L2 Creativity
Elnaz Zariholhosseini; Sajad Shafiee; Omid Tabatabaei
Abstract
Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign ...
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Creativity is an essential prerequisite for teaching, developing, and promoting a foreign language. Pupils show enthusiasm for learning a foreign language in a creative environment. The central goal of this research was, therefore, to inspect the variety between experienced and novice English-as-a-foreign (EFL) instructors regarding the interplay between their creativity and students' academic success. A closed-ended questionnaire was applied to inspect EFL experienced and novice teachers' promotion of creativity. Furthermore, the cumulative grade point average (CGPA) was applied as a substitute for measuring academic accomplishment. The questionnaire was distributed among 100 experienced teachers and 100 novice teachers in some branches of Gooyesh, Jahad Daneshgahi, and Sadr language institutes in Esfahan, Iran. In addition, their students' scores were gathered at the end of intended educational courses to calculate the classes' mean scores. Therefore, the data were analyzed descriptively and inferentially using frequency, percentage, Fisher's Z transformation formula, and mean. Besides, the Pearson correlation was utilized to gauge the connections between experienced and novice teachers' promotion of creativity and their students' academic achievements. The results confirmed the beneficial relationship between the creativity of experienced and novice instructors and students' academic performance. However, there was no significant disparity in the creativity levels of experienced and novice teachers.
Giti Sabadoust; Kobra Tavassoli; Gholamhassan Famil Khalili
Abstract
There is a consensus among researchers and educators that teachers need to be well prepared to improve the quality of education and students’ learning. Nevertheless, little attempt has been made to implement the trends in teachers’ quality assurance (TQA) in the field of language education. ...
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There is a consensus among researchers and educators that teachers need to be well prepared to improve the quality of education and students’ learning. Nevertheless, little attempt has been made to implement the trends in teachers’ quality assurance (TQA) in the field of language education. To overcome this gap, the researchers developed a questionnaire on English as a Foreign Language (EFL) teachers’ quality assurance to underscore the role of TQA as a valuable part of teachers’ professional knowledge. First, the researchers developed 51 items based on a thorough review of the literature on TQA and interviewing 10 TEFL university professors. Next, the 51-item questionnaire was reviewed and revised based on the university professors’ comments. Then, 52 EFL teachers, who were selected based on convenient sampling, answered the questionnaire in the piloting phase. Subsequently, after refining the items, 207 EFL teachers chosen through convenient sampling responded to the revised questionnaire. Cronbach’s alpha and exploratory factor analysis were applied to evaluate the reliability and construct validity of the questionnaire, respectively. The results showed that the items loaded on four components, which were named as “skills and knowledge, students’ learning and classroom management, working collaboratively, and students’ needs and feelings”. The good results of the reliability and construct validity of the questionnaire imply its potential use to evaluate TQA consistently. Moreover, the EFL teachers’ high agreement with the questionnaire items showed their awareness of the importance of TQA. The findings of this study can offer insights to second language teachers and teacher educators.
Akram Bagheri; Masood Siyyari; Mojgan Rashtchi
Abstract
The psychological constructs of teachers have become the focus of a growing line of research in numerous studies in both mainstream and second language teacher education over the recent decades. Many studies have addressed the relationship between teacher commitment and other variables; however, its ...
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The psychological constructs of teachers have become the focus of a growing line of research in numerous studies in both mainstream and second language teacher education over the recent decades. Many studies have addressed the relationship between teacher commitment and other variables; however, its interaction with teacher burnout and school climate has not received much attention in EFL contexts. The present study investigated the mediating role of teacher burnout and school climate in predicting teacher commitment among Iranian high school EFL teachers. In doing so, 417 teachers completed three measuring instruments: English Language Teacher Commitment Questionnaire, Revised School Level Environment Questionnaire, and Maslach Burnout Inventory. The results of hierarchical regression analysis demonstrated that teacher burnout and school climate could predict teachers’ commitment to their profession. Although both variables had a unique effect on teacher commitment, school climate was a stronger predictor of teacher commitment. The results can offer implications for EFL teachers, school principals, educators, and teacher education programs.
