Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development

Esmaeel Ali Salimi; Mahsa Ranjbar

Volume 43, Issue 4 , November 2024, , Pages 1-31

https://doi.org/10.22099/tesl.2024.50703.3307

Abstract

Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural ... Read More Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural and multicultural awareness on Iranian EFL teachers’ professional development within augmented virtual reality (AVR)-based and conventional teacher education programs. Thus, 28 EFL teachers participated in semi-structured interviews and reflective inquiries following eight-week training courses. Data analysis was done manually via qualitative thematic analysis and by MAXQDA according to Guskey’s (2002) professional development model. Consequently, seven themes for the conventional group (maintaining a culturally responsive environment, enhanced teachers’ behavior, curriculum improvement, creative ideas, enhanced skills, efficient communication, and preparing students for effective communication) and five themes for the AVR group (experiencing authentic material and environment, accessibility features, less interactivity in the classroom, teachers’ passion and confidence improvement, and less cultural boundaries) were extracted. The study highlighted the crucial role of cultural and multicultural immersion and adaptive teaching strategies in creating culturally responsive environments. This approach equipped EFL instructors to address diverse student needs and foster inclusive learning spaces effectively. Moreover, the AVR technology deepened cultural immersion and supported modern teaching approaches, enhancing educators' ability to engage with diverse cultural classrooms. Despite the observed improvements in trainees’ passion and confidence, a need for reconsidering technological aspects in contemporary teacher education was identified. Ultimately, the findings offered pedagogical implications for EFL teacher education and teacher trainers to equip teachers with the necessary skills to address cultural and multicultural challenges in EFL teaching and stimulate their professional growth.

Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom

Esmaeel Ali Salimi; Mona Najjarpour

Volume 42, Issue 4 , December 2023, , Pages 45-69

https://doi.org/10.22099/tesl.2023.47991.3203

Abstract

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines self-awareness competence as the ability to assess one's emotions, values, and skills realistically. Utilizing ... Read More

The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model

Esmaeel Ali Salimi; Maedeh Karimabadi

Volume 39, Issue 3.2 , November 2020, , Pages 143-180

https://doi.org/10.22099/jtls.2021.38824.2901

Abstract

Regarding problems with traditional models of instruction, EFL learners need to exercise innovative models of learning. For this purpose, flipped classroom instruction may render an ... Read More

Author = Esmaeel Ali Salimi

Bridging Cultural Divides: A Comparative Analysis of AVR and Conventional Approaches in EFL Teacher Professional Development

Abstract

Unpacking EFL Teachers’ Understandings and Strategies of Self-Awareness Competence in the Classroom

Abstract

The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model

Abstract