Abstract
The present study tried to investigate one of the options for improving self-directed learning in Iranian EFL learners, i.e., contemplative L2 instruction with a flavor of transformative instruction. Accordingly, it adopted a quasi-experimental design to investigate the influential effects that contemplative teaching would exert on Iranian EFL learners’ L2 self-directed learning and reading comprehension abilities. To this end, two groups of Iranian EFL learners were taught on the L2 through either contemplative teaching (Experimental Group) or a traditional method (Control Group). The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would in fact have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills. In addition, the analysis of the qualitative indicated that the participants in the Experimental Group held positive attitudes towards contemplative and transformative L2 instruction and believed these instructional strategies would create a supporting and viable classroom atmosphere. The findings of this study would have significant implications for both theory and practice on L2 contemplative teaching, self-directed learning, and reading comprehension.
Highlights
English Language schools and English as a Foreign Language (EFL) instructors in Iran have lived over the past three decades with a serious concern over the inclusion of meta-techniques, skills, and theories to enrich their English programs to foster and nurture more productive, rewarding, and successful students
The results of the study indicated that contemplative teaching, accompanied with transformative instruction, would have significant effects on Iranian EFL learners’ L2 autonomy, i.e., self-directed L2 learning, and L2 reading comprehension skills
In the quantitative phase of the present study, RQ1 asked “Does the application of contemplative teaching as a method in an EFL class reliably affect the students to turn into self-directed learners, as compared to students in conventional EFL classes?” and RQ2 asked “Does self-directed learning significantly improve students’ reading comprehension skills, as compared to those students in conventional EFL classes?” The results of One-way ANCOVA revealed a significant difference between the means scores of the groups (Experimental Group versus Control Group) on the post-test of self-directed learning and reading proficiency; i.e., The participants in the Experimental Group benefited from contemplative teaching as contemplative teaching help them become more self-directed learners and more skilled L2 readers
Summary
English Language schools and EFL instructors in Iran have lived over the past three decades with a serious concern over the inclusion of meta-techniques, skills, and theories to enrich their English programs to foster and nurture more productive, rewarding, and successful students. Following the same line of thought, in past decade, we have been the witness of dire need for the use of transformative education and contemplative teaching to accompany prevalent teaching programs to depict and safeguard ESL learners’ effectiveness and success. The other way round, fostering autonomous (self-directed) EFL learners is of great importance to language educators everywhere. Practitioners have come to notice that the improvement of these aspects can be best served through self-directed learning (SDL). Tough (1971) advanced understanding of the self-directed learner by developing an interview protocol with which he collected descriptions of the number, duration, and scope of learning projects of numerous self-directed learners. Knowles (1975, p. 18) offered a widely accepted definition of SDL: in its broadest meaning, self-directed learning describes a process in which individuals “take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes”
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