Parisa Ashkani; Ehsan Namaziandost; Karamollah Javanmard
Abstract
This research delved into the effects of the school's organizational climate on teacher job motivation, focusing on EFL teachers ‘perspective in the context of Iran. The study involved a sample of 25 EFL teachers who were selected through a criterion sampling method, encompassing both male and ...
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This research delved into the effects of the school's organizational climate on teacher job motivation, focusing on EFL teachers ‘perspective in the context of Iran. The study involved a sample of 25 EFL teachers who were selected through a criterion sampling method, encompassing both male and female teachers. They partook in semi-structured interviews, during which they elucidated their perspectives on how SOC influenced their motivation as teachers. These interviews were meticulously recorded utilizing audio recording devices and subjected to analysis via a phenomenological approach. The findings illuminated six prominent themes: dysfunctional principal leadership, inequitable salary system, and benefits, high teaching load, lack of autonomy, lack of constructive educational relationships, and unsatisfactory school facilities. Consequently, the research underscores that a negative SOC exerts a deleterious impact on the motivation of EFL teachers. In conclusion, this study elucidates numerous practical managerial and pedagogical implications pertinent to stakeholders within the education system and process.
Mahzad Keyvanloo; Mohammad Reza Amirian; Marjan Vosoughi; reza Bagheri Nevisi
Abstract
The main purpose of the study was to explore the connection between teachers' critical thinking, autonomy, and their teaching experience among public and private English as a Foreign Language (EFL) teachers. In addition, the differences between the two main contexts of English language learning (public ...
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The main purpose of the study was to explore the connection between teachers' critical thinking, autonomy, and their teaching experience among public and private English as a Foreign Language (EFL) teachers. In addition, the differences between the two main contexts of English language learning (public and private contexts) were scrutinized vis a vis teachers' critical thinking and their autonomy. Two different groups of EFL private language institute teachers and EFL high school teachers were selected from two major cities in Khorasan Razavi, Iran. As the results of Path Analysis indicated, all subfactors of EFL teachers' critical thinking (analysis, evaluation, inference, inductive reasoning) except deductive reasoning were positive significant predictors of their autonomy. Additionally, the experience was a positive significant predictor of their autonomy. Furthermore, among five sub-factors of EFL teachers' critical thinking, four subfactors were predicted by experience including analysis, inference, inductive reasoning, and deductive reasoning. However, the experience did not predict evaluation. Also, the results of the Pearson correlation indicated that critical thinking was positively associated with autonomy with a moderate connection, and positively and weakly with experience. Furthermore, the results of the t-test for independent samples indicated that there was a significant difference between the two different contexts in the level of autonomy with private EFL teachers being more autonomous than public EFL teachers. Nevertheless, there was no significant difference between the two types of context in critical thinking.
Behrooz Ghoorchaei; Ali Derakhshan; Alemeh Ebrahimi
Abstract
This study endeavored to evaluate the local English textbook named “Prospect 2” taught in junior high schools in Iran based on a group of Iranian EFL teachers and teacher educators’ perspectives. For this purpose, 10 (6 males and 4 females) teacher educators and 117 (54 males and 63 ...
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This study endeavored to evaluate the local English textbook named “Prospect 2” taught in junior high schools in Iran based on a group of Iranian EFL teachers and teacher educators’ perspectives. For this purpose, 10 (6 males and 4 females) teacher educators and 117 (54 males and 63 females) junior high school EFL teachers from Golestan Province, Iran took part in this study. To gather the required data, the modified version of Mukundan’s (2011) questionnaire was utilized as a textbook evaluation checklist to investigate the participants’ perspectives toward suitability, strengths, and shortcomings of the book. The outcomes of this research revealed that the participants of the two groups mainly had positive attitudes toward the book. Further findings of this research did not present any significant difference between teachers and teacher educators’ views toward the book. Finally, some concluding remarks regarding the overall findings of the study were presented. Main implications of the study were that teachers should attempt to incorporate suitable and practical methods for the instruction and promotion of the communicative language teaching approach in the class as an approach on which the book is based and try to cater for the shortcomings of the book through providing supplementary materials and alternative activities for the students.
