زینب مهدوی

Objective: To investigate how contemplative pedagogy—rooted in contemplative consciousness—can reframe educational paradigms by leveraging a neurophenomenological understanding of consciousness as an irreducible, embodied, and emergent phenomenon. Method: This study adopts a neurophenomenological methodology, integrating first-person experiential insights with third-person perspectives on neural, bodily, and environmental dynamics. The framework is applied to pedagogical strategies that foster contemplative modes of consciousness across four interrelated dimensions: internal awareness, embodied action, intersubjective empathy, and contextual systems. Result: Contemplative pedagogy manifests across four interconnected domains: 1) Internal dimension: Self-exploration and identification through “innernet” consciousness techniques. 2) External dimension: Enacted embodiment via processes of autopoiesis, emergence, and enaction. 3) Intersubjective dimension: Cultivation of empathy, compassion, and contemplative states such as emptiness and groundlessness. 4) Interobjective dimension: Engagement with social structures, extended systems, institutional contexts, and their influence on consciousness. These domains reveal how contemplative pedagogy intentionally cultivates consciousness in holistic and transformative ways. Conclusion: Framed through a neurophenomenological lens, contemplative pedagogy offers a rich, multidimensional educational paradigm that bridges consciousness theory and pedagogical practice. It underscores the potential for education to cultivate deeply embodied and relational forms of understanding, thus reframing learning as a transformative process rooted in contemplative consciousness.

The current study set out to examine the effect of pair and group virtual interaction in online classrooms on the development of speaking abilities of Iranian intermediate EFL learners. This investigation was based on the quantitative data collected based on quasi-experimental design. In order to do so, 45 students were chosen based on their scores on the CEFR placement test. These students were then divided into two experimental groups, namely group work and pair work as well as a control group who worked individually. Students had to participate in the IELTS Speaking test twice as pre-test and post-test. The course was held on the Skype platform for five weeks. Each session consisted of 45 minutes of speaking practice using the Talk a Lot textbook and 20 minutes of discussion. In order to compare the means of three independent groups, Kruskal-Wallis Test was used to compare pre-test and post-test results. The Post hoc test was used for multiple comparisons and the mean differences of groups. The findings indicated that there is a significant difference between the experimental groups and the control group regarding the effect of group and pair work in online classrooms on the speaking ability of EFL learners. According to the study findings, students who participated in pair and group work training in online classrooms had greater speaking performance than those who only received individual learning.