Challenges of Collaborative Tasks Use in Teaching Complex Structures: Iranian EFL Teachers’ Perceptions in Focus

Subject Areas :

Mozhgan Ebrahimian ¹ , Bahman Gorjian ^{2 *} , Zohreh Seifoori ³

1 - English Department, Research and Sciences Branch, Islamic Azad University, Tehran, Iran
2 - Department of ELT, Abadan Branch, Islamic Azad University, Abadan, Iran
3 - English Department, Science and Research Branch, Islamic Azad University, Tehran, Iran

Received: 2024-06-05 Accepted : 2024-07-06 Published : 2025-06-25

Keywords: Collaborative tasks, Complex structures, English grammar, Task-based Language Teaching (TBLT),

Abstract :

Complex structures constitute a significant aspect of English as a Foreign Language (EFL) learn-ing which requires different methods and strategies including collaborative tasks. This study aimed to investigate EFL teachers' perceptions regarding challenges using collaborative tasks in teaching complex structures. To this end, a qualitative thematic analysis design was used. The participants consisted of 65 female high school English language teachers who were recruited through purposive sampling from among Iranian high school teachers who were members of virtual groups in WhatsApp and Telegram. This research incorporated a semi-structured inter-view with three open-ended questions to collect the data. For data analysis, the transcribed in-terview data were exposed to manual thematic analysis via open, axial, and selective coding. According to the findings, the following challenges of using collaborative tasks in teaching complex structures were extracted based on their priority from EFL teachers’ perspective: ambi-guity of the teacher’s role in collaborative tasks, difficulty of collaborative tasks implementation in low-proficiency groups, challenge of designing appropriate tasks for complex structures, dif-ficulty of learner control with collaborative tasks, teachers’ unfamiliarity with collaborative tasks, lack of appropriate teaching materials, lack of organizational support, use of native lan-guage by learners, large classes, and lack of involvement of some students. The findings have some implications for EFL teachers, learners, and policymakers.

References:

