چکیده:
Since little is known about how EFL learners experience and understand effective English language classroom, this study was an attempt to find out about the Iranian EFL learners’ experiences of an effective English language classroom at the tertiary level. The design of the current research drew on a phenomenological study in which the lived experiences of EFL learners concerning the effective English language classroom were explored. The primary data collection method was in-depth interviewing with seven Ph.D. candidates (two males and five females) who had been studying English for years and were selected through purposive sampling. The data were coded and explicitated using Colaizzi’s seven-step coding strategy. The three major resulting themes were a) Teacher characteristics, b) Classroom interaction, and c) Class performance. In addition, key findings from the study suggest that two elements of personal experiences and personal beliefs constitute effective English language classroom from the Iranian EFL learners’ perspectives. Recommendations are provided for EFL researchers as the current study reveals.
خلاصه ماشینی:
The design of the current re- search drew on a phenomenological study in which the lived experiences of EFL learners concerning the effective English language classroom were explored.
In addi- tion, key findings from the study suggest that two elements of personal experiences and personal beliefs constitute effective English language classroom from the Iranian EFL learners’ perspectives.
Of studies into both teachers’ and learners’ belief systems have been conducted by researchers and teachers (Bell, 2005; Borg & Burns, 2008; Brown, 2009; Davis, 2003; Horwitz, 1987, 1988; Lasagabaster & Sierra, 2009; Matsuura et al.
Using a phenomenological study, the researcher would be able to analyze EFL learners’ experiences of an effective English language class- room.
Because the focus of this phenomenological study was to describe the Iranian English language learners’ experiences of an effective language classroom, it was appropriate to gain information from diverse participants of EFL learners.
Discussion In response to research questions of Iranian EFL learners’ lived experience of an effective language classroom and how this experience informs their lan- guage-learning in this study, it can be explained according to EFL learners’ per- sonal experiences consisting of teachers’ characteristics, classroom interaction, class performance, and personal beliefs that EFL learners have towards effective learning in English classroom environment, which form and give direction to their thinking.
All in all, this study, in relation to an EFL teacher’s behavior in the classroom, suggests that learning of the language learners is affected by the experience the teacher forms in their mind.