Document Type : Research Articles


1 Assistant Professor of TEFL, Department of English Language and Literature, Faculty of Literature, Alzahra University, Tehran, Iran

2 MA in TEFL, Alzahra University, Tehran, Iran


The present research is a netnographicinquiry conducted in the context of a social networking platform to explore how the rules and norms of digital citizenship are being understood and implemented among Iranian EFL learners and teachers, and how this can be improved. For this purpose, eight academic learner and teacher groups, consisting of 7235 members in total, were meticulously observed in one year. To address triangulation, the researchers used observations accompanied by field notes, memos, and semi-structured interviews. This resulted in 9000 pages of the content, including text chats and subsequent interview data, which were extensively analyzed through directed qualitative content analysis based onRibble’s(2011) digital citizenship model. Findings of the present research revealed that despite the significance of digital citizenship in the highly digitalized world of the day, and very frequent use of social networking for educational purposes, Iranian EFL learners and teachers lack the needed skills for appropriate and effective presence in technology-enhanced settings. This research has several implications for English teachers, learners, policy makers and curriculum designers, especially to include digital citizenship courses in CALL courses, teachers’ TTCs, and students’ curricula, at different levels of instruction and learning.


Main Subjects

Article Title [فارسی]

آگاهی و به‌کارگیری شهروندی دیجیتال توسط فراگیران و مدرسان ایرانی زبان انگلیسی

Authors [فارسی]

  • دکتر خدیجه کریمی علویجه 1
  • عاطفه عبداللهی 2

1 استادیار گروه زبان و ادبیات انگلیسی، دانشکدۀ ادبیات، دانشگاه الزهرا (س)، تهران، ایران

2 کارشناس ارشد آموزش زبان انگلیسی، دانشگاه الزهرا(س)، تهران، ایران

Abstract [فارسی]

پژوهش حاضر واکاوی قوم‌نگارانه اینترنتی است که در فضای پیام‌رسان اجتماعی تلگرام با هدف بررسی میزان آشنایی فراگیران و معلمان ایرانی زبان انگلیسی با قواعد و هنجارهای شهروندی دیجیتال، نحوه به‌کاربستن آن، و چگونگی بهبود این نگرش و کاربرد صورت گرفته است. بدین منظور، هشت گروه تلگرامی مرتبط با آموزش زبان انگلیسی ویژه دانش‌آموزان و معلمان، مجموعا با 2735 عضو، به مدت یک سال، مورد مشاهده دقیق قرار گرفتند. برای تامین چندسونگری، یادداشت‌برداری زمینه‌ای، یادداشت‌های کوتاه شخصی، و مصاحبه‌های شبه ساختارمند با اعضای این گروه‌ها انجام شد. داده‌های حاصله به‌صورت 9000 صفحه متن شامل گفتگوهای مبادله‌شده در گروه‌ها، یادداشت‌ها، و مصاحبه‌ها به‌وسیله روش تحلیل محتوای کیفی هدایت شده و بر مبنای مدل شهروندی دیجیتال ریبل (2011) مورد بررسی و تحلیل قرار گرفتند. مقوله‌های استخراجی حاکی از آن بودند که علیرغم اهمیت چشمگیر مفهوم شهروندی دیجیتال در دنیای آمیخته با فناوری کنونی و استفاده فراوان فراگیران و معلمان زبان انگلیسی از فناوری‌هایی نظیر پیام‌رسان‌ها، گروه‌های مورد بررسی فاقد مهارت‌های لازم جهت حضور مناسب و موثر در محیط‌های دیجیتال، و در نتیجه در معرض خطرات و آسیب‌های ناشی از آن هستند. پژوهش حاضر، متضمن نکات متعددی برای فراگیران و معلمان زبان انگلیسی، سیاست‌گزاران و متخصصین برنامه‌ریزی آموزشی است که مهمترین آنها، ضرورت آموزش شهروندی دیجیتال در واحدهای آموزشی مدارس، موسسات آزاد زبان، واحدهای آموزش زبان به کمک فناوری، و دوره‌های تربیت معلم زبان انگلیسی است.

Keywords [فارسی]

  • معلمین زبان انگلیسی
  • فراگیران زبان انگلیسی
  • شهروندی دیجیتال
  • تحلیل محتوای کیفی
  • قوم‌نگاری اینترنتی
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