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Journal of Teaching Language Skills، جلد ۴۰، شماره ۳، صفحات ۱-۴۰
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عنوان انگلیسی Lived Experience of Adult English Learners Learning English on the Phone
چکیده انگلیسی مقاله In line with the technological advancement during the last few decades, virtual learning has been addressed more widely, which affected English language teaching and learning as well. Since Covid 19 pandemic, which has resulted in the long-lasting closure of educational settings worldwide, virtual learning as the alternative of traditional education has been developed unprecedentedly. An option for virtual learning specifically for language teaching is teaching on the phone which has been mostly neglected in educational research. The aim of this study was to analyse the lived experience of 16 adult English language learners who experienced learning English through one-to-one, audio call sessions. Due to the pandemic, semi-structured interviews were conducted on the phone, which were recorded, transcribed and thematically analysed with a phenomenological approach. Many times revisions of the statements driven from the transcriptions resulted in six themes namely: a) learning on-the-phone as a new, satisfying experience, b) advantages, and c) disadvantages of one-to-one audio sessions, d) the participants’ preferences, e) the requisites of on-the-phone-learning, and f) the expectations of on-the-phone teacher, According to the result of this study, some educational recommendations for improving on-the-phone teaching are: covering four language skills through developing individualised lesson plans based on each learner’s needs and English language proficiency level; holding group video sessions along with one-to-one audio sessions; and using the facilities of messengers like WhatsApp to send audio, video and textual files to learners based on their needs and learning objectives.
کلیدواژه‌های انگلیسی مقاله virtual learning, Teaching/Learning English Language on the phone, Lived experience, Thematic Analysis, Covid 19 pandemic
نویسندگان مقاله Zahra Abdi |
University of Southampton, England

Maryam Mohsenpour |
Department of Educational Psychology, Faculty of Educational Science and Psychology, University of Alzahra, Tehran, Iran

نشانی اینترنتی https://tesl.shirazu.ac.ir/article_6228_f11559d7312f42297b034987f744f518.pdf
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زبان مقاله منتشر شده en
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