaltsanalyse; Language teacher; Sprachunterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Politics of education; Bildungspolitik; Sprachgebrauch; Sozialer Einfluss; Ausland
Abstract	The purpose of the present study is to conduct a qualitative content analysis to explore factors affecting EFL learning in Iran. To achieve this aim, the researcher carried out face-to-face unstructured interviews with 10 EFL teachers and 12 university students. The researcher used MAX QDA 10 (Qualitative Data Analysis) software to analyze the data. In order to organize the data, open coding, creating categories, and abstraction processes were used. Using the conventional content analysis method, 950 primary codes were collected based on the participants' own statements in the original codes. The researcher immersed himself in the data, listened to the interviews, reviewed transcribed notes several times, excluded overlapping codes and, finally, obtained 640 open codes out of 950 primary codes which were classified into 42 subcategories. This reduction process in all categories and subcategories continued until the researcher reached four main categories and finally one abstracted main theme. The four main categories were factors associated with 'language planning and policy', 'teacher characteristics', 'environmental/social elements', and 'learners' individual characteristics.' It was concluded that the absence of the four mentioned factors leads to 'inflamed EFL learning'. Finally, implications are drawn for language planners and policymakers (LPP) and EFL teachers. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01