Effect of Iranian IELTS Teachers’ Immunity on Personalized Vocabulary Instruction
Subject Areas : All areas of language and translationفاطمه محمد جعفری 1 , Alireza Ameri 2 , Parviz Behrouzi 3
1 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of English, South Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Keywords: IELTS Preparation Courses, Personalized Vocabulary Instruction, Teacher Immunity,
Abstract :
This article describes a comparative ethnography that investigated how teachers’ immunity would affect personalized vocabulary instruction in IELTS preparation courses. The idea of this paper arose when the basic concept of CLT which has become a fundamental approach of IELTS is off-target for some teachers. So, this study embarked to fill in a gap to describe and compare the personalization level of IELTS vocabulary instruction of five teachers from two ethnographic institutions. Based on the main concepts, this study presented a framework for analysis and categorization of personalized IELTS vocabulary instruction. It also designed using Retrodictive Qualitative Modeling through which the researchers used semi-structured interviews and informal discussions to explore teachers’ archetypes, then, they benefited from classroom observations to see the reasons. The results obtained from the analysis revealed that those teachers with adaptive immunity type had the highest personalized instruction in the cognitive-based level. However, the teacher with maladaptive immunity type, had the highest performance in segmented personalization level which made their students have approximate performance in critical thinking. Also, teachers with productive immunity type had considerable performance in Whole- Person personalization that conducted their students to have proper performance in using critical words and phrases in IELTS.
Allen, D. (2017). Investigating Japanese undergraduates’ English language proficiency with IELTS: Predicting factors and washback. IELTS Research Partnership Papers. 1-56.
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers' sense of professional identity. Journal of Educational Studies, 37(5), 593-608.
Choi, M. L., & Ma. Q. (2014). Realizing personalized vocabulary learning in the Hong Kong context via a personalized curriculum featuring ‘student-selected vocabulary’. Journal of Language and Education, 29(1), 62-78
Cohen, A. D. (1990). Language learning: Insights for learners, teachers, and researchers. New York: Newbury House/HarperCollins.
Crockett, W. (2017). Why Personalized Instruction Can Lead to Powerful Learning Experience. Classroom management. Retried from Wabisabi.com
Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: the University of New York Press
Darling-Hammond, L. (1997). The Right to Learn: A Blueprint for Creating Schools that Work. San Francisco: Jossey-Bass
Gradu, p., & Kuutila, N. (2016). Personalized learning in English as foreign language education, University of Jyväskylä Department of Languages English
Fan, M. Y. (2003). Frequency of Use, Perceived Usefulness, and Actual Usefulness of Second Language Vocabulary Strategies: A Study of Hong Kong Learners. Modern Language Journal, 87(2), 222-241. doi:10.1111/1540-4781.00187
Gallagher, C., Ji, L., & Arsendeau, P. (2020). Personalized Learning within Teacher Education: A Framework and Guidelines, Journal of Current and Critical Issues in Curriculum, Learning and Assessment, 37
Ghamarian, D., Motallebzadeh, K., & Fatemi, M. A. (2014). Investigating the relationship between the washback effect of IELTS test and Iranian IELTS candidates’ life skills. Journal of Language and Linguistic Studies, 10(1), 137-152
Hall, A. B., & Trespalacios, J. (2019). Personalized Professional Learning and Teacher Self-Efficacy for Integrating Technology in K–12 Classrooms, Journal of Digital Learning in Teacher Education, 35(4), 221-235, DOI: 10.1080/21532974.2019.1647579
Hawkey, R. (2006). Studies in language testing, Cambridge University Press, Cambridge.
Heylighen, F. (2008). Complexity and Self-organization, HEYLIGHEN (in Bates & Maack. eds) prepared for the Encyclopedia of Library and Information Sciences, edited by Marcia J. Bates and Mary Niles Maack (Taylor & Francis, 2008)
Hiver, P., Dörnyei, Z. (2017). Language Teacher Immunity: A Double-Edged Sword. Applied Linguistics, 38(3), 405-423.
Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in language teachers. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational Dynamics in Language Learning. Multilingual Matters (pp. 214-237).
Hiver, P. (2017). Tracing the Signature Dynamics of Language Teacher Immunity: A Retrodictive Qualitative Modeling Study. The Modern Language Journal, (101)4, 669–690.
Jenkins, S., Williams, M., Moyer, J., George, M., & Foster, E. (2016). The Shifting Paradigm of Teaching: Personalized Teaching According to Teachers retrieved from https://studentsatthecenterhub.org
Keefe, J. W., & Jenkis, M. (2005). Personalized Instruction. Utah State University-Logan, UT
Kwon, D-Y., Lim, S-H., Lee, W., Kim, H-C., Jung, S-Y., Suh, T., & Nam, k. (2010). A personalized English vocabulary learning system based on cognitive abilities related to foreign language. Journal of Ksii Transaction on Internet and Information System, 4(4),595-617
Martinez, M. (2002). Designing learning objects to personalized learning, in: DA. Wiley (Ed.) The Instructional Use of Learning Objects (Agency for Instructional Technology, Association for Educational Communications and Technology). Bloomington, Indiana
Milatz, A., Lüftenegger, M., & Schober, B. (2015). Teachers’ Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach. Frontiers in psychology, 6, 1949.
Moore, S., Stroupe, R., & Mahony, P. (2012). Perceptions of IELTS in Cambodia: a case study of test impact in a small developing country, IELTS Research Reports, Volume 13, J. Osborne (Ed.) IDP: IELTS Australia and British Council.
Ogden, T., & Pierce, E. (2019). The Impact of Personalized Learning on Learner Agency, Communication, and Critical Thinking in a Fourth and Sixth Grade Math Class. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/330
Overton, W. F. (2006). Developmental psychology: Philosophy, concepts, methodology. In R. M. Lerner (Ed.) Theoretical models of human development. Volume 1 of the Handbook of child psychology (pp. 18-88). (6th ed.), Editor-in-Chief: William Damon; Richard M. Lerner. New York: Wiley.
Razavipour, K., Riazi, A., & Rashidi, N. (2011). On the interaction of test washback and teacher assessment literacy: The case of Iranian EFL secondary school teachers. English Language Teaching, 4(1), 156
Richards, K. (2003). Qualitative inquiry in TESOL. UK: Palgrave Macmillan Rightmyer, C. E. (2001, winter). The Art of Learning to Teach: Preservice Teacher Narratives. Journal of Thought, Caddo Gap Press.
Spilt, J., Koomen, H., & Jochem, T. (2011). Teacher Wellbeing: The Importance of Teacher_Student Relationships, Journal of Educational psychology review, (23)4, 457–477.
Stets, J. E., & Burke, P. J. (2000). Identity theory and social identity theory. Social Psychology Quarterly, 63(3), 224-237. http://dx.doi.org/10.2307/2695870