A Model and Questionnaire of Language Education Glocalization in Iran

Salimi, Esmaeel Ali; Safarzadeh, Mohammad Meisam

doi:10.29333/iji.2019.121104a

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…An initial version of the questionnaire was created, inspired partially by the categories described in Salimi and Safarzadeh (2018), which relate to different varieties of English and the connection between culture and identity. The literature review also allowed for the creation of a checklist entitled "What does it mean to be a glocalized teacher?…”

Section: Questionnairementioning

confidence: 99%

“…• Learning connects new information to what students already know (Patel & Lynch, 2013) • Learning connects global and local issues (Tien & Talley, 2012) • Lessons reference the local culture (Salimi & Safarzadeh, 2018) • The course is adapted to the learners (Ahmadian & Rad, 2014) • Value of local language is maintained (Anderson, 2013;Jensen & Thogersen, 2011) • Teaching practice is culturally-relevant (Lin et al 2005) • Teaching materials include references to different cultures and domains (Yaman, 2016) • Teachers actively create a spirit of inclusion in classes (Patel, 2017) • Teachers are aware of how the English language is perceived in my local society (Shi, 2013) • Teachers take students' interests into account when selecting materials (Patel & Lynch, 2013) • Teachers value non-native speakers (Feng, 2018) • Teachers work on confidence-building in class (Lin et al 2005) • Teachers foster a community of respect in the classroom, despite differences (Feng, 2018) • Teachers facilitate group cohesion across differences (Patel & Lynch, 2013) • Teachers understand local difficulties (Shin, 2007) • Teachers make sure everyone can participate (Wahyudi, 2014) • Teachers are aware of cultural differences within my lessons (Wahyudi, 2014) • Teachers provide opportunities for students' to talk about their experiences/culture (Salih & Omar, 2023) • Teachers do not value exclusively to the major varieties of English, such as American or British English (Yazan, 2018)…”

Section: Checklist Used For Creating the Questionnairementioning

confidence: 99%

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EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Bin-Hady,

Sarnou,

Schug

2024

Arbitrer

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Glocalization is the practice of combining global and local approaches. In English language teaching, it involves adapting materials to reflect the students’ local environment while still equipping them with intercultural communication skills. Nevertheless, it is a phenomenon that teachers are unfamiliar with in many parts of the world. Guided by glocalization research, this study aims to study the teaching practices of university instructors of English as a foreign language (EFL) in Yemen, Algeria, and France, as well as their attitudes towards glocalization. A mixed-methods approach was adopted, including both a questionnaire addressed to 78 teachers and interviews with a select group of 21 EFL professors and instructors working in the three countries, to understand and analyze their use of a glocalized approach for teaching EFL. The results revealed that EFL teachers in all three countries recognized the importance of applying a glocalized approach in their classrooms and used a variety of strategies, technologies, and materials to implement it. Finally, the study found no significant differences in the attitudes of EFL teachers in Yemen, Algeria, and France towards adopting glocalized approaches. Still, some noticeable differences can be observed, particularly in how teachers in the different countries glocalized their classrooms. French participants, for example, focused on the types of documents studied in class and how they were selected, while the Algerian and Yemeni participants focused their comments on their general strategies. This study highlights the awareness of EFL teachers of the importance of including local values while teaching a foreign language to their students.

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Section: Questionnairementioning

confidence: 99%

Section: Checklist Used For Creating the Questionnairementioning

confidence: 99%

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Bin-Hady,

Sarnou,

Schug

2024

Arbitrer

View full text Add to dashboard Cite

show abstract

“…Education aims to create the best generation of the nation's youth (Sumardjoko & Musyiam, 2018;Afandi, Sajidan, Akhyar & Suryani, 2019;Asrial, Syahrial, Kurniawan, Aldila & Iqbal, 2022). Education in the learning process is formed because of interaction between teachers and students (Ginanjar, Suherman, Juliantine & Hidayat, 2019;Rosidin, Kadaritna & Hasnunidah, 2019;Salimi & Safarzadeh, 2019). Teachers and students are essential role holders in education (Simon, 2020;Yu & Sun, 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Web-based Character Assessment on Students' Character Outcomes: A Review on Perception and Gender

Asrial

Syahrial

Kurniawan

et al. 2023

J. Technol. Sci. Educ.

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This study aims to see the effect of students' perceptions on the results of character assessment using a gender-based web-based assessment. The population in this study was a junior high school in Batanghari Regency with a sample of 322 students using purposive sampling technique. Quantitative methods are used in this study with descriptive and inferential analysis methods to obtain assumption tests (normality, homogeneity, and linearity) and hypothesis testing (Anova and Linear Regression). The results of this study indicate that the perceptions of male and female students affect the results of character assessment, this is indicated by the results of a linear regression test with a significance value of 0.001 for both sexes. This is a supporting indicator in the implementation of web-based assessments apart from the real-time benefits and very fast feedback. Therefore, the application of web-based assessment to measure student character is good for use in learning which is indicated by good student perceptions of its application.

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“…With education, it is intended to be able to form the best generation as the nation's successor (Sumardjoko & Musyiam, 2018;Afandi et al, 2019;. Education takes place in the learning process in the form of interaction activities between teachers and students (Ginanjar et al, 2019;Rosidinet al, 2019;Salimi& Safarzadeh, 2019). Teachers and students have an important role in education (Simon, 2020;Yu & Sun, 2020).…”

Section: Introductionmentioning

confidence: 99%

Gender and Perception: Implementation of Web-based Character Assessment on Students’ Character Outcomes

Asrial¹,

Syahrial²,

Kurniawan³

et al. 2022

INT J INSTRUCTION

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This study aims to find out how the differences in students' perceptions of the use of web-based character assessments were analyzed by gender and to determine the differences in the acquisition of students' perception assessments of the use of webbased character assessments in junior high schools in Batanghari Regency, Indonesia. The population in this study was a junior high school in Batanghari Regency, Jambi Province, Indonesia with a sample of 322 students using purposive sampling technique. The quantitative method used in this research is descriptive and inferential analysis method to obtain assumption testing (normality and homogeneity) and hypothesis testing (Anova). The results showed that in the variable of student perceptions of the use of web-based character assessment, there was a significant average difference between female students and male students. Then on the student character variable there is also a significant average difference between female students and male students.

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A Model and Questionnaire of Language Education Glocalization in Iran

Cited by 4 publications

References 15 publications

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

EFL Teachers’ Attitudes Towards a Glocalized Approach: An International, Mixed-Methods Study

Implementation of Web-based Character Assessment on Students' Character Outcomes: A Review on Perception and Gender

Gender and Perception: Implementation of Web-based Character Assessment on Students’ Character Outcomes

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