Abadikhah, S., & Shahriyarpour, A. (2012). The role of output, input enhance-ment, and collaborative output in the acquisition of English passive forms. Journal of Language Teaching and Research, 3(4), 667-676. http://doi.org/10.4304/jltr.3.4.667-676
Arya, D. J., Hiebert, E. H., & Pearson, P. D. (2011). The effects of syntactic and lexical complexity on the comprehen-sion of elementary science texts. In-ternational Electronic Journal of El-ementary Education, 4(1), 107-125. DOI: 10.30762/jeels.v6i2.1268
Ary, D., Jacobs, L. C., & Sorensen, Ch. (2010). Introduction to research in education (8th ed.). Wadsworth Group.
Azadnia, M., Lotfi, A.R., & Biria, R. (2019). A study of syntactic complexity via Coh-Metrix: Similarities and differ-ences of Ph.D. dissertations written by Iranian University students and Eng-lish native speakers. Research in Eng-lish Language Pedagogy (RELP), 7(2), 232-254. http://doi.org/10.30486/relp.2018.663453
Chalak, A., & Tahmasebi, M. (2022). Con-tributory role of collaborative strate-gic reading in improving Iranian EFL learners’ reading comprehension. Journal of Language and Transla-tion, 12(1), 157-169.http://doi.org/10.30495/ttlt.2022.689081
Cooke, J. E., Weir, L., & Clarkston, B. (2019). Retention following two-stage collaborative exams depends on tim-ing and student performance. CBE life sciences education, 18(2), 1-8. https://doi.org/10.1187/cbe.17-07-0137
Creswell, J. W. (2020). Educational re-search: Planning, conducting, and evaluating quantitative and qualita-tive research, global edition. Pearson.
Douglas, Y., & Miller, S. (2016). Syntactic and lexical complexity of reading cor-relates with complexity of writing in adults. International Journal of Busi-ness Administration, 7(4), 1-10. http://doi.org/10.5430/ijba.v7n4p1
Ellis, R. (2008). Investigating grammatical difficulty in second language learn-ing: Implications for second language acquisition research and language testing. International Journal of Ap-plied Linguistics, 18(1), 4-22.https://doi.org/10.1111/j.1473-4192.2008.00184.x
Farhangi, B., &Pourmihammadi, M. (2018). The effect of intensive teaching of conditional sentences type one on Iranian grade three high school stu-dents’ writing ability. International Journal of English Language & Translation Studies, 6(3), 99-105.
Forslund Frykedal, K., & Hammar Chiriac, E. (2018). Student collaboration in group work: Inclusion as participa-tion. International Journal of Disabil-ity, Development and Education, 65(2), 183-198. https://doi.org/10.1080/1034912X.2017.1363381
Hadi, A. (2013). Perceptions of task-based language teaching: A study of Iranian EFL learners.English Language Teaching, 6(1), 103-111. http://doi.org/10.5539/elt.v6n1p103
Hojeij, Z. & Baroudi, S. (2018). Student perceptions on peer feedback training using a blended method: A UAE case. Issues in Educational Research, 28(3), 655-678. Retrieved from http://www.iier.org.au/iier28/hojeij.pdf
Jasim, I. A. (2011). Investigating teachers’ attitudes toward task-based language teaching in a vocational school in the UAE [Master’s thesis, the Faculty of the American University of Sharjah College of Arts and Sciences]. ProQuest Dissertations and Theses Global.
Javanbakhty, S. (2021). The effect of col-laborative summary writing on the Iranian EFL learners’ vocabulary re-call and retention. Journal of English Literature and Cultural Studies, 2(3), 39-45. https://doi.org/10.26655/JELCS.2021.3.5
Johnson, D. W., & Johnson, R. T. (2018). Cooperative learning: The foundation for active learning. In active learn-ing—beyond the future (pp. 59-71). IntechOpen. http://doi.org/10.5772/intechopen.81086
Jones, M. (2020). English language teach-ers’ stated beliefs and practices re-garding task-based language teach-ing and listening. Tokyo Kasei Uni-versity. https://doi.org/10.31235/osf.io/2ba6w
Kasprowicz, R. E., Marsden, E., & Sephton, N. (2019). Investigating the distribu-tion of practice effects for the learning of foreign language verb morphology in the young learner classroom. Mod-ern Language Journal, 103(3), 580–606. https://doi.org/10.1111/modl.12586
Kourang Beheshti, E., & Sadeghi, E. (2019). The effect of using mobile apps on the acquisition of conditional sentences among Iranian intermediate EFL learners. Iranian Journal of Eng-lish for Academic Purposes, 8(1), 1-16. http://doi.org/20.1001.1.24763187.2019.8.1.1.1
Liu, Y., Mishan, F., & Chambers, A. (2018). Investigating EFL teachers' percep-tions of task-based language teaching in higher education in China. Lan-guage Learning Journal, 49(24), 1-16. http://doi.org/10.1080/09571736.2018.1465110
Long, M. H. (2015). Second language ac-quisition and task-based language teaching. Wiley.
Long, R. W. (2018). Investigating syntacti-cal and lexical complexity in gen-dered and same-sex interac-tions. English Language Teaching, 11(6), 125-141. http://doi.org/10.5539/elt.v11n6p125
Marefat, H., & Abdollahnejad, E. (2014). Acquisition of English relative clauses by adult Persian learners: Focus on presumptive pronouns. Journal of Teaching Language Skills, 5(4),19-40. https://doi.org/10.22099/JTLS.2014.1858
Mohammadi, M., Yousefi, M.S., & Salimi, A. (2024). The role of self-efficacy instruction in EFL teachers’ profes-sional development: A mixed-methods study, Journal of Language and Translation, 14(2), 77-98.https://doi.org/10.1080/17475759.2023.2199299
Nosratzadegan, N., Seifoori, Z., & Maftoon, P. (2016). Persian speakers’ recogni-tion of English relative clauses: The effects of enhanced input vs. explicit feedback types. Issues in Language Teaching (ILT), 5(2), 211-232. http://doi.org/10.22054/ilt.2017.8059
PaksereshtMogharab, M., Khodabandehlou, M., & Jahandar, Sh. (2014). A com-parative study of teaching condition-als at the high school level: The effect of explicit vs. implicit teaching on Iranian EFL learners' knowledge of conditional sentences. Indian Journal of Fundamental and Applied Life Sci-ences, 4(1), 371-377. https://doi.org/10.7575/aiac.alls.v.5n.4p.1
Pohan, E., Andhin, E., Nopitasari, E., & Le-vana, Y. (2016). Teachers’ perceptions of task-based language teaching in English classroom. Proceedings of the Fourth International Seminar on Eng-lish Language and Teaching (ISELT-4). May 11-12, 2016. Retrieved from http://english.unp.ac.id/
Safari, M., & Mohaghegh Montazeri, M. (2017). The effect of reducing lexical and syntactic complexity of texts on reading comprehension. Journal of Teaching Language Skills, 36(3), 59-83. https://doi.org/10.22099/jtls.2017.26325.2324
Seifoori, Z., & Fattahi, J. (2014). The com-parison of the method section of ap-plied linguistics articles written by na-tive and Iranian writers in terms of grammatical complexity and clause types. Procedia-Social and Behavior-al Sciences, 98, 1698–1705. https://doi.org/10.1016/j.sbspro.2014.03.596
Shirazifard, H., Abbasian, G. R., Mohseni, A., & Rashtchi, M. (2022). Imple-mentation of task-based collaborative dialogues in EFL speaking classes: Focus on achievements and percep-tions. Teaching English as a Second Language Quarterly (Formerly Jour-nal of Teaching Language Skills), 41(3), 155-195. https://doi.org/10.22099/tesl.2021.39105.2916
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Xiongyong, C., & Samuel, M. (2011). Per-ceptions and implementation of task-based Language teaching among sec-ondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292-302. https://doi.org/10.4304/tpls.1.9.1111-1121