Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning
The purpose of the present study is to conduct a qualitative content analysis to explore factors affecting EFL learning in Iran. To achieve this aim, the researcher carried out face-to-face unstructured interviews with 10 EFL teachers and 12 university students. The researcher used MAX QDA 10 (Qual...
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| Format: | Article |
| Language: | English |
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Asociación Colombiana de Profesores de Ingles
2022-02-01
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| Series: | HOW |
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| Online Access: | https://www.howjournalcolombia.org/index.php/how/article/view/601 |
| _version_ | 1797689212077604864 |
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| author | Hossein Hashemnezhad |
| author_facet | Hossein Hashemnezhad |
| author_sort | Hossein Hashemnezhad |
| collection | DOAJ |
| description |
The purpose of the present study is to conduct a qualitative content analysis to explore factors affecting EFL learning in Iran. To achieve this aim, the researcher carried out face-to-face unstructured interviews with 10 EFL teachers and 12 university students. The researcher used MAX QDA 10 (Qualitative Data Analysis) software to analyze the data. In order to organize the data, open coding, creating categories, and abstraction processes were used. Using the conventional content analysis method, 950 primary codes were collected based on the participants’ own statements in the original codes. The researcher immersed himself in the data, listened to the interviews, reviewed transcribed notes several times, excluded overlapping codes and, finally, obtained 640 open codes out of 950 primary codes which were classified into 42 subcategories. This reduction process in all categories and subcategories continued until the researcher reached four main categories and finally one abstracted main theme. The four main categories were factors associated with ‘language planning and policy’, ‘teacher characteristics’, ‘environmental/social elements’, and ‘learners’ individual characteristics.’ It was concluded that the absence of the four mentioned factors leads to ‘inflamed EFL learning’. Finally, implications are drawn for language planners and policymakers (LPP) and EFL teachers.
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| first_indexed | 2024-03-12T01:42:39Z |
| format | Article |
| id | doaj.art-a4fff777a1394afebbcdeb64238e3662 |
| institution | Directory Open Access Journal |
| issn | 0120-5927 |
| language | English |
| last_indexed | 2024-03-12T01:42:39Z |
| publishDate | 2022-02-01 |
| publisher | Asociación Colombiana de Profesores de Ingles |
| record_format | Article |
| series | HOW |
| spelling | doaj.art-a4fff777a1394afebbcdeb64238e36622023-09-10T05:57:56ZengAsociación Colombiana de Profesores de InglesHOW0120-59272022-02-0129110.19183/how.29.1.601Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL LearningHossein Hashemnezhad0Department of English Language Teaching, Khoy Branch, Islamic Azad University, Khoy, Iran The purpose of the present study is to conduct a qualitative content analysis to explore factors affecting EFL learning in Iran. To achieve this aim, the researcher carried out face-to-face unstructured interviews with 10 EFL teachers and 12 university students. The researcher used MAX QDA 10 (Qualitative Data Analysis) software to analyze the data. In order to organize the data, open coding, creating categories, and abstraction processes were used. Using the conventional content analysis method, 950 primary codes were collected based on the participants’ own statements in the original codes. The researcher immersed himself in the data, listened to the interviews, reviewed transcribed notes several times, excluded overlapping codes and, finally, obtained 640 open codes out of 950 primary codes which were classified into 42 subcategories. This reduction process in all categories and subcategories continued until the researcher reached four main categories and finally one abstracted main theme. The four main categories were factors associated with ‘language planning and policy’, ‘teacher characteristics’, ‘environmental/social elements’, and ‘learners’ individual characteristics.’ It was concluded that the absence of the four mentioned factors leads to ‘inflamed EFL learning’. Finally, implications are drawn for language planners and policymakers (LPP) and EFL teachers. https://www.howjournalcolombia.org/index.php/how/article/view/601content analysisEFLfactorsIranqualitative studyspeaking |
| spellingShingle | Hossein Hashemnezhad Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning HOW content analysis EFL factors Iran qualitative study speaking |
| title | Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning |
| title_full | Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning |
| title_fullStr | Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning |
| title_full_unstemmed | Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning |
| title_short | Inflamed EFL Learning: A Qualitative Study to Explore Factors Affecting EFL Learning |
| title_sort | inflamed efl learning a qualitative study to explore factors affecting efl learning |
| topic | content analysis EFL factors Iran qualitative study speaking |
| url | https://www.howjournalcolombia.org/index.php/how/article/view/601 |
| work_keys_str_mv | AT hosseinhashemnezhad inflamedefllearningaqualitativestudytoexplorefactorsaffectingefllearning |