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Twelve nonnative EFL teachers were assigned to three discussion groups based on teaching experience. Collaborative discussions explored cognition related to evaluation criteria, classroom activities, teaching language skills and subskills, and the roles of teachers and learners in general and communicative language teaching (CLT) in particular. Results show largely similar cognition within groups and key similarities between high- and mid-experience groups regarding CLT advantages and roles, informing more effective teacher education programs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-issue-6-article-6/593743/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-issue-6-article-6/593743.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about nonnative EFL teachers?","Question",{"text":112,"@type":113},"It examines nonnative EFL teachers’ cognition of language teaching methodology through their collaborative talks, including criteria for evaluating methodology, classroom activities, and skill-focused instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants organized in the research?",{"text":117,"@type":113},"Twelve nonnative EFL teachers were categorized into three collaborative discussion groups according to their teaching experience.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding teacher cognition and CLT?",{"text":121,"@type":113},"Teachers in each discussion group showed largely similar cognition on most issues in teaching methodology and CLT. Additionally, the High-experience and Mid-experience groups shared similarities in their cognition of CLT advantages and the roles of teachers and learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593743,1792167581,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":31,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 6 | Article 6 |\n| --- | --- |\n\n2017  \nA Collaboration-Mediated Exploration of Nonnative L2 Teachers’Cognition of Language Teaching Methodology  \nZia Tajeddin  \nAllameh Tabataba'i University, [zia_tajeddin@yahoo.com](zia_tajeddin@yahoo.com)  \nNafeeseh Aryaeian Allameh Tabataba'i University  \nRecommended Citation  \nTajeddin, Z., & Aryaeian, N. (2017). A Collaboration-Mediated Exploration of Nonnative L2 Teachers’ Cognition of Language Teaching Methodology. Australian Journal of Teacher Education, 42 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol42/iss6/6](http://ro.ecu.edu.au/ajte/vol42/iss6/6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss6/6](http://ro.ecu.edu.au/ajte/vol42/iss6/6)  \nAustralian Journal of Teacher Education  \nA Collaboration-Mediated Exploration of Nonnative L2 Teachers’Cognition of Language Teaching Methodology  \nZia Tajeddin  \nNafeeseh Aryaeian  \nAllameh Tabataba’i University, Iran  \nAbstract: The present study sought to investigate nonnative L2  \nteachers’ cognition of teaching methodology based on their  \ncollaborative talks. Participants were 12 nonnative EFL teachers  \ncategorized into three collaborative discussion groups by their  \nteaching experience. Collaborative discussions were aimed at  \nexploring the participants’ cognition oflanguage teaching  \nmethodology, including the criteria for the evaluation of teaching  \nmethodology, classroom activities, teaching language skills and sub  \nskills, teachers ’ roles, and learners ’ roles in general and  \ncommunicative language teaching (CLT) in particular. Analysis of the  \ndata indicated that the teachers participating in each discussion  \ngroup held largely similar cognition about most of the issues in  \nteaching methodology and CLT. In addition, there were similarities  \nbetween the High-experience and Mid-experience groups regarding  \ntheir cognition of the advantages of CLT, teachers ’ roles, and  \nlearners ’ roles. The results of this study can help teacher educators  \ndesign more effective teacher education courses and in-service  \nprograms to enhance EFL teachers ’ cognition of teaching  \nmethodology.  \nIntroduction  \nTeacher cognition is one of the central themes in language teacher education and has become an established area of research in the last two decades (Bailey, 1996; Borg, 2010; Freeman, 1992). As Richards and Burns (2012) state,“teacher cognition encompasses the mental lives of teachers, how these are formed, what they consist of, and how teachers’beliefs, thoughts, and thinking processes shape their understanding of teaching and their classroom practices”(p. 4) . Similarly, Borg (2005) believes that teacher cognition refers to such unobservable dimensions as what teachers know, believe, and think about teaching.  \nTeachers are considered as the most important agent in any language teaching procedure (McDonough, Shaw, & Masuhara, 2013) . Therefore, it is important to see teachers as active professionals who can make generalizations based on their own practice. Due to the crucial role of teachers, sufficient attention should be paid to teacher education. As teacher cognition is an important element of second language teacher education (Richards, 2011) and one of the themes that characterize language teacher education (Borg, 2011a),“teacher education initiatives will be more effective when they take account of teachers’ cognitions”(Borg, 2010, p. 85). Moreover, as Richards and Schmidt (2010) note, teacher cognition has a significant role in teachers’ professional development, and as a result, those who are concerned with planning programs for teachers’ professional development are interested in teacher cognition studies.  \nVol 42, 6, June 2017 81  \nAustralian Journal of Teacher Education  \nUnderstanding teacher cognition instruction allows us to capture teaching processes (Lim, 2016) . As noted by Borg (2009), studies of teach","cbCaikdhgK9hOwEa","https://ap.wps.com/l/cbCaikdhgK9hOwEa","pdf",530952,"English","# Abstract\n# Introduction\n# Literature Review\n## Teacher Cognition","[{\"question\":\"What does the study examine about nonnative EFL teachers?\",\"answer\":\"It examines nonnative EFL teachers’ cognition of language teaching methodology through their collaborative talks, including criteria for evaluating methodology, classroom activities, and skill-focused instruction.\"},{\"question\":\"How were participants organized in the research?\",\"answer\":\"Twelve nonnative EFL teachers were categorized into three collaborative discussion groups according to their teaching experience.\"},{\"question\":\"What were the main findings regarding teacher cognition and CLT?\",\"answer\":\"Teachers in each discussion group showed largely similar cognition on most issues in teaching methodology and CLT. Additionally, the High-experience and Mid-experience groups shared similarities in their cognition of CLT advantages and the roles of teachers and learners.\"}]","Australian Journal of Teacher Education - Issue 6 - Article 6 | PDF",1792077830]