Hamid Marashi; Zahra Naghibi
Abstract
Personality types and professional/psychological attributes of teachers have long been the subject of extended debate and research in all fields of education, namely ELT. Accordingly, the focus of this study was to investigate the relationship between introvert and extrovert EFL teachers’ adversity ...
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Personality types and professional/psychological attributes of teachers have long been the subject of extended debate and research in all fields of education, namely ELT. Accordingly, the focus of this study was to investigate the relationship between introvert and extrovert EFL teachers’ adversity quotient and their effective classroom management. To this end, the Eysenck Personality Inventory (EPI) was distributed among 200 teachers who volunteered to participate in this study and ultimately the 60 teachers who were introverts and the 60 who were extroverts were chosen or the study. All the participants were 30 females and 30 males aged 25-50 with at least three years of teaching experience in different language schools in Tehran. The Adversity Quotient Profile (AQP) was administered among these 120 participants and each teacher’s class was subsequently observed by the researchers through which the teacher’s classroom management was assessed using Murdoch’s (2000) Checklist. To find out the relationship between the two main variables of this study, both descriptive and inferential statistics including Pearson Correlation and linear regression were carried out. The results showed that both introvert and extrovert teachers’ AQ was a significant predictor of their classroom management. These findings delineate that teachers’ AQ is possibly a more decisive factor predicting their classroom management than their extroversion/introversion.
Saeid Najafi Sarem; Hamid Marashi
Abstract
The present research was conducted to examine the effect of different input modality interaction in L2 on listening fatigue. Eighty-six intermediate Iranian EFL learners selected through random sampling, after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English ...
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The present research was conducted to examine the effect of different input modality interaction in L2 on listening fatigue. Eighty-six intermediate Iranian EFL learners selected through random sampling, after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study and were randomly assigned into three experimental groups. Three types of input modality treatments were given in the first phase. Group one received audio treatment (A), group two received video treatment (V) and group three was taught listening through audio-video-caption (AVC) treatment. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized as pretest and posttest. Afterwards, during the qualitative phase, oral interviews were employed to elect 30 % of the participant’s’ attitudes about the effect of the received treatment on their listening fatigue. Using Two-way ANCOVA revealed that input modality had a very strong significant effect on listening fatigue reduction. Audio group had the best performance and AVC group had the least significant performance. These findings were also supported by a small qualitative phase and learners gave their positive support and attitude to audio input modality as the best. These findings have some pedagogical implications for teaching and learning an L2, the most important of which is finding the best match between input modality intervention and its sensory mode match to assist EFL learners both enhance their L2 listening comprehension and at the same time reduce their debilitative listening fatigue.
