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Delving into EFL Teacherpreneurship: The Perceptions of Iranian EFL Teacherpreneurs and their Followers in Social Affinity Spaces | ||
Journal of Language Horizons | ||
مقاله 2، دوره 8، شماره 3 - شماره پیاپی 21، بهمن 2024، صفحه 35-63 اصل مقاله (429.2 K) | ||
نوع مقاله: Research article | ||
شناسه دیجیتال (DOI): 10.22051/lghor.2024.44506.1829 | ||
نویسندگان | ||
Mohammd Bahrami* 1؛ katayoon Afzali2 | ||
1Ph.D. Candidate, Department of English, Foreign Language Faculty, Sheikhbahaee University, Isfahan, Iran | ||
2Associate Professor, Department of English, Foreign Language Faculty, Sheikhbahaee University, Isfahan, Iran | ||
چکیده | ||
English as a Foreign Language (EFL) teacherpreneurship, a branch of entrepreneurship, is a pioneering practice in the teaching profession that makes use of innovation and technologies. This study, using a basic interpretive design, aimed to explore the motivating factors of EFL teacherpreneurs as well as the EFL teacherpreneurs’ followers’ motivating and demotivating factors to follow them. EFL teacherpreneurs are self-driven teachers who refuse traditional school environments and harness technology to gain autonomy in social affinity spaces as an educational platform. Two groups of participants consisting of 25 Iranian EFL teacherpreneurs and 100 followers of the EFL teacherpreneurs following them in social affinity spaces, such as Facebook, Telegram, WhatsApp, Eitaa, and Instagram, were selected via purposeful sampling. To collect the data, two semi-structured interviews in individual and focus group forms were implemented with the two groups of participants. Data analysis was conducted via the manual thematic analysis of the transcribed interviews. The results indicated that the motivating factors of EFL teacherpreneurs were making financial gain, providing innovative opportunities for others, experiencing professional development, using technology, sharing knowledge, coping with teaching burnout, practicing creativity and criticality, and enhancing self-efficacy and self-confidence. Moreover, the motivating and demotivating factors for the EFL teacherpreneurs’ followers were finding new ways of EFL teaching/learning, building new working and social relations, becoming aware of the latest developments in EFL teaching/learning, learning self-directed EFL learning, finding a new identity, enhancing EFL teaching/learning effectiveness, along with suffering from shortage of time, financial problems, shortage of facilities, students’ unwillingness and demotivation to learn, and low digital literacy. | ||
کلیدواژهها | ||
EFL learning/teaching؛ EFL teacherpreneur؛ EFL teacherpreneurship؛ social affinity spaces | ||
عنوان مقاله [English] | ||
بررسی معلمکارآفرینی زبان انگلیسی: نظرات معلمکارآفرینهای زبان انگلیسی و دنبالکنندگان آنها در فضاهای اجتماعی وابسته | ||
نویسندگان [English] | ||
محمد بهرامی1؛ کتایون افضلی2 | ||
1دانشجوی دکترا، گروه زبان انگلیسی، دانشکده زبان های خارجی، دانشگاه شیخ بهایی، اصفهان، ایران | ||
2دانشیار، گروه زبان انگلیسی، دانشکده زبانهای خارجی، دانشگاه شیخ بهایی، اصفهان، ایران | ||
چکیده [English] | ||
معلم کارآفرینی زبان انگلیسی، شاخهای از کارآفرینی، روشی پیشگام در حرفه آموزش زبان انگلیسی است که از نوآوری و فناوری بهره میبرد. پژوهش حاضر، با استفاده از روش طرح تفسیری پایه، با هدف بررسی عوامل انگیزشی معلم کارآفرینهای زبان انگلیسی و عوامل انگیزشی و بیانگیزهکننده دنبالکنندگان آنها انجام شد. معلم کارآفرینهای زبان انگلیسی معلمهایی خود محرک هستند که از محیطهای سنتی مدرسه اجتناب میکنند و از فناوری برای کسب استقلال در فضاهای اجتماعی وابسته به عنوان بستری آموزشی استفاده میکنند. دو گروه از شرکتکنندگان شامل ۲۵ معلم کارآفرین زبان انگلیسی ایرانی و ۱۰۰ دنبالکننده معلم کارآفرینهای زبان انگلیسی بودند که در فضاهای اجتماعی وابسته مانند فیسبوک، تلگرام، واتساپ، ایتا و اینستاگرام، از طریق نمونهگیری هدفمند انتخاب شدند. برای گردآوری دادهها، دو مصاحبه نیمهساختاریافته به صورت فردی و گروهی با دو گروه از شرکتکنندگان انجام شد. تحلیل دادهها ازطریق تحلیل موضوعی مصاحبهها صورت گرفت. یافتهها نشان داد که عوامل انگیزشی معلم کارآفرینهای زبان انگلیسی شامل کسب درآمد مالی، فراهم کردن فرصتهای نوآورانه برای دیگران، تجربه توسعه حرفهای، استفاده از فناوری، به اشتراکگذاری دانش، مقابله با فرسودگی شغلی، تمرین خلاقیت و انتقادینگری، و افزایش خودکارآمدی و اعتماد به نفس است. افزون براین، عوامل انگیزشی و غیرانگیزشی دنبالکنندگان معلم کارآفرینهای زبان انگلیسی عبارت بودند از یافتن روشهای جدید تدریس/یادگیری زبان انگلیسی، ایجاد روابط کاری و اجتماعی جدید، آگاهی از آخرین پیشرفتها در تدریس/یادگیری زبان انگلیسی، یادگیری مستقل زبان انگلیسی، یافتن هویت جدید، افزایش اثربخشی تدریس/یادگیری زبان انگلیسی، همراه با کمبود وقت، مشکلات مالی، کمبود امکانات، عدم تمایل و بیانگیزگی دانشآموزان برای یادگیری، و سواد دیجیتال پایین. | ||
کلیدواژهها [English] | ||
علم کارآفرین زبان انگلیسی, معلم کارآفرینی زبان انگلیسی, تدریس/یادگیری زبان انگلیسی, فضاهای اجتماعی وابسته | ||
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