Iranian EFL Learners’ Perceptions of Pluralistic Teacher Effectiveness

Subject Areas : Journal of Teaching English Language Studies

Fahimeh Karvandi ¹ , Afshin Soori ^{2 *} , Mohammad Ali Ayatollahi ³

1 - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - English language department,Islamic Azad University,Larestan Branch, Larestan,Iran
3 - Assistant Professor, Department of English, Sepidan Branch, Islamic Azad University, Sepidan, Iran

Received: 2025-03-03 Accepted : 2025-03-08 Published : 2025-01-16

Keywords: Effective Teaching, Pluralism, Pluralistic Education, Teacher Effectiveness,

Abstract :

Pluralistic education includes diversity in language, culture, mindset, understanding, socio-cultural orientation, and communicative styles and seeks promotion of multicultural and multi-linguistic interaction and peaceful co-existence. This study aimed at exploring EFL learners’ perceptions of pluralistic teacher effectiveness. In so doing, it benefited from a basic interpretive design. 46 (21 males and 25 females) Iranian pre-intermediate, intermediate, and upper-intermediate level EFL learners were selected through available sampling from across Iran. Data collection was done through a semi-structured interview in four open-ended questions. To analyze the data, thematic analysis was conducted. The following themes were extracted through qualitative thematic analysis of the data: Being Accountable to Stakeholders, Generating a Friendly Class Environment, Using Technology in Teaching and Assessment, Having Motivational Skills, Using Diverse Assessment Methods, Enacting Classroom Fairness, Having Warm Interaction with all the Students, Enacting Flexibility in Teaching and Assessment, Using the Same Teaching/Assessment Method for Students with Different Socio-Cultural Backgrounds, Avoiding Bias, Avoiding Racial Subjectivity, Being Objective in Teaching and Assessment, and Respecting Retarded Students.The findings have some implications for EFL teachers, teacher educators, and teacher education curriculum planners.

Key terms: Effective Teaching, Pluralism, Pluralistic Education, Teacher Effectiveness

References:

