| Sumario: | This study investigates the impact of unknown language modules on the empathy, understanding of language acquisition, and teaching practices of language teachers, utilizing Kolb's Experiential Learning Theory (ELT) as the theoretical framework. Conducted with 12 language teachers in Iran, including both pre-service and in-service educators, the research employed a qualitative methodology with data collected through semi-structured interviews, narrative notes, and reflective notes. The research design included purposive sampling, and data was analyzed using thematic analysis. Thematic analysis revealed that engaging in the unknown language modules significantly enhanced participants' empathy towards beginner language learners by immersing them in the challenges of novice language acquisition. This experiential learning process facilitated a deeper understanding of students' cognitive and emotional struggles and led to notable improvements in teaching practices. Teaching strategies adopted by participants included greater use of scaffolding, learner-centered approaches, and individualized support for language learners. The study highlights how Kolb's ELT effectively addresses the theory-practice gap in teacher education, allowing participants to reflect on and integrate their experiences with theoretical knowledge. The findings suggest that incorporating similar experiential learning modules into teacher training programs can bridge the gap between theory and practice, fostering more empathetic and effective teaching strategies.
|
|---|