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Home > HCAS > HCAS_PUBS > HCAS_JOURNALS > TQR Home > TQR > Vol. 29 > No. 10 (2024)

 

Abstract

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse teaching methods, materials, tools, and activities; the development of curricula that cater to the interests, needs, and opinions of students; the provision of equal opportunities for all students to maximize their potential; and the promotion of individual and group pride and identity.

Keywords

digital education, diversified education, multiculturalism, pluralistic education, pluralistic evaluation, open-ended

Author Bio(s)

Seyed Mohammad Reza Marvasti Zadeh (First Author) is a lecturer of Applied Linguistics at the University of Farhangian in Yazd, Iran. He is currently pursuing a PhD in English Teaching and Applied Linguistics at the University of Isfahan. His primary research interests focus on Second Language Acquisition (SLA) and Pedagogy, and he has several publications in these areas.

Azizollah Dabaghi (Second and Corresponding Author) is an Associate Professor of Applied Linguistics at the University of Isfahan, Iran. He earned his Ph.D. in Applied Linguistics from the University of Auckland. His research interests include Second Language Acquisition (SLA) and Pedagogy, and he has contributed multiple publications in these fields.

Mohammad Amiryousefi (Third Author) is an Associate Professor in TESOL within the Department of English Language and Literature at the University of Isfahan. He holds a Ph.D. in Second Language Teaching from the University of Isfahan. His research interests encompass Computer-Assisted Language Learning and Teaching (CALL), Task-Based Language Teaching (TBLT), and Second Language Acquisition (SLA).

Publication Date

12-1-2024

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2024.7125

ORCID ID

https://orcid.org/0000-0003-0421-0462

ResearcherID

JZD-1865-2024

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Academic Advising Commons, Accessibility Commons, Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Adult and Continuing Education and Teaching Commons, Asian Studies Commons, Bilingual, Multilingual, and Multicultural Education Commons, Cognitive Science Commons, Community-Based Learning Commons, Community-Based Research Commons, Community College Education Administration Commons, Contemplative Education Commons, Curriculum and Social Inquiry Commons, Digital Humanities Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Psychology Commons, Educational Sociology Commons, Educational Technology Commons, Education Economics Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Family and Consumer Sciences Commons, Gender Equity in Education Commons, Gifted Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, International and Comparative Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Other Educational Administration and Supervision Commons, Other English Language and Literature Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Regional Sociology Commons, Secondary Education Commons, Secondary Education and Teaching Commons, Social Statistics Commons, Special Education Administration Commons, Special Education and Teaching Commons, Urban Education Commons, Vocational Education Commons

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