مطالب

The theory and practice of critical discourse analysis (CDA) has turned into a major theme of research in English language teaching (ELT) in recent times. At the same time, classroom management (CM) has long been a significant pursuit in ELT. Accordingly, this descriptive study investigated the relationship between teachers’ CDA practices and classroom management. In doing so, 119 English teachers teaching in several language schools in the Iranian capital Tehran responded to two instruments: Murdoch’s (2000) checklist on effective CM and the Author’s (2017) CDA practices questionnaire (CDAPQ). The results revealed not only a significant correlation between teachers’ CM and CDA practices but also the predictability of the latter by the former. Furthermore, 30 EFL teachers within the original sample sat for a semi-structured interview concerning their views on the impact of CDA practices in CM; they unanimously agreed on the importance of applying CDA in the ELT classroom. The findings of this research demonstrate the importance of teachers’ CDA practices in attempting to enhance CM, thereby providing better opportunities for learners’ internalization of the new input they receive. The above goal of course necessitates an active engagement of not only EFL teachers but also teacher education institutions, syllabus designers, and materials developers.

Classroom justice, an under-investigated topic in language education, has been brought under focus in this study. Employing a qualitative research design, we took conceptual metaphor as both the theoretical framework and data analysis tool. Accordingly, 51 Iranian English as a foreign language (EFL) teachers were selected via snowball sampling to express their beliefs about (in)justice by creating a metaphor/simile. The aim was to discover EFL teachers’ conceptualization of metaphors of classroom (in)justice. The participants took a metaphor completion task (e.g., classroom justice is like …… because ……). Data analysis involved gathering, inductively coding, and classifying linguistic metaphors. Three elements were identified for each response, namely, the topic, vehicle, and ground. Then, conceptual categories were formed based on thematically grouping vehicles. Findings indicated reflection of the multidimensional conceptualization of classroom justice based on the organizational justice theory in many created metaphors; reference to emotional, psychological, and learning consequences of (in)justice in many other metaphors; and many pairs of opposite metaphors. These findings have implications for teacher education programs to employ metaphor as a useful tool to promote teachers’ reflection about classroom (in)justice; raise awareness of second/foreign language (L2) teachers about both issues of justice and injustice and their potential consequences for students’ wellbeing and educational outcomes; and train teachers for practical strategies of implementing justice principles in the instructional context as a way to address their professional development needs for becoming a quality L2 teacher and acting fairly in classroom. 

According to Skill Acquisition Theory (SAT), for declarative knowledge to become automatized, it needs to be clearly understood and practiced. Vygotsky (1978) viewed this process as fundamentally collaborative and mediational. Recent L2 research has employed Schemas for Complete Orienting Basis of an Action (SCOBA) as mediational tools to mediate underlying cognitive processes leading to use of targeted lexico-grammatical features. The present study explored EFL learners’ development of automatized grammatical knowledge of English tense-aspect concepts through SCOBA-based mediation. The adopted SCOBAs were essentially informed by Cognitive Grammar (CG) to mediate L2 learners’ conceptual understanding of the intended English features. The study used convenience sampling to recruit and randomly assign a cohort of 63 pre-intermediate EFL learners to an experimental (online/synchronous) and a comparison (offline/asynchronous) group. The experimental group received real-time intervention via Skype, while the comparison group had offline treatment through WhatsApp. The study employed a mixed-methods approach comprising Elicited Imitation Tests (EIT) and semi-structured interviews for data collection. Results of pretest-posttest comparisons indicated that both groups improved significantly after the instruction; however, subsequent ANCOVA results showed that the online group outperformed the offline group in their attainments of automatized grammatical knowledge regarding English tense-aspect application Finally, participants’ retrospective perceptions in the online setting attributed their better performance to real-time characteristics of online learning environments such as timely feedback and enhanced collaborative learning engagement. In conclusion, a synthesis of SCOBAs and online affordances was demonstrated to be useful tools for mediating L2 grammatical automaticity.