Interrogating Gender Stereotypes: Iranian EFL Teachers’ Attitudes Toward Video Games as Homework Across Teaching Levels and Experience

Badpa, Hamed; Dowlatabadi, Hamid Reza

Volume 2, Issue 1 (January 2025) JCALS 2025, 2(1): 59-90 | Back to browse issues page

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Badpa H, Dowlatabadi H R. Interrogating Gender Stereotypes: Iranian EFL Teachers’ Attitudes Toward Video Games as Homework Across Teaching Levels and Experience. JCALS 2025; 2 (1) : 3
URL: http://cals.gonbad.ac.ir/article-1-58-en.html

Interrogating Gender Stereotypes: Iranian EFL Teachers’ Attitudes Toward Video Games as Homework Across Teaching Levels and Experience

Hamed Badpa

, Hamid Reza Dowlatabadi

Department of English Language and Literature, Faculty of Literature and Languages, Arak University, Arak, Iran

Abstract: (48 Views)

The impact of using educational video games as homework relies on teachers’ attitudes towards video games. This study investigated Iranian English teachers’ attitudes towards the use of video games as homework in Iran. Another purpose of the study was to show whether there was any difference between males’ and females’ teaching levels and teaching experience in Iranian English teachers’ perceptions about using video games as homework. To fulfil this purpose, a total of 465 Iranian English teachers participated in an online survey. The instruments used in this study were based on a validated questionnaire, which was created by Alqurashi (2016). After collecting the raw data, the SPSS software (version 26) was used to change the data into numerical, interpretable information. The researcher used one-way ANOVA to examine the information. The findings of this research indicated that Iranian English teachers’ attitudes toward using video games as homework were mainly positive. The overall findings revealed that there was a notable disparity between Iranian English teachers’ attitudes based on gender. Contrary to prevalent stereotypes that associate gaming with males, findings revealed that female English teachers held a significantly more positive attitude, particularly valuing games for their impact on teaching and potential for social interaction. In addition, no notable mean difference between English teachers' teaching level or years of teaching experience and their attitudes was observed. The results of this research can familiarize other researchers with Iranian English teachers’ viewpoints on using video games as homework, as well as playing a part in the literature about the role of gaming in teaching and learning processes. The findings of this study can motivate parents, teachers, and the Ministry of Education of Iran to create and use educational games that can meet learners’ needs for knowledge and challenge.

Article number: 3

Keywords: Attitude, Homework, Iranian English Teachers, Teaching, Teaching Experience, Video Games

Full-Text [PDF 575 kb] (40 Downloads)

Type of Study: Research | Subject: General
Received: 2024/08/18 | Accepted: 2024/10/20 | Published: 2025/01/1