Purpose

This qualitative study sought to explore how Iranian English language professors used social media network Telegram in their classes and what possibilities and constraints they experienced with regard to classroom interactions and university education, and how they rethought the use of social media network Telegram.

Design/methodology/approach

Data were collected through written reflective exercises and semi-structured interviews. Furthermore, data were analyzed based on three moments of critical hermeneutics: a moment of social-historical analysis, a moment of formal analysis and a moment of interpretation-reinterpretation.

Findings

The analysis of the data led to four themes: a dialogic classroom, the critical awareness of power-relations, the critical reflection on the experiences of the classroom and digital inequality. In fact, the participants pointed out that using social media network Telegram could lead to the persuasive discourse and multiplicity of voices as opportunities for sharing knowledge and distributing powers.

Originality/value

Indeed, the present study addressed the learning processes resulted from using social media network Telegram rather than the product and outcome that were mainly addressed by the previous studies by considering three levels of descriptions, which included micro-level of the learner and teacher interaction, meso-level of the processes of educational institutions and macro-level of wider cultural and societal contexts.

中文翻译：

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英语教授在课堂上使用社交媒体网络电报的经验：在伊朗背景下的批判性诠释研究

目的

这项定性研究旨在探讨伊朗英语教授如何在课堂上使用社交媒体网络Telegram，以及他们在课堂互动和大学教育方面遇到的可能性和局限性，以及他们如何重新思考社交媒体网络Telegram的使用。

设计/方法/方法

通过书面反思性练习和半结构化访谈收集数据。此外，根据批判诠释学的三个时刻来分析数据：社会历史分析的时刻，形式分析的时刻以及解释-重新解释的时刻。

发现

对数据的分析产生了四个主题：对话教室，对权力关系的批判意识，对教室经验和数字不平等的批判性反思。实际上，与会人员指出，使用社交媒体网络“电报”可以导致说服力的话语和声音的多样性，作为分享知识和分配权力的机会。

创意/价值

的确，本研究通过考虑三个层次的描述，包括学习者与教师之间的微观互动，介观的三个层次的描述，来解决使用社交媒体网络电报而不是先前研究主要解决的产品和成果所产生的学习过程。教育机构流程的层次，以及更广泛的文化和社会环境的宏观层次。