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Showing 2 results for Jalili
Dr. Rouhollah Jalili, Dr. Mohammad Taghi Iman,
Volume 8, Issue 4 (4-2020)
Abstract
This research has been done to investigate Shiraz university doctoral students’ perspectives on thesis writing. Required data has been gathered by using deep interviews with eight doctoral students. Based on an abductive research strategy and using interpretative phenomenology, the research findings show a Ph.D. thesis doesn’t have a place in the big picture of their life. Themes abstracted from participants’ interviews have a metaphorical sense. For them, the thesis was like an instrument for transition, so they didn’t have central consideration on the thesis process. They saw thesis conduction as a stage just for the pass, and so in this definition, they saw themselves as a transit passenger. A transit passenger doesn’t have enough time for settlement and follows a long-life aim in the future. We think this finding has more important implications for research policy-makers and the process needs a fundamental review. It means they must be reduced the speed of quantitative development of higher education courses and concentrate on constructing a clear vision for them.
Shahriar Jalili,
Volume 12, Issue 1 (7-2023)
Abstract
Recently, the association between religious beliefs and English language teaching (ELT) has gained great attention. Yet, when reviewing the literature in ELT, it becomes clear that studies have been mainly concentrated on other religions such as Christianity. However, the relationship between Islam and English language education has remained considerably under-investigated. This qualitative multiple case study is an endeavour to address this scholarly gap. For this objective, ten male and female Iranian Muslim English language teachers, including six male and four female, in Iran were selected through purposeful sampling. This study aims to investigate the link between religion and construction of professional identity. By using in-depth interviews as the main source of data, and following the principles of an inductive content analysis approach, the study indicates that Islam influences the participants’ professional identity in three ways, namely: (1) increasing the teachers' wellbeing, (2) affecting their relationship with learners, and (3) providing them with a sense of duty to preserve the students’ religious values. Finally, theoretical and pedagogical implications as well as future research direction are presented.
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