An activity theoretic exploration of the causes of language learners’ misbehavior: Teachers’ belief in focus

İbn Haldun Üniversitesi Diller Okulunun sunduğu İngilizce Hazırlık Programının genel amacı, iletişimsel yaklaşımı kullanarak öğrencileri akademik çalışmalara hazırlamak ve onları etkin, istekli ve kendi kendilerine öğrenebilir bireyler olmaya teşvik etmektir. İngilizce Hazırlık sistemi kurulurken öğrencilerimizin profilleri ve üniversitemizin akademik gereksinimleri göz önüne alınarak Modüler Sistem uygulanması uygun görülmüştür. Uygulamaya konulan Modüler Sistem, seviye gruplarına göre öğrencilerin devam edecekleri modüller sonunda hedeflenen dil becerilerine ulaşmalarını sağlar ve dil eğitim verimliliğin artmasına yardımcı olur.

Özet

This study attempts to explore the teachers’ beliefs on the causes of learners’ misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners’ misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study’s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the “tool” component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the “rules”, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the “community” component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the “division of labor” the emerged themes were overwhelming responsibilities, family issues, and executives’ dereliction. The findings suggest a new look at language learners’ misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.

Anahtar Kelimeler

Language Learners’ Misbehavior, Activity Theory, Teacher Belief

Kaynak

Language Teaching Research Quarterly

Scopus Q Değeri

Q2

Cilt

42

Künye

Kamali, J., Kotamjani, S. S. ve Alpat, M. F. (2024). An activity theoretic exploration of the causes of language learners’ misbehavior: Teachers’ belief in focus. Language Teaching Research Quarterly, 42, 69-87. https://www.doi.org/10.32038/ltrq.2024.42.05

Bağlantı

https://www.doi.org/10.32038/ltrq.2024.42.05
https://hdl.handle.net/20.500.12154/2995

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Diller Okulu Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu

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An activity theoretic exploration of the causes of language learners’ misbehavior: Teachers’ belief in focus

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