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A Comparative Study between Iranian and Japanese Students` Conceptions of “Ideal English Lesson”
( Sakineh Jafari ),( Saeed Ketabi ) 범태평양응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.1
With the shift in language teaching towards a more learner-centered approach, there is now an emphasis on considering learners` views on what goes on in the classroom. Involving learners in selecting and evaluating classroom activities as well as listening to their voices and preferences can be helpful for teachers in planning lesson and designing materials. With this idea in mind, the present study focuses on the tertiary students` perceptions of ``ideal English lesson`` in Iran and Japan. 115 Iranian students completed a questionnaire designed by Littlewood (2010). The results were compared with the Littlewood`s (2010) study with Japanese students as well as students from three Asian countries (Hong Kong, Singapore, and Mainland China). The findings show that for Iranian students non-communicative activities were regarded as an ``ideal English lesson``. Japanese students expressed generally more conservative preferences than their counterparts in Iran and the three other Asian countries. The results suggest that learners` beliefs about language learning, proficiency level, and future needs may affect their current preferred classroom activities. Implications for lesson planning and curriculum development are also discussed in this paper.
A Comparative Study of Iranian and Japanese English Teachers" Demotivational Factors
( Somayeh Baniasad Azad ),( Saeed Ketabi ) 범태평양응용언어학회 2013 범태평양응용언어학회지 Vol.17 No.1
This study examined demotivational factors among Iranian and Japanese college teachers of English. To achieve the purpose, the study used a 35- item questionnaire and semi-structured interviews. The results were compared with the similar study in Japan by Sugino (2010). The findings of the study revealed that Iranian and Japanese lecturers are much similar regarding motivation and demotivation in their teaching. However, there is difference with respect to the top items causing demotivation. For Iranian teachers, the most demotivating items were ``No consistency in curriculum with clear goals``, ``No bonus, ``Little appreciation from the administration``, ``Employment system is unstable``, ``When students are not interested in studying``, and ``Lack of research fund``. Whereas, the top demotivating items for Japanese college teachers were: students using cell-phones in classes, students sleeping in class, students taking rebellious attitudes, long meeting hours, much paperwork, and ``fixed teaching method. Implications for curriculum development, working conditions, and educational authorities will be discussed.