چکیده:
Procrastination pervades the long and taxing process of foreign language learning and working against it is crucial. This study attempted to elicit and investigate the strategies and solutions from English teachers and learners which can help in dealing with procrastination over weekly assignments, term projects, and preparing for exams. To achieve this aim, suggestions were sought from 46 English teachers who had at least three years of teaching experience. Out of a total of 384 suggestions, higher-frequency ones were listed and solutions and strategies in related literature were sifted through to draw up a 21-item Likert-type questionnaire, which sought the reaction of English learners to the teacher-suggested strategies. A revised version was distributed among 97 English learners comprising 65 females and 32 males, whose ages ranged from 17 to 29 years. The English language teachers believed that to help students abandon their procrastination, they should encourage them with extra points for duly completed assignments, check the progress of projects, and give quizzes and exams during the term atop of other strategies. The most frequently endorsed strategies by the English learners included: adjusting the quantity of assignments to learner’s ability, selecting attractive and diverse assignments, teacher’s proper guidance and providing sample projects to reduce anxiety; and identifying the most important topics and disregarding unnecessary contents.
خلاصه ماشینی:
This study attempted to elicit and investigate the strategies and solutions from English teachers and learners which can help in dealing with procrastination over weekly assignments, term projects, and preparing for exams.
The English language teachers believed that to help students abandon their procrastination, they should encourage them with extra points for duly completed assignments, check the progress of projects, and give quizzes and exams during the term atop of other strategies.
1. English Language Teachers’ Solutions to Academic Procrastination In addition to requesting personal and socio-demographic information of teachers such as age, gender, and length of teaching experience, this instrument included three open-ended questions in Persian, which each asked teachers about the solutions they suggested for students’ procrastination regarding weekly assignments, term projects, and preparing for exams.
3. Results In the exploratory phase of the study, English teachers were asked three open-ended questions about strategies which can help language learners deal with procrastination of tasks at three levels: preparing weekly assignments, completing term projects and preparing for exams.
4. Discussion The main purpose of this study was to probe into the solutions and strategies that language teachers and learners suggest to overcome academic 002 Overcoming…… procrastination.
The thirteen most frequent suggestions from teachers along with eight anti-procrastination strategies selected from related literature were arranged as a Likert-type questionnaire of 21 items to elicit the English language learners’ reactions and evaluation as to their effectiveness in overcoming procrastination in three academic task zones.