Academic journal article Studies in Literature and Language

A Comparative Study on the Effects of Core and Peripheral Teaching on Iranian EFL Learners' Writing Skill in Conventional and Cyber Environments

Academic journal article Studies in Literature and Language

A Comparative Study on the Effects of Core and Peripheral Teaching on Iranian EFL Learners' Writing Skill in Conventional and Cyber Environments

Article excerpt

Abstract

This study aimed to find out the effects of core and peripheral teaching on Iranian EFL learners' writing skills in conventional and cyber environments. After administrating a Nelson (Fowler & Coe, 1976) test, a group of 160 homogeneous students at language institute were selected from a total population of 200 at the intermediate level in Dehdasht, Kohgiloyeh & Boyer Ahmad province, Iran. Then, they were randomly assigned to control and experimental groups and each into subgroups. While experimental sub-group A was assigned to physical (conventional) environment and received instructions regarding core and peripheral teaching, experimental sub-group B was assigned to cyber environment and received instructions regarding core and peripheral teaching. One sub-control group was assigned to physical environment and received no instruction, while the other control subgroup was assigned cyber environment. A T-test was conducted to compare the subjects' means and to determine the effect of core and peripheral teaching. The results depicted that peripheral teaching in both physical and cyber environments had a significant effect on improving Iranian EFL learners' writing skills, (P<.05).

Key words: Core teaching; Peripheral teaching; Conventional environment; Cyber environments

IntroductIon

Scholars are looking for methods rather than the conventional ones to solve the teaching problems of the people living in the modern world, and they prefer to use the modern techniques of the world. Teaching programs need to focus on not only novice teaching methodologies, but giving tools to practicing teachers to deal with the variety of issues presented in modern classrooms around the world.

Regarding the orientation and precedence and subordination of teaching to learning or vice-versa, teaching begins with the learner. To ensure that each student learns new knowledge and skills, teachers must understand that learning and developmental patterns vary individually, that students bring unique individual differences to the learning process, and that students need supportive and safe learning environments to thrive. Effective teachers have high expectations for each and every student. They implement developmentally appropriate, challenging learning experiences within a variety of learning environments that help each and every student reachhis or her full potential. They do this by combining a base of professional knowledge, including an understanding ofhow cognitive, linguistic, social, emotional and physical development occur. They implement this with the recognition that students areindividuals who bring differing personal and family backgrounds, skills, abilities, perspectives, talents and interests.

The education systems should embody new approaches to teaching and learning. They address inequities in school structures, financing, and climates so that all students have access to rich curriculum and learning opportunities. Education systems should also generate quality information and data that professionals can use to improve allstudents' learning. We need change unachievable with just a modification of current systems. Teachers are central to bringing about that change and they can play a key role in building strong curriculum, pedagogy, assessments, and the relationships necessary to support learners and advocate for their development. The study is an initial effort to articulate, through the lens of the teacher,what effective teaching and learning would look like in that new system. This research began with afocus on the learners, what assets and needs they bring to the learning experience, what engages them, and how we address the expectation that every learner will learn to high levels. It isclear that today's students are more diverse with various and special needs. Yet, their differencesare strengths. They want to challenge and contribute to decision-making. And they want their learningexperiences to be relevant and connected to real world problems. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.