A Qualitative Study on Iranian EFL Teachers’ Strategies of Classroom Management: Focusing on Cultural Strategies
Subject Areas : Journal of Language, Culture, and Translation
زهره جعفری
1
,
لیلا انجم شعاع
2
,
ندا فاتحی راد
3
1 - دانشجوی دکترای گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرمان، کرمان، ایران
2 - استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرمان، کرمان، ایران
3 - استادیار گروه زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرمان، کرمان، ایران
Keywords: EFL teachers, Classroom Management, Qualitative study, cultural strategies, Classroom management Strategies,
Abstract :
The main aim of this qualitative study was to explore the strategies of classroom management for Iranian EFL teachers. To achieve this aim, 30 Iranian EFL teachers were selected through convenience sampling from some online groups of high school EFL teachers in WhatsApp or Telegram. Data collection was done via an open-ended questionnaire and a semi-structured interview. According to the results, many strategies were identified which are presented in the paper. The most important ones include using knowledge received through academic education, using personal experiences, managing students' needs, giving and receiving feedback from the class, teaching based on professional ethics, and considering cultural issues. Moreover, the results indicated that EFL teachers are required to resort to cultural strategies to convert classroom management knowledge resources into practical activities. The findings have some implications for EFL teacher education researchers, policymakers, curriculum developers, and teachers. More importantly, this study can be used in teacher preparation programs to prepare teachers for classroom management in the future.
References
Akbari, R., & Yazdanmehr, E. (2015). An expert EFL teachers’ class
management. Iranian Journal of Language Teaching Research, 3(2),
1-13. https://doi.org/10.30466/ijltr.2015.20386
Bedir, H. (2022). Unwanted student behaviors and a combination of
effective classroom management techniques. International Journal of
Social Sciences and Educational Studies, 9(4), 276-286.
Brown, D. (2007). Teaching by principles: An interactive approach to
language pedagogy (3rded.). Pearson
Chichermir, N.V., Lie, F., & Obrazisove, Y. (2020). Classroom
management in EFL classes: Perception in China and Russia.
Integration of Education, 24(2), 185-205. doi:10.15507/1991-
9468.099.024.202002.185-205.
Jafari, Z. Anjomshoa, L. & Fatehi Rad, N./ Journal of Language, Culture, and Translation 5(2) (2023), 137-
150
149
Čiuladienė, G., & Račelytė, D. (2016). Perceived unfairness in teacherstudent conflict situations: students’ point of view. Polish Journal of
Applied Psychology, 14(1), 49-66. https://doi.org/10.1515/pjap-2015-
0049
Day, R. (2003). Models and the knowledge base of second language
teacher education. Working Papers in Second Language Studies,
11(2), 1-13.
Freeman, D., & Johnson, K. (2005). Reconceptualizing the knowledge
base of language teacher education. TESOL Quarterly, 32(3), 397-417.
https://doi.org/10.2307/3588114
Jasso, G., Törnblom, K. Y., & Sabbagh, C. (2016). Distributive justice. In
C. Sabbagh & M. Schmitt (Eds.), Handbook of social justice theory
and research (pp. 201-218). Springer. https://doi.org/10.1007/978-1-
4939-3216-0_11
Kalantarypour, M., & Modirkhamene, S. (2021). SEMing EFL teachers’
management strategies and coping styles in relation to learners’
ultimate achievement. Iranian Journal of Language Teaching
Research 9(1), 107-121.
Lafayette, R. C. (2003). Subject-matter content: What every foreign
language teacher needs to know. In G. Guntermann (Ed.), Developing
language teachers for a changing world (pp. 125-157). National
Textbook.
Lightbown, P. M., & Spada, N. (2006). How languages are learned.
Oxford University Press.
Marashi, H., & Ahmadi, N. (2017). Developing and validating a
questionnaire to assess critical discourse analysis practices among EFL
teachers. Issues in the Journal of Language Pedagogy and Practice,
10(21), 115-142.
Marashi, H., & Assgar, F. (2019). EFL teachers’ effective classroom
management and learners’ anxiety and learning strategies. Iranian
Journal of Language Teaching Research, 7(2), 65-82.
https://doi.org/10.30466/ijltr.2019.120698
Pas, E. T., Cash, A. H., O'Brennan, L., Debnam, K. J., & Bradshaw, C. P.
(2016). Profiles of classroom behavior in high schools: Associations
with teacher behavior management strategies and classroom
composition. Journal of School Psychology, 53(2), 137-148.
https://doi.org/10.1016/j.jsp.2014.12.005
Richards, J. C. (2008). Second language teacher education today. RELC
Journal, 39(2), 158-177. https://doi.org/10.1177/0033688208092182
Roberts, J. (2008). Language teacher education. Arnold.
Jafari, Z. Anjomshoa, L. & Fatehi Rad, N./ Journal of Language, Culture, and Translation 5(2) (2023), 137-
150
150
Shakerkhoshroudi, M., Beh-Afarin, R., & Nikoopour, J. (2021). Coping
strategies employed by EFL teachers to avoid classroom management
constraints: Scale development and validation. Issues in Language
Teaching (ILT), 10(2), 269-299.
https://doi.org/10.22054/ilt.2022.63415.629
Simkus, J. (2023). Research sampling: definition, method, and examples.
Simply Psychology. https://www.simplypsychology.org/snowballsampling.html
Strauss, A., & Corbin, J. (1998). Basics of qualitative research:
Techniques and procedures for developing grounded theory (2nd Ed.).
Thousand Oaks, CA: Sage.
Tierney, R. D. (2016). Fairness in educational assessment. In M. A. Peters
(Ed.), Encyclopedia of educational philosophy and theory (pp. 1–6).
Springer Science.
Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. (2017).
Keeping an eye on learning: differences between expert and novice
teachers’ representations of classroom management events. Journal of
Teacher Education, 66(1), 68-85.
http://dx.doi.org/10.1177/0022487114549810
Yüksel, H., & Halıcı, Y. (2010). Motivating young EFL learners through
effective classroom management. 2nd International Symposium on
Sustainable Development.