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Transition to PhD Program in TEFL: A Cross-Sectional Account of Students' Concerns | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 7، شماره 2، آذر 2019، صفحه 83-98 اصل مقاله (327.83 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2019.26672.1148 | ||
| نویسندگان | ||
| Javad Gholami* 1؛ Mahsa Alinasab2؛ Saeed Ayiewbey2؛ Mohammad Nasimfar3 | ||
| 1Associate Professor of TESOL, Urmia University, Urmia, Iran | ||
| 2PhD Candidate of TEFL, Urmia University, Urmia, Iran | ||
| 3PhD Candidate in TEFL, Urmia University, Urmia, Iran | ||
| چکیده | ||
| 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. | ||
| کلیدواژهها | ||
| Ecological model؛ Experiences؛ PhD students؛ TEFL؛ Transition | ||
| مراجع | ||
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