Browsing by Author "Rahimi, Mahmood"

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    Exploring Female Teachers’ Intrinsic and Extrinsic Motivation to Keep Teaching the Girls in Afghanistan After the Taliban’s Ban on Girls Education
    (Univesitas Pendidikan Indonesia, 2023-12-08) Samadi, Hangama; Rahimi, Mahmood; Rahimi, Fahim
    Gender equality in education has long been a source of debate in Afghanistan. In general, girls face greater barriers to schooling than boys. There have been ups and downs in females' access to education over the decades, the most recent being the country's 20-year Islamic Republic rule. Afghan girls have gained greater access to school over the last two decades. However, the impetus was lost in the middle when the Taliban took control of the country and declared a blanket ban on girls' education at all levels except primary school. Some courageous Afghan women rolled up their sleeves to teach Afghan girls in secrecy. The current study is on the Afghan women's motivation for enabling educational opportunities for Afghan girls despite the ban. Through qualitative design, the study conducted interviews with these brave Afghan women facilitating educational access for Afghan girls. The data analysis applied thematic analysis through a six-stage procedure. The study found that Afghan women are using online and offline approach to reach out to Afghan girls with educational facilities. It was also found that both extrinsic and intrinsic motivation give passion and inspiration to them for teaching. Family, student enthusiasm, gender equality was some of the extrinsic motivation behind their teaching, while intrinsically they were motivated by commitment to teaching, feel of responsibility, and empowering Afghan girls. Nevertheless, they also faced barrier of lack of stable internet, and teaching and learning resources. By measuring their intrinsic and extrinsic motivation, this study intends to contribute to a better understanding of the complex factors that drive female teachers' commitment to educating girls in Afghanistan after the Taliban's prohibition.
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    Implementation of English as Foreign Language Teaching during Pre- and Post-COVID-19 Pandemic : A Narrative Review
    (Universiti Tun Hussein Onn Malaysia, 2024-05-14) Rahimi, Mahmood
    This study explores the implementation of English as a Foreign Language (EFL) teaching practices pre-covid and post-Covid pandemic. This paper employs a narrative review of selected articles that shed light on instructional challenges and opportunities in the transition from traditional classroom teaching to online and hands-on learning. The methodology employed in this study used the Google Scholar database to select pertinent studies with keywords within the title field, spanning the years 2019-2022. This study acknowledges the impact of the pandemic on English language teaching, highlighting the need for creative teaching methods and a hybrid of online and face-to-face learning for effectiveness. This paper also stresses the significance of ongoing support to address technical challenges and ensure a smooth learning experience for students. The findings highlight the shift from traditional EFL teaching to remote teaching post-COVID, stress challenges such as digital literacy, and limited resources. This necessitates ongoing support for educators to navigate online and blended learning, integrate technology, and adapt to developing teaching methodologies.
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    Learning ecology perspective of instructors to enhance EFL students' speaking skills : a microsystem perspective of bronfenbrenner's bioecological model
    (English Education Department, Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang, 2023-12-27) Rahimi, Mahmood
    Learning ecology is considered a practical part of language learning, particularly speaking skills. In applicable terms, understanding ecological perspectives assists students in practicing speaking and other language skills better. Given the significance of learning ecology, this study investigates EFL instructors' perspectives on learning ecology to boost students' speaking skills using a microsystem viewpoint of Bronfenbrenner's Bioecological Model. The study stresses the gap in understanding the pivotal role of teachers' learning ecology perspectives in improving students' English-speaking skills. This study applied a qualitative research methodology with a phenomenological design to study teachers' perceptions of learning ecology. Data was collected through semi-structured interviews with EFL Instructors in Indonesia with a triangulation of data sources to ensure validity and reliability. For data analysis, thematic analysis was used to search for reoccurring themes. The findings revealed that EFL instructors in Indonesia perceive learning ecology as highly influential for speaking skills. To take maximum advantage of it, instructors in Indonesia apply strategies like interactive learning and sufficient exposure. However, they also shed light on challenges in terms of the unavailability of native speakers. Their reflection on the microsystem proposed bringing EFL speaking to a more practical context. The findings of this study contribute to our understanding of how teachers may construct a learning environment that fosters the development of ESL learners' speaking skills, influenced by Bronfenbrenner's Bioecological Model’s microsystem layer.