Loading...
Search for:
cultural-identity
0.005 seconds
Cultural identity among Iranian English language teachers
, Article International Journal of Society, Culture and Language ; Volume 7, Issue 1 , 2019 , Pages 67-82 ; 23292210 (ISSN) ; Bahrami, A ; Sharif University of Technology
Lulu Press Inc
2019
Abstract
This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered to 636 male and female Iranian English language teachers. The results of confirmatory factor analysis showed that the model was fit and eight components namely 1) religious beliefs, 2) history, 3) customs, 4) manners and behaviors, 5) Persian language, 6) literature and art, 7) parents’ influence and 8) family relations were confirmed to form the core of Iranian cultural identity. The...
Iranian EFL learners’ identity construction in a critical reflective course: a case of an online course
, Article Open Learning ; Volume 35, Issue 1 , 2020 , Pages 63-81 ; Latifi, A ; Sharif University of Technology
Routledge
2020
Abstract
The present mixed-methods research examined the identity and attitude of Iranian English language learners as a result of their participation in an online critical reflective course. The participants were 38 English language students who attended ten online sessions within a five-month English language course. Their online posts underwent inductive qualitative content analysis and subsequently five themes were extracted. In addition, the content of the first and last two sessions were analysed quantitatively. A validated questionnaire was also administered and 18 participants were interviewed. Qualitative and quantitative content analyses of the data revealed eight finalised codes. The...
Cultural Identity Among Iranian English Language Teachers: A Multi-hase Mixed-Method Researc
, M.Sc. Thesis Sharif University of Technology ; Rezaei, Saeed (Supervisor)
Abstract
Teaching a foreign language and its culture implicitly might result in internalizing the foreign culture and identity (Brown, 2001). This might consequently cause cultural identity crisis and loss in a broader sense. As provided by Eslami Nodooshan (1998), considering the importance of cultural awareness raised through cultural studies and its influence on language policy and accordingly language classes provided the ground for this study to investigate the components of Iranian cultural identity, the degree of Iranian EFL teachers’ cultural identity, and the statistically significant difference between the Iranian EFL teachers’ cultural identity with different demographic characteristics....
Muslim scholars and technological volition
, Article Technology in Society ; Volume 61 , 2020 ; Taqavi, M ; Sharif University of Technology
Elsevier Ltd
2020
Abstract
What purpose, according to Muslim scholars, should technological development serve? To answer this question, first we explain the views of seven Muslim scholars who have theorized about technology from an Islamic viewpoint. We then set out Carl Mitcham's fourfold analysis of technology, and summarize the views of philosophers of technology on technological volition. This places us in a position to classify Muslim scholars' opinions on technological development under seven broad headings, namely: meeting human beings' needs, implementation of an Islamic culture and lifestyle, serving human beings, serving nature, understanding the splendor of creation, providing personal and social happiness,...
«Bridge over troubled waters» Intercultural Communicative Competence Development: An ICC Syllabus for Iranian University Students
, M.Sc. Thesis Sharif University of Technology ; Rezaei, Saeed (Supervisor)
Abstract
This mixed-method study explored the intercultural competence of a group of engineering university students in Sharif University of Technology enrolling in a “Listening and Speaking” class, minoring in English. The aims of this study were first to assess the initial ICC level of the participants, second to evaluate the effect of a culture-based syllabus on ICC development of the learners, third to measure the variation of their L1 cultural identity of the students after the course, fourth to discover recursive themes in the assignments and recorded interviews with the participants and fifth to measure the learners’ satisfaction with the developed syllabus. Quantitative data was derived from...