1. Applied Linguistics (Language Teaching and Learning)
Hezha Bakhtiyar Abdalla; Abdorreza Tahriri; Seyyed Ayatollah Razmjoo; Masoud Khalili Sabet
Abstract
Critical Pedagogy (CP) has gained increasing recognition as an educational approach that fosters critical thinking, social awareness, and transformative learning. However, its integration into English language teaching (ELT) in the Iraqi Kurdistan context remains underexplored, where traditional pedagogical ...
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Critical Pedagogy (CP) has gained increasing recognition as an educational approach that fosters critical thinking, social awareness, and transformative learning. However, its integration into English language teaching (ELT) in the Iraqi Kurdistan context remains underexplored, where traditional pedagogical methods dominate. This study examines the awareness of CP among EFL teachers in Iraqi Kurdistan, investigating whether academic degree, teaching setting, and gender influence CP awareness levels. Using a cross-sectional survey design, data were collected from 397 EFL teachers employed in high schools, secondary schools, and universities across the region. A newly developed Critical Pedagogy Questionnaire (CPQ) was administered, and the responses were analyzed using multivariate analysis of variance (MANOVA). The results revealed significant differences in CP awareness across academic degrees and teaching settings, with BA holders and high school teachers exhibiting the highest awareness levels. Gender-based differences were also observed, with female teachers displaying greater awareness in co-construction of knowledge and adapted content, while male teachers showed higher awareness in agency and praxis. These findings underscore the need for practice-based teacher training programs and institutional support to facilitate CP’s practical implementation in ELT.
1. Applied Linguistics (Language Teaching and Learning)
Mohammad Ghafouri; Abdorreza Tahriri
Abstract
Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors ...
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Understanding the role of positive emotions and their contributions to the learners’ overall academic success and well-being is of utmost importance. To this end, by following positive psychology and control-value theory, the researchers explored the relationship between two under-researched factors dwelling within the realm of L2 emotions and goal achievement, i.e., L2 grit and academic buoyancy. To this end, 263 junior high school students were surveyed via L2 grit and academic buoyancy scales. The results of the analyses of correlation, regression, and MANOVA revealed that L2 grit is significantly correlated with L2 buoyancy with the strong predictive power of its underlying components. Analyses also indicated that males and females significantly differ in their level of grit. The findings imply that acknowledging the presence of grit and academic buoyancy in language learners would possibly lead to positive outcomes.
