Abstract
This mixed methods research study investigated if explicit instruction could affect EFL teachers’ perceptions and practices of classroom justice considering its three-dimensional conceptualization based on the social psychology theories of justice, encompassing the distributive, interactional, and procedural justice. To this end, 77 Iranian English as a Foreign Language (EFL) teachers, chosen through maximum variation sampling, attended a four-session online justice-training course. The data were collected both before and after the course intervention through close- and open-ended questionnaires. Quantitative data analysis results, obtained through running paired samples t-tests and Wilcoxon signed ranks tests, indicated that except for the distributive component, the treatment was effective in significantly enhancing the Iranian EFL teachers’ procedural, interactional, and total classroom justice perceptions. Content analysis of the posttest qualitative data, done through MAXQDA, revealed that the participants approved the course usefulness, its significance, and uses of justice enactment strategies in their classroom. Furthermore, they confirmed positive changes in their conceptions and practices of justice because of attending the course and showed enthusiasm in attending more such courses in the future. The convergence of the quantitative and qualitative results in this study demonstrated the effectiveness of the justice-oriented training course for enhancing EFL teachers’ just classroom behaviors. Hence, the results would be fruitful for teacher educators aiming to promote the pre- and in-service EFL teachers’ professional effectiveness through explicit instruction on classroom justice and its use in teacher education programs.
Highlights
Enacting justice in the domains of classroom learning, interactions, teaching, and assessment is one of the chief responsibilities of the teachers (Chory et al, 2017)
The present study explored if explicit instruction on the essential elements of teacher classroom justice, presented in the form of a four-session online teachertraining course, could enhance Iranian English as a Foreign Language (EFL) teachers’ perceptions and practices of justice in the L2 instructional context
How do Iranian EFL teachers evaluate the usefulness of explicit instruction that they received on classroom justice for their classroom justice perceptions and practices?
Summary
Enacting justice in the domains of classroom learning, interactions, teaching, and assessment is one of the chief responsibilities of the teachers (Chory et al, 2017). The critical role that justice plays in the instructors’ successful professional performance is even more visible in the Second/ Foreign Language (L2) education, where instruction and learning are essentially relational and social (Pishghadam et al, 2021). In this context, the quality of teacher-student relationships and communication greatly affects the students’ responses and achievements (Mercer and Dörnyei, 2020) since L2 knowledge is learned, co-constructed, and transferred via regular interactions and communication of the instructor with L2 learners (Wang et al, 2021)
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