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Iranian TEFL Students’ Perceptions and Challenges in Collaborative Content Learning Across Gender | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 5، دوره 12، شماره 1، تیر 2024، صفحه 63-86 اصل مقاله (713.71 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.27975.1456 | ||
| نویسندگان | ||
| Roghaiyeh Eslami1؛ Mahnaz Saeidi* 2؛ Touran Ahour3 | ||
| 1PhD Candidate, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 2Professor of TEFL, Faculty of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 3Associate professor of TEFL, Faculty of English Language, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| چکیده | ||
| Collaborative content learning (CCL), as a process of learning that contributes to effective learning of the content of the courses in EFL contexts, has recently gained prominence in the research literature; however, the male and female students’ perceptions regarding CCL’s efficacy and their challenges in experiencing it are open questions. Thus, this mixed methods research investigated the contribution of CCL to Iranian TEFL students’ learning of the content. It focused on their perceptions and challenges across gender. Sixty male and female participants in the master’s program participated in the study. To collect the data, a questionnaire and interviews were used. The findings of the study, using quantitative data analysis, showed that more than half of the learners believed that CCL is effective in EFL teaching and learning context, especially, in terms of negotiation and problem-solving. Moreover, the results showed no statistically significant difference between male and female students’ perceptions of the efficacy of CCL. Finally, the analysis of the interviews’ data qualitatively revealed that male learners had methodological challenges in CCL, while female learners had communication challenges. The findings of the study suggest the beneficial role of CCL in raising students’ awareness of skillful collaboration for maximum learning of the content. | ||
| کلیدواژهها | ||
| challenges؛ collaborative content learning؛ gender. perceptions | ||
| مراجع | ||
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