Transition to PhD Program in TEFL: A Cross-Sectional Account of Students' Concerns

Gholami, Javad; Alinasab, Mahsa; Ayiewbey, Saeed; Nasimfar, Mohammad

doi:10.22049/jalda.2019.26672.1148

Document Type : Research Article

Authors

¹ Associate Professor of TESOL, Urmia University, Urmia, Iran

² PhD Candidate of TEFL, Urmia University, Urmia, Iran

³ PhD Candidate in TEFL, Urmia University, Urmia, Iran

https://doi.org/10.22049/jalda.2019.26672.1148

Abstract

Nowadays, studying in higher education is not as uncomplicated as it seems to be, particularly in PhD programs. Given the complex interplay of multiple variables affecting one’s experience in such programs, there is a mounting need for probing more into the ways in which PhD students’ lives are affected by these factors, and how their transition trajectories emerge. The present study explored the elements which shape PhD students’ lives, and how they interact with each other. Employing an ecological model framework, this cross-sectional study investigated how present as well as graduate students’ lives were affected in different phases of the program. To this end, ten PhD students or graduates of Teaching English as a Foreign Language (TEFL), representing early, mid, and completion phases of the program, were interviewed to qualitatively elicit the views they harbor toward the program. The findings emanating from the content analysis of the interview transcripts revealed that multiple factors in tandem mold students’ perceptions of the program. The most notable extracted themes embraced dissatisfaction with academic procedures, satisfaction with university professors, and challenges related to the students’ private lives.

Keywords

20.1001.1.2383591.2019.7.2.7.6

Main Subjects

Social issues in language learning

Article Title [Persian]

ادامه تحصیل در مقطع دکتری آموزش زبان انگلیسی: یک گزارش مقطعی از نگرانی دانشجویان

Authors [Persian]

دکتر جواد غلامی ¹
مهسا علی نسب ²
سعید ایوبی ²
محمد نسیم فر ³

¹ گروه زبان و ادبیات انگلیسی، دانشگاه ارومیه

² دانشگاه ارومیه

Abstract [Persian]

امروزه، تحصیل در آموزش عالی به ویژه در برنامه های دکترا به همان اندازه که به نظر می رسد عارضه ندارد. با توجه به تداخل پیچیده متغیرهای متعدد مؤثر بر تجربه شخص در چنین برنامه هایی، نیاز به بررسی بیشتر روشهایی که زندگی دانشجویان دکتری تحت تأثیر این عوامل و چگونگی پیدایش مسیر انتقال آنها قرار دارد، ضروری است. پژوهش حاضر به بررسی عناصر تشکیل دهنده زندگی دانشجویان دکتری و نحوه تعامل آنها با یکدیگر پرداخته است. این مطالعه مقطعی با استفاده از یک چارچوب الگوی اکولوژیکی، بررسی کرده است که چگونه زندگی و دانش آموزان تحصیلات تکمیلی در مراحل مختلف برنامه تحت تأثیر قرار گرفته اند. برای این منظور، ده نفر از دانشجویان دکترا یا فارغ التحصیلان آموزش زبان انگلیسی به عنوان یک زبان خارجی، که مراحل اولیه، میانی، و پایان برنامه را نشان می دهد، مصاحبه شدند تا از نظر کیفی دیدگاه هایی که نسبت به این برنامه دارند، استخدام شوند. یافته های حاصل از تحلیل محتوای نسخه های مصاحبه نشان داد که عوامل متعددی در ادراک دانش آموزان از برنامه وجود دارد. قابل توجه ترین مضامین استخراج شده، نارضایتی از رویه های دانشگاهی، رضایت از اساتید دانشگاه، و چالش های مربوط به زندگی خصوصی دانشجویان را در بر می گیرد.

Keywords [Persian]

مدل اکولوژیکی
تجربیات
دانشجویان دکتریآموزش زبان انگلیسی
گذر

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Journal of Applied Linguistics and Applied Literature: Dynamics and Advances

Transition to PhD Program in TEFL: A Cross-Sectional Account of Students' Concerns

References

References

Volume 7, Issue 2
September 2019
Pages 83-98

Transition to PhD Program in TEFL: A Cross-Sectional Account of Students' Concerns

References

References

Volume 7, Issue 2September 2019Pages 83-98

Volume 7, Issue 2
September 2019
Pages 83-98