THE IMPACT OF GLOBALIZATION AND INTERNET IN EFL CLASSROOMS: A COMPARATIVE STUDY BETWEEN CHINA AND IRAN

G. Modarresi1, K. Jalilzadeh2, M. Mehrani3

1Islamic Azad University - Quchan Branch (IRAN)
2Islamic Azad University (IRAN)
3Neyshaboor Higher Education Complex (IRAN)
With the diffusion of computers, digital technology, and cybercommunication, accompanied by the process of globalization, the conceptions of language learning especially reading and writing have changed dramatically. These skills are to be enriched with the abilities needed for the effective negotiation and communication; and critical interpretation and evaluation. With the progress of globalisation and increasing influence of the world economy, the higher education systems in the developing countries like China may move further to the decentralisation, merging, marketisation and privatization. In China, in the early years of the open-door policy, and with approximately 100 million high school students, the use of multimedia, more student activities, the issues of identity and voice, and team teaching are emphasized. Moreover, the globalization impact on the curriculum is occurring much more quickly than anticipated. In Iran, the shift from a cognitive SLA perspective to a critical, sociocultural framing, the shift from testing to different kinds of assessment, the emergence of the post-method era, the arrivals of CALL, and distance learning, all, are recently emphasized, but to a great extent from a theoretical perspective. Indeed, external factors (like language policy and planning, and insufficient computer facilities) and internal factors (like teachers' limited computer skills, teachers and learners’ perceptions of CALL) seriously impede our educational system from progress in the light of internet and globalization.