Abdeli Soltan Ahmadi, J., & Sadeghi, A.R. (2016). Designing and validating multicultural curriculum model in Iran public educational. Journal of Curriculum Studies (J.C.S.), 10(39), 71-108.
Aho, E., Haverinen, H. L., Juuso, H., Laukka, S. J., & Sutinen, A. (2010). Teachers’ principles of decision-making and classroom management; a case study and a new observation method. Procedia Social and Behavioral Sciences 9, 395–402.
Bullock. M. (2015). What makes a good teacher? Exploring student and teacher beliefs on good Teaching. Rising Tide, 7, 1-27.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Assessing teacher effectiveness. Routledge Falmer, NY.
Chen, Y., Li, R., Liu, H., & Yao, M. (2022). Teacher engagement and self-efficacy: The mediating role of continuing professional development and moderating role of teaching experience. Current psychology, 41(1), 328-337.
Colombo, M. (2013). Introduction. Pluralism in education and implications for analysis. Italian Journal of Sociology of Education, 5(2), 1-16.
Creswell, J. W. (2015). A concise introduction to mixed methods research. Thousand Oaks, CA: Sage.
Danielson, C. (2013). The framework for teaching evaluation instrument. The Danielson Group.
Daryai-Hansen, P., Gerber, B., Lorinez, I., Haller, M., Ivanova, O., Krumm, H. J., & Reich, H.H. (2015). Pluralistic approaches to language in the curriculum: the case of French speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.
Demiröz H., & Yeşilyurt, S. (2015). Effective foreign language teaching: Perceptions of prospective English language teachers. Universal Journal of Educational Research, 3(11), 862-870.
Enyew, S., & Melesse, Ch. (2018). The integration of multiculturalism into the Ethiopian universities’ environment. Research in Pedagogy, 1, 52-62.
Giselbrecht, M. (2009). Pluralistic approaches – A long overdue paradigm shift in education. Scottish Languages Review, 20, 11-20.
Hongladarom, S. (2011). Basing political pluralism on epistemology: the case of Thailand’s Southern violence. In G. Collste (Ed.), Implications of pluralism (pp. 35-54). Malaysia: Institute of Ethnic Studies.
Kaboodvand, M. A. (2013). Perceptions of effective language teaching in Iran. Doctoral thesis, University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/bitstream/.../ ArfaKaboodvandM.pdf
Khojastehmehr, R., & Takrimi, A. (2008). Characteristics of effective teachers: Perceptions of the English teachers. Journal of Education & Psychology, 3(2), 53-66.
Lee, C. (2013). Perpetuating student inequality? The discrepancy and disparity of global citizenship education in Chinese rural & urban schools. Asia Pacific Education Review, 23(3), 389-401.
Lee, Y. H. (2019). Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching. European Physical Education Review, 25(1), 236-253.
Mehta, S., & Gupta, V. (2022). Teacher effectiveness and locus of control: A Self report study on higher education teachers. Empirical Economics Letters, 20(1), 11-31.
Mostafazadeh, E., Keshtiaray, N., & Ghulizadeh, A. (2015). Analysis of multi-cultural education concept in order to explain its components. Journal of Education and Practice, 6(1), 1-14.
Motamed, H. R., Yarmohammadian, M. H., & Yusefy, A. R. (2013). Designing a pluralistic curriculum model for the Iranian education system. Academia Arena, 5(9), 31-39.
Navidinia, H., Kiani, Gh. R., Akbari, R., & Ghaffar Samar, R. (2014). EFL teacher performance evaluation in Iranian high schools: examining the effectiveness of the status quo and setting the groundwork for developing an alternative model. Intl. J. Humanities, 21(4), 27-53.
Parker, J. L. (2019). Multicultural education as a framework for educating English language learners in the United States. International Journal of Multidisciplinary Perspectives in Higher Education, 4(1), 22-35.
Rahimi, M., & Hosseini Karkami, F. (2015). The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: a path method. Iranian Journal of Language Teaching Research 3 (1), 57-82.
Ramos-Rodríguez, E., Fernández-Ahumada, E., & Morales-Soto, A. (2021). Effective teacher professional development programs. A case study focusing on the development of mathematical modeling skills. Education Sciences, 12(1), 2-20.
Reynolds, A. J., Mondi, C. F., & Giovanelli, A. (2021). Fostering socio-emotional learning through early childhood intervention. International Journal of Child Care and Education Policy, 15(1), 1-43.
Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press
Ronald, H. H. (2009). Teacher effectiveness and student achievement: Investigating a multilevel cross-classified model. Journal of Educational Administration, 47(2), 227-249.
Sadeghi, A.R. (2012). Characteristics and necessities of developing a multicultural curriculum in Iran. Cultural Strategy, 18, 93-121.
Sezer, K., Hasan, A., & Fezile, O. (2019). Effects of the gamification supported flipped-classroom model on the attitudes and opinions regarding game-coding education. iJET, 13(1), 109–123. https://doi.org/10.3991/ijet.v13i01.7634
Shahvand, M., & Rezvani, E. (2016). Iranian EFL teachers’ beliefs and practices on effective teaching: the case of gender and level of experience. IJRELT, 3(2), 30-44.
Shishavan, H. B., & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143.
Shojaei, R., Bagheri, M. S., & Rassaei, E. (2022). Reconsidering the global criteria of teacher effectiveness in the light of learners' perceptions and experts' observations. International Journal of Foreign Language Teaching and Research, 10(40), 153-169.
Starkey, L. (2010). Teachers' pedagogical reasoning and action in the digital age. Teachers and Teaching: Theory and Practice, 16(2), 233-244.
Stika, P. (2012). The role of values in teaching. Bachelor thesis. Retrieved from http://is.muni.cz/th/327584/pedf_b/Petr_Stika_-_Bachelor_thesis_ _The_Role_of_Values_in_Teaching.pdf
Strong, J. (2007). Qualities of effective teachers. Virginia: ASCD, Alexandria.
Taylor, R., Kumi-Yeboah, A., & Ringlaben, R. P. (2015). Pre-service teachers’ perceptions toward multicultural education and teaching of culturally and linguistically diverse learners. Multicultural Education, 23(3), 42-48.
Wichadee, S. (2010). Defining the effective English language teacher: Students’ and teachers’ perspectives. JALT 2009 Conference Proceedings. Tokyo: JALT.
Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International Journal of Foreign Language Teaching and Research, 4(14), 69-88.
Zein, M. S. (2017). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education, 43(2), 293-313.
Zohrabi, Kh., Razmjoo, S.A., & Ahmadi, A.R. (2019). Developing and validating a pluralistic curriculum (PC) model for English teaching in Iranian high schools. Journal of Modern Research in English Language Studies, 6(1),31-49.