sepideh rafiei sakhaei; biook behnam; Zohreh Seifoori
Abstract
Despite all efforts rationalized around the significance of grammar instruction, it remains a contentious issue in the fields of second and foreign language teaching. Grammar teaching requires the design of both implicit and explicit approaches. One of the main features of grammar is English passive ...
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Despite all efforts rationalized around the significance of grammar instruction, it remains a contentious issue in the fields of second and foreign language teaching. Grammar teaching requires the design of both implicit and explicit approaches. One of the main features of grammar is English passive voice which is, for various reasons, a difficult subpart of grammar for Iranian EFL learners. This quasi-experimental study was intended to comparatively and empirically investigate the effects and probable differences of Traditional Explicit Instruction (TEI), Implicit Input Enhancement (IIE), and Guided Discovery Method (GDM) on comprehension of passive voice among Iranian EFL learners. To serve the purpose, 70 students from Payam-Nour University of Tabriz were selected and divided into three groups including TEI (N= 23), IIE (N= 25), and GDM (N= 22). The participants were exposed to three different treatments and the pre-test and post-test were used to extract information on the learners’ comprehension. The results of one-way ANCOVA showed that all three teaching approaches had positive effects on the comprehension of passive voice. Meanwhile, the GDM could lead to a better and more efficient contribution compared to the two other instructional techniques. Finally, some pedagogical implications have been presented for EFL teachers, students, and syllabus designers.
Farnoush Ahangaran; Zohreh Seifoori; Biook Behnam
Abstract
The present study examined the impact of language teachers’ gender, age, and experience on their self-efficacy. Moreover, it aimed to find out the mediating role of in-service teacher training in modifying the effects of foregoing variables. To this end, a stratified sample of 180 English teachers ...
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The present study examined the impact of language teachers’ gender, age, and experience on their self-efficacy. Moreover, it aimed to find out the mediating role of in-service teacher training in modifying the effects of foregoing variables. To this end, a stratified sample of 180 English teachers in high schools, private language institutes, and university settings in seven cities in Iran were initially handpicked as the participants of the study. Next, Teachers’ Sense of Efficacy Scale (Tschamen-Moran & Woolfolk-HoyHoy, 2001) was administered to the participants to specify their initial self-efficacy. Further, they attended a 20-session in-service teacher training program focused on theoretical and empirical issues related to learner variables and aiming at empowering the participants to tackle relevant problems in the context of the classroom. Finally, The Self-Efficacy Scale was administered to probe viable changes in the participants’ self-efficacy posterior to the treatment in relation to gender, age and experience. Results showed significantly higher levels of self-efficacy for males prior to and for females after the treatment. Additionally, the findings revealed that teacher self-efficacy was positively influenced by increase in teachers’ age and teaching experience and that in-service teacher training could avert disparities among the teachers across the diverse age groups and experience levels. The results underscore the paramount importance of in-service training courses aimed at empowering teachers.
