scholarly journals Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice?

2018 ◽  
pp. 125-141 ◽  
Author(s):  
Jean-Marc Dewaele ◽  
Christina Gkonou ◽  
Sarah Mercer
Keyword(s):  
Emotional Intelligence ◽  
Classroom Practice ◽  
Teaching Experience ◽  
Efl Teachers ◽  
And Gender

scholarly journals Iranian EFL Teachers' Emotional Intelligence and their Use of Speaking Strategies

2018 ◽  
Vol 8 (2) ◽  
pp. 146
Author(s):  
Karim Shabani
Keyword(s):  
Emotional Intelligence ◽  
Teaching Experience ◽  
Implicit Feedback ◽  
Mazandaran Province ◽  
Female Teachers ◽  
Information Gap ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
North Of Iran ◽  
One Way Anova

The study was designed to investigate the differences among Iranian EFL teachers in terms of emotional intelligence (EI) and their use of speaking strategies. To this end, 90 EFL male and female teachers teaching English at 9 institutes in Behshahr, Sari, and Amol cities in Mazandaran Province (north of Iran) were randomly selected. The research data were collected through the Bar-On EQ-I scale and teachers' use of speaking strategies questionnaire. Results on Independent Sample t-test reported significant differences in teachers' EI across gender. One-way ANOVA revealed differences in teachers' EI across years of teaching experience. Furthermore, results on Kruskal Wallis Test indicated differences in teachers' use of each speaking strategy regarding their level of EI.  Based on the findings, teachers with a higher level of EI preferred to focus on both accuracy and fluency and apply story-telling activities to create more successful interaction. While teachers with a lower level of EI preferred to focus on accuracy, they liked to apply information-gap activities. They preferred to offer implicit feedback through reformulation and tended to design groups and pairs to make silent students interact in the classroom. Moreover, both groups preferred to correct their learners later.

scholarly journals Socio-Emotional Variables Linked to the Consumption of Drugs amongst University Students of Social Sciences: A Pilot Study

2021 ◽  
Vol 18 (9) ◽  
pp. 4502
Author(s):  
José Luis Rodríguez-Sáez ◽  
Luis J. Martín-Antón ◽  
Alfonso Salgado-Ruiz ◽  
Miguel Ángel Carbonero
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Regression Model ◽  
Household Survey ◽  
Predictive Variables ◽  
Cannabis Consumption ◽  
And Gender ◽  
Mood Scale

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15–34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

An Exploration of Factors Influencing Teachers’ Attitudes toward the Use of Information and Communication Technology (ICT) in Classroom Practice A Case Study of Secondary School EFL Teachers in the Western District of Chlef , Algeria

2021 ◽  
Vol 12 (2) ◽  
pp. 37
Author(s):  
Kouider Makhlouf ◽  
Zoulikha Bensafi
Keyword(s):  
Secondary School ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Independent Variables ◽  
Efl Teachers ◽  
Information And Communication ◽  
Teachers Attitudes

The use of Information and Communication Technology (ICT) in the teaching and learning process has been the subject of extensive research in the past few decades. Many studies have discussed the benefits of ICT for teachers and learners. However, little is known about the main factors that influence teachers’ attitudes toward the use of ICT in their teaching practices. This study aimed to explore the attitudes of secondary school EFL teachers in the Western District of Chlef toward ICT use in Algeria. Additionally, the study attempted to investigate the relationship between teachers’ computer attitudes and five independent variables: personal characteristics, computer attributes, cultural perceptions, computer competence, and computer access. Mixed methods research was used to combine both quantitative and qualitative research methods. A questionnaire and semi-structured interview were used in order to collect the data. Both descriptive and inferential statistics as well as content analysis were conducted to analyse the data. The findings indicated that EFL teachers held positive attitudes toward ICT in education. There were statistically significant positive correlations between teachers’ attitudes toward ICT and the five aforementioned independent variables. It was also found that age and academic qualification had negatively correlated with attitudes. The results of this study give meaningful insights for educational practitioners and policy-makers in relation to the implementation of ICT for teaching and learning in the classroom. Finally, the study presented some implications for policy and practice and recommendations for further research that will enhance teachers’ use of ICT in their teaching practices.

scholarly journals Indonesian EFL Teachers Professional Knowledge Development during Their Participation in TSG: A Case Study

2016 ◽  
Vol 9 (8) ◽  
pp. 62
Author(s):  
Feni Munifatullah ◽  
Bachrudin Musthafa ◽  
Wachyu Sundayana
Keyword(s):  
Teaching Practice ◽  
Practical Knowledge ◽  
Group Discussion ◽  
Professional Knowledge ◽  
Teaching Experience ◽  
Knowledge Development ◽  
Teacher Study Group ◽  
Pedagogical Content ◽  
Efl Teachers ◽  
Asian Context

<p>The study examines three new EFL teachers professional knowledge development through discussion in a <em>Teacher Study Group (TSG)</em> in Indonesian (Asian) context. These three participants have less than five year-teaching experience and teach junior high schools in Bandarlampung in the time of the study. The data were collected through audio-visual recorded observation of TSG sessions teaching practice. They were converted into written trasncription. The analysis signifies that group discussion recalls participants’ case knowledge from distant experience while group reflection explores participants’ practical knowledge from their own immediate practice. Some of the knowledge is still fragmented and some has been integrated into pedagogical content knowledge (PCK). Both TSG group theme-based discussion and collaborative reflection manage to explore participants’ professional knowledge.</p>

scholarly journals A Comparative Study for Emotional Intelligence of Jammu and HNBGU University Students

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Kanika Suri ◽  
Shivani Sharma
Keyword(s):  
Emotional Intelligence ◽  
Graduate Students ◽  
Comparative Study ◽  
Total Sample ◽  
Statistical Technique ◽  
Male And Female ◽  
Post Graduate ◽  
Significant Difference ◽  
And Gender ◽  
Emotional Intelligence Inventory

The purpose of the present study was to study the emotional intelligence of post graduate students in HNBGU (Uttarakhand) and Jammu University (J&K) state of India. The sample was post graduate students (120) which were taken from two different courses (Arts & Science) from HNBGU and Jammu University. The total sample was equally divided among male and female. The main objectives of the study were to the influence of Region, stream and gender on Emotional Intelligence. Emotional intelligence inventory by S.K. Mangal and Shubhra Mangal was used as a tool. T-test was used as statistical technique to the results. Results revealed that there was a significant difference between students of HNBGU and Jammu University on Emotional Intelligence.

scholarly journals DOES ELEMENTARY SCHOOL TEACHER’S PERFORMANCE MATTER?

2021 ◽  
Vol 40 (1) ◽  
pp. 242-252
Author(s):  
Muhamad Afandi ◽  
Sri Wahyuningsih ◽  
Linda Ika Mayasari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Structural Equation ◽  
Teaching Experience ◽  
Holistic Education ◽  
Public Elementary Schools ◽  
Confirmatory Factor ◽  
School Learning ◽  
And Gender

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

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