این سایت در حال حاضر پشتیبانی نمی شود و امکان دارد داده های نشریات بروز نباشند
جستارهای زبانی، جلد ۱۶، شماره ۵، صفحات ۱۲۵-۱۵۹
عنوان فارسی Post-Humanist Pedagogies in E-Learning for English Language Teaching: Insights from Indonesian Doctorate Students
چکیده فارسی مقاله This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.
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عنوان انگلیسی Post-Humanist Pedagogies in E-Learning for English Language Teaching: Insights from Indonesian Doctorate Students
چکیده انگلیسی مقاله This study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.
کلیدواژه‌های انگلیسی مقاله Post-humanism,E-learning,English Language Teaching,doctorate students,pedagogical integration
نویسندگان مقاله | Joko Slamet
Faculty of Letters, Universitas Negeri Malang


| Siusana Kweldju
Faculty of Letters, Universitas Negeri Malang
نشانی اینترنتی http://lrr.modares.ac.ir/browse.php?a_code=A-10-83179-1&slc_lang=en&sid=14
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