Azra Gholamshahi; Minoo Alemi; Zia Tajeddin
Abstract
Teacher-others relationship is one of the main features of teacher identity. As an aspect of this relationship, in some educational contexts, teachers experience imposition in their work place. As there is no survey tool to measure imposed identity, the present study developed a questionnaire based on ...
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Teacher-others relationship is one of the main features of teacher identity. As an aspect of this relationship, in some educational contexts, teachers experience imposition in their work place. As there is no survey tool to measure imposed identity, the present study developed a questionnaire based on the relevant literature and interviews with 44 EFL teachers, resulting in a 45-item questionnaire which was disseminated among 450 EFL teachers. An exploratory factor analysis of responses of EFL teachers yielded eight factors, namely: (1) Instructional, assessment, and interpersonal expectations imposed by managers and Supervisors, (2) Teacher professional responsibilities expected by stakeholders in the institute and the family, (3) Restrictions imposed on classroom discussion topics, dress code, and new technologies, (4) Suitability of teaching profession as perceived by the family, (5) Teacher responsibilities as expected by learners’ parents, (6) Gender stereotypes imposed by colleagues and the institute, (7) Learners’ and their parents’ instructional expectations, and (8) Observational and gender perceptions imposed by supervisors and managers. This study revealed the multi-dimensional nature of imposition in relation to which elements of identity change and harmonize under the influence of individual, contextual, and socio-cultural forces. The results of the study suggest that this scale is a reliable and valid measure of EFL teacher imposed identity. The findings can help researchers understand in what ways identity may be imposed and how it may change. Supervisors, institute managers, EFL teachers, and stakeholders can find the results of this study beneficial considering the fact that identity shaped and reshaped will certainly lead to a better EFL context for teaching and learning a foreign language.
Somayeh safdari; Momene Ghadiri; Zohreh Kashkouli
Abstract
Scaffolding helps students improve their skills and handle complex materials (Cloud, Genesee, & Hayaman, 2009). Although a number of studies have been done on scaffolding in Iran, few studies have identified the types and techniques of scaffolding used in English language classes. Due to the importance ...
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Scaffolding helps students improve their skills and handle complex materials (Cloud, Genesee, & Hayaman, 2009). Although a number of studies have been done on scaffolding in Iran, few studies have identified the types and techniques of scaffolding used in English language classes. Due to the importance of scaffolding in the teaching process, this study aimed to investigate the types of scaffolding used by EFL teachers in Iran. Through availability sampling technique, eight EFL teachers in Isfahan were selected. Accordingly, their classes were all recorded, the discourse of which was transcribed, codified, and analyzed using the framework proposed by Wu (2010). The results of the study revealed that the EFL teachers mostly exploited cognitive, metacognitive, procedural, and context scaffolding. Motivational scaffolding, however, was not used in any of the classes. Moreover, the extent to which scaffolding was used in EFL classes equaled 35.8 %, of which 6.55, 11.71, 17.4, and 0.03 % was devoted to cognitive, metacognitive, procedural, and context scaffolding, respectively. This study puts forward the view that teacher educators and material developers should turn their attention to the development of tasks through which language instructors can take advantage of motivational and contextual scaffolds that actively involve students in learning.
Hassan Soodmand Afshar; Shabnam Ghasemi
Abstract
As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. ...
