Seyed Fouad Khatib; Mohammad Sadegh Bagheri; Firooz Sadighi; Ehsan Rassaei
Abstract
The present research was an attempt to posit a model of classroom management strategies for Iranian EFL learners to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, a 33-item questionnaire was considered in the design of the classroom ...
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The present research was an attempt to posit a model of classroom management strategies for Iranian EFL learners to provide a better interpretation of qualitative findings. Hence, in line with the components of the previous model, a 33-item questionnaire was considered in the design of the classroom management questionnaire. A 42 item researcher-made questionnaire was piloted with 180 EFL learners and its reliability and the related validates were checked. As a result, EFA findings corroborated a 3- component classroom management questionnaire. Finally, the 33-item questionnaire of classroom management was distributed to 360 EFL learners. Then, the initial structure of the model was tested using CFA to come up with the final model of classroom management strategy. The results substantiated the initial structure of EFA with 3 factors and 33 items. The findings suggest EFL teachers not only pay attention to classroom practices, but also work on building up rapport and encouragement with their students. Also, the results can be presented to student teachers in teacher education programs to make them aware of the nuances of classroom management and the concerns of EFL learners in Iran. Further, these results can be at the disposal of any teacher to effectively plan, manage, develop interpersonal relationships and run their classes.
Marzieh Rezaei; Ehsan Rassaei
Volume 2, Issue 3 , August 2015, , Pages 118-103
Abstract
This paper discusses the relationship between Iranian EFL learners’ beliefs about writing with their L2 writing self-efficacy and performance. The participants of this study were 70 female and male Iranian undergraduate learners ranging in age from 20 to 35. Among three dimensions of beliefs about ...
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This paper discusses the relationship between Iranian EFL learners’ beliefs about writing with their L2 writing self-efficacy and performance. The participants of this study were 70 female and male Iranian undergraduate learners ranging in age from 20 to 35. Among three dimensions of beliefs about writing, recursive, audience orientation and transmission belief, recursive orientation and transmission beliefs had positive significant correlations with learners’ writing performance. This means that those who consider writing as a process but not a product as well as those who regard writing as a means for reporting what authorities think are more successful writers than others. The results showed that beliefs about writing correlate with students’ writing performance. In this study, it was found that no statistically significant relationship between audience orientation belief and learners’ writing performance. In other words, Iranian EFL learners do not pay attention to the needs of their readers. Moreover, there was significant relationship between learners’ beliefs about writing and their L2 writing self-efficacy. Also self-efficacy was shown to have a major impact on the students’ performance in this research. The results help teachers to predict influential effects of students’ beliefs on their L2 writing performance.
