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== Abstract == | == Abstract == | ||
| − | + | In this study, the perceptions of selected experienced EFL teachers about the construction of their unique LAD in the SLA process is investigated. The grounded theory and constructive design were employed and open, axial, and selective coding after semi-structured interviews ranging from 30 to 90 was used. The teachers' perceptions showed seven categories related to the construction of their unique LAD, namely, (a) unique environment; (b) individual uniqueness; (c) Unique Socio-emotional factors; (d) entertainment; (e) Psychological problems; (f) genetic factors; and (g) cyberspace. Perceptions showed that the following mentioned factors have been affected uniquely by those mentioned categories separately and uniquely. Factors such as motivation, interest, self-confidence, self-esteem, attitude, viewpoint, opinion, intentions, learning styles and strategies, exposure to the TL, rate of acquisition, acquisition progress, IQ and intelligence, social interaction, mental status, memory capacity, concentration, learning potential, metaphorical thinking, and ideology so that they would be equipped with the ULAD in SLA.</a></p> | |
== Full document == | == Full document == | ||
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| + | <pdf>Media:Khalaj_Select_a_yeara_1664_khalaji et al.pdf</pdf> | ||
Latest revision as of 08:39, 11 January 2023
Abstract
In this study, the perceptions of selected experienced EFL teachers about the construction of their unique LAD in the SLA process is investigated. The grounded theory and constructive design were employed and open, axial, and selective coding after semi-structured interviews ranging from 30 to 90 was used. The teachers' perceptions showed seven categories related to the construction of their unique LAD, namely, (a) unique environment; (b) individual uniqueness; (c) Unique Socio-emotional factors; (d) entertainment; (e) Psychological problems; (f) genetic factors; and (g) cyberspace. Perceptions showed that the following mentioned factors have been affected uniquely by those mentioned categories separately and uniquely. Factors such as motivation, interest, self-confidence, self-esteem, attitude, viewpoint, opinion, intentions, learning styles and strategies, exposure to the TL, rate of acquisition, acquisition progress, IQ and intelligence, social interaction, mental status, memory capacity, concentration, learning potential, metaphorical thinking, and ideology so that they would be equipped with the ULAD in SLA.</a></p>
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Published on 01/01/2021
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