Volume 7, Issue 1 (5-2024)
Iranian Journal of Educational Sociology 2024, 7(1): 124-132 |
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Faramarzi Babadi S, Eskandari Asl H A, Dolatyari F, Alipoor H. (2024). Limitations of English Language Learning in Universities of Chaharmahal and Bakhtiari Province and Strategies to Overcome Them. Iranian Journal of Educational Sociology. 7(1), 124-132. doi:10.61838/kman.ijes.7.1.12
URL: http://iase-idje.ir/article-1-1386-en.html
URL: http://iase-idje.ir/article-1-1386-en.html
1- PhD Student, Department of Human Resource Management, Lorstan University, Lorstan, Iran.
2- Assistant Professor, Department of Public Administration, Payame Noor University, Tehran, Iran.
3- Instructor, Department of Public Administration, Payame Noor University, Tehran, Iran.
2- Assistant Professor, Department of Public Administration, Payame Noor University, Tehran, Iran.
3- Instructor, Department of Public Administration, Payame Noor University, Tehran, Iran.
Abstract: (135 Views)
Purpose: This study aims to identify the limitations of English language learning in universities within the Chaharmahal and Bakhtiari province and to explore effective strategies proposed by students, instructors, and administrators to overcome these challenges.
Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning.
Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process.
Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.
Methodology: Employing a qualitative research design, this study conducted semi-structured interviews with 24 participants, including university students, English language instructors, and academic administrators from the Chaharmahal and Bakhtiari province. The data were analyzed through thematic analysis to achieve theoretical saturation, revealing key themes and concepts related to the limitations and strategies of English language learning.
Findings: The study identified two main themes: "Limitations" and "Strategies." Under "Limitations," five categories emerged: Resource Constraints, Curriculum Issues, Instructor Challenges, Motivational Factors, and Cultural Barriers, each encompassing specific challenges such as inadequate resources, outdated curriculum, instructor proficiency, and motivational and cultural issues. The "Strategies" theme also comprised five categories: Resource Enhancement, Curriculum Development, Instructor Support, Motivation Boosting, and Cultural Integration, suggesting targeted interventions like improving educational resources, updating the curriculum, supporting instructors, enhancing student motivation, and integrating cultural elements into the learning process.
Conclusion: The study underscores the multifaceted nature of challenges in English language learning in the Chaharmahal and Bakhtiari province, highlighting the need for comprehensive strategies that address resources, curriculum, instructor capabilities, motivational dynamics, and cultural considerations. Effective implementation of these strategies could significantly improve English language education, contributing to better language acquisition and educational outcomes for students in this region and similar contexts.
Keywords: English Language Learning, Educational Strategies, Qualitative Research, Iran, Chaharmahal and Bakhtiari, Curriculum Development, Cultural Integration, Motivational Factors
Type of Study: Research Article |
Subject:
Special
Received: 2024/01/24 | Accepted: 2024/02/8 | Published: 2024/03/13
Received: 2024/01/24 | Accepted: 2024/02/8 | Published: 2024/03/13
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