This study was an attempt to probe the perceptions of the EFL students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. the findings indicated that the EFL students had positive opinions about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.
This study explores TEFL teachers’ and non-TEFL teachers’ perceptions about the relationship between second language acquisition (SLA) research and language pedagogy with regard to familiarity, involvement, accessibility, consultation, relevance, and usefulness of SLA research in L2 pedagogy. To this end, 83 teachers, 40 TEFL teachers and 43 non-TEFL teachers, participated in this study. They filled out a questionnaire addressing their perceptions about SLA research and language pedagogy. The results revealed that the majority of TEFL teachers involved in doing research, at least as their educational term projects, while mostly no contribution was reported by non-TEFL teachers. In addition, TEFL teachers insisted that L2 teachers need to be involved in SLA research to be successful in their teaching career, while non-TEFL teachers were of the opposite opinion. Moreover, it was revealed that TEFL teachers considered the knowledge gained from research studies relevant and useful to their classroom actions, whereas non-TEFL teachers saw their experience more important for managing their classroom actions. Although both groups had contradictory perceptions of the relationship between SLA research and language pedagogy, they showed some common points in this regard. That is, both groups reported on their difficulty in having access to the research materials; they also expressed their willingness to do research.
Teachersí cultural identity is among the forepart issues within the realm of teacher education studies. The research about teachersí identity has been done using teacherauthored narratives. That said, the purpose of this study was to investigate the role of negotiation in the student-teachersí cultural identity formation. To that end, three studentteachers (two males and one female student-teachers), majoring in English language teaching participated in this study. During four months, the student-teachers participated in a negotiation program on cultural identity. They were sent some academic papers to study, then, they participated in discussions about cultural variations and the ways to address them in classrooms. The student-teachers where asked to write their narratives. Then the narratives where analyzed based on the semantic expressions. The qualitative analysis of the student-teachersí narratives showed that their cultural identity changed during the negotiation period. By analyzing the student teacher-authored narratives, it appeared that they addressed cultural variations in different ways includingusing cultural varieties in teaching, identifying the gaps between cultural contexts, reconceptualization of cultural concepts, cultural transformation, new modes of using culture, internalization of cultural issues, and cultural awareness, each of which is discussed in the current study. It can be concluded from the obtained information that cultural identity is a dynamic one and open to change. The research bears some implications for teacher education policy makers to introduce sustainable teacher education program in general, and sustainable second language teacher education program in particular.
Self-selecting of the material has been the arena of discussion by the researchers of L2 pedagogy. While some believe that it can be effective, others believe that it is detrimental to L2 learning. Hence, the purpose of this study was to investigate the effect of self-selected and teacher assigned writing prompts on the writing complexity, accuracy, and fluency of Iranian EFL learners at beginning, intermediate, and advanced proficiency levels. The theoretical aspects of the current research were founded based on Theory of Reasoned Action () and Choice Theory (). Given that, 52 Iranian EFL learners (beginning N = 19, intermediate N = 16, advanced N = 17) participated in this study. Each student was asked to write about two writing prompts: one selected by the students and the other by the teacher. Using relevant indexes, we measured writing complexity, accuracy and fluency with regard to the two writing prompts. The results indicated that there was a statistically significant difference between the writing complexity, accuracy, and fluency of L2 learners when they wrote about their own self-selected prompts and when they wrote about the teacher assigned ones. The results also revealed that L2 learners’ writings were more complex, accurate, and fluent when they wrote about their self-selected prompts. The findings of this study can have some implications for L2 writing instructors and test designers.