Kolb's experiential learning theory in action: fostering empathy and practical skills in language teacher education.
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...
| Publicado en: | Reflective Practice Vol. 27; no. 1; pp. 30 - 45 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Feb2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191332096&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191332096 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 14623943 BCZ jtl: Reflective Practice issn: 14623943 maglogo: N pubinfo: dt: Feb2026 vid: 27 iid: 1 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 191332096 186043327 191332096 191332096 10.1080/14623943.2025.2521108 191332096 ppf: 30 ppct: 15 formats: tig: atl: Kolb's experiential learning theory in action: fostering empathy and practical skills in language teacher education. aug: au: Javahery, Pourya Bavandi, Zahra affil: Department of English, Faculty of Humanities, Khayyam University, Mashhad, Iran sug: subj: Faculty Education Interns and Residents Education Language Education Internship and Residency Empathy Evaluation Professional Competence Standards Kolb's Experiential Learning Theory Human Male Female Adult Iran Qualitative Studies Phenomenological Research Comparative Studies Descriptive Statistics Grounded Theory Conceptual Framework Convenience Sample Semi-Structured Interview Thematic Analysis Questionnaires Models, Educational Reflection Learning Refresher Courses Problem-Based Learning Social Perception Self-Efficacy Adult: 19-44 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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