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As part of a large-scale study, the current study explored the barriers perceived by Iranian EFL teachers to impede their professional development. To this end, 200 EFL teachers teaching at various private foreign language institutes participated in the study. The study enjoyed a mixed-method design. That is, first, a semi-structured interview was conducted with 50 participants of the study on the basis of which the barriers to teachers’ PD questionnaire (BTPDQ) was developed and validated. The results of the interview content analysis and the findings of the descriptive statistics of BTPDQ revealed the barriers were attributed to three major factors including ‘teachers themselves’ (e.g., lack of motivation, lack of teamwork spirit, etc.), ‘managers of the language institutes’ (e.g., institutes’ not having organized plans for PD, low payments, etc.), and ‘educational policy-makers’ (e.g., curriculum developers’ top-to-down managerial behavior, etc.). The findings might prove fruitful and innovative for the managers of foreign language education centers, teachers, and policy makers. Foreign language education policy makers, curriculum developers and syllabus designers are thus suggested to plan such effective and durable PD activities as teacher study groups, peer observation, online teacher PD methods and social-media-based programs in order to interest and involve EFL teachers in up-to-date PD activities.
Anis Behzadi; Mohammad Golshan; Sima Sayadian
Abstract
Some EFL teachers have tragically fossilized in their career and have reluctantly participated in teachers' in-service classes. Teachers Continuous Professional Development (CPD) is an indispensable part of teaching career. Accordingly, the current study was to design, develop, and validate items for ...
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Some EFL teachers have tragically fossilized in their career and have reluctantly participated in teachers' in-service classes. Teachers Continuous Professional Development (CPD) is an indispensable part of teaching career. Accordingly, the current study was to design, develop, and validate items for an effective scale for CPD programs in Iranian English foreign language context. In fact, factor analysis was the main concern in this study. Initially, the tentative model with 55 items was piloted and tested through exploratory and confirmatory factor analysis on a sample of 400 English as a foreign language (EFL) teachers. This level resulted in the removal of 8 items in the sample loaded and led to the final CPD inventory with 47 items. Convergent validity of the CPD variable was derived from the output of confirmatory factor analysis in the Lisrel Software. The significant score of all model parameters was larger than 1.96. Therefore, the validity of the construct of measuring the relevant variables was substantiated and confirmed at a significant level of 0.05. Furthermore, the result indicated that the research model was in the domain of acceptance. Also, convergent validity was confirmed and validated. The fitting indexes of the model also revealed that the measurement models were substantiated in terms of external validity. The findings of this study can offer pedagogical implications to English teaching and learning stakeholders, educational policy makers, officials, and those involved in second language teacher education as well as English language teachers in EFL contexts.
Afsaneh Baharloo; Saeed Mehrpour
Volume 3, Issue 1 , February 2016, , Pages 130-111
Abstract
This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy. In addition, it intended to delve into the interplay among self-efficacy, perception of supervision, and teaching performance of Iranian EFL teachers. Employing ...
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This study aimed to investigate the relationship between language teachers' perception of instructional supervision and their self-efficacy. In addition, it intended to delve into the interplay among self-efficacy, perception of supervision, and teaching performance of Iranian EFL teachers. Employing a mixed-method design, the researchers collected the data, using questionnaires and observation. A total number of 116 EFL instructors teaching at language institutes in Shiraz participated in the quantitative phase of the study. Making use of purposive sampling, the researchers asked 46 of the participants to cooperate in the second phase of the study in which data was collected through classroom observations. In order to analyze the collected data, the researchers utilized descriptive statistics, Cronbach's alpha, Pearson correlation, multiple regression analysis, and code-recode agreement techniques. The findings of the study revealed a significant positive relationship between teachers' self-efficacy and their perception of instructional supervision (r = 0.22, p<0.05). Moreover, the participants' teaching performance was significantly correlated with their self-efficacy (r = 0.64, p<0.05) and their perception of supervision (r=0.10, p<0.05). In addition, further investigation of the data revealed that teachers' self-efficacy was the only variable that made a significant unique contribution to their teaching performance (Beta = 0.43, p<0.05).