scholarly journals Investigating the Relationship between Iranian EFL Teachers' Conformity to Postmethod Principles and Their Academic Success

2017 ◽  
Vol 7 (1) ◽  
pp. 49 ◽  
Author(s):  
Khalil Motallebzadeh ◽  
Hanieh Garmabi ◽  
Mehri Bakhtiari Fayendari
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Pearson Correlation ◽  
T Test ◽  
Efl Context ◽  
Professional Success ◽  
Efl Teacher ◽  
Efl Teachers ◽  
High Level ◽  
The Relationship

In educational world, the language teaching pendulum is swinging away from methods to postmethod pedagogy although its actual emergence in some contexts is under doubt. The present study aims at pursuing whether Iranian English-as-a-Foreign-Language (EFL) teachers conform their teaching approach to postmethod principles and whether there exists a relationship between teachers' willingness and conformity to post-method pedagogy and their academic success perceived by their students. To this end, an exploratory study was undertaken with a sample size of 102 EFL teachers from a number of private institutes in Iran. The Postmethod |Pedagogy Questionnaire (PPQ) was employed to evaluate the teachers' level of willingness and conformity to the principles of postmethod pedagogy. In addition, the measures of the teachers' professional success were obtained via Characteristics of Successful Iranian EFL Teacher Questionnaire (CSIETQ) which was filled out by the participant-teachers' students. The analysis of one-sample T-test indicated that Iranian EFL teachers do not show significantly high level of willingness and conformity to the principles of postmethod pedagogy. In this regard, educational level does not play any significant influence on the teachers' conformity to postmethod principles, determined by the results of one sample T-test having been run on BA and MA teachers' postmethod conformity. The results of Pearson correlation coefficient demonstrated that there is a significant and positive relationship between conformity to postmethod pedagogy principles and professional success. The results offer implications and suggestions for pedagogical consideration within Iranian EFL context.

L2 Willingness to Communicate, Openness to Experience, Extraversion, and L2 Unwillingness to Communicate: The Iranian EFL Context

RELC Journal ◽  
2016 ◽  
Vol 48 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Reza Khany ◽  
Ali Mansouri Nejad
Keyword(s):  
Foreign Language ◽  
Structural Equation ◽  
Pearson Correlation ◽  
Openness To Experience ◽  
Willingness To Communicate ◽  
Efl Context ◽  
Proposed Model ◽  
English Major ◽  
Iranian Context ◽  
The Relationship

This study examines the relationship between L2 willingness to communicate (L2WTC), L2 unwillingness to communicate (L2UWTC) and the personality traits of openness to experience and extraversion in an Iranian context. The Pearson correlation and descriptive statistics were used to analyse the results from a study with 217 English major students. A model for L2WTC was proposed and examined by employing structural equation modelling (SEM). The results showed that openness to experience and extraversion were the main predictors of L2WTC. The paths from openness to experience and extraversion to L2UWTC were not significant. In addition, a negative path was found from L2UWTC to L2WTC. The proposed model proved to be a good fit to the data collected. The results provided implications for the applicability of the L2WTC model to the English as a Foreign Language (EFL) context.

scholarly journals The Relationship between Iranian EFL Teachers’ Self-efficacy, their Personality and Students’ Motivation

2018 ◽  
Vol 6 (4) ◽  
pp. 7
Author(s):  
Masoud Khalili Sabet ◽  
Saeedeh Dehghannezhad ◽  
Abdorreza Tahriri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Pearson Correlation ◽  
Foreign Language Learning ◽  
The Other ◽  
Related Factors ◽  
Efl Teachers ◽  
The Relationship

A growing body of evidence suggests that teachers play a significant role in the process of foreign language teaching and learning. On the other hand, motivation is one of the most important pre-requisites of foreign language learning which can be influenced by many teacher-related factors such as teachers’ personality characteristics and their self-efficacy beliefs. Therefore, this study was conducted to examine the relationship between Iranian EFL teachers’ self-efficacy, their personality and students’ motivation. Participants included 25 EFL teachers teaching in different language institutes and 75 EFL students learning English in those institutes. In this study, three instruments were used for data collection: Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Hoy (2001), Neuroticism-Extraversion-Openness Five-Factor Inventory (NEO-FFI), and Students’ Motivation Questionnaire designed by Mojavezi and Tamiz (2012). To analyze the data, Pearson correlation was conducted on the variables using the computer program of SPSS 22. Results of the analysis showed that there was a significant positive correlation between teachers’ self-efficacy and students’ motivation (r = .591, p = .002 < .05). The other finding of the study was that one of the NEO-FFI variables, conscientiousness, was found to be significantly in correlation with students’ motivation (r = .413, p = .040 < .05). Results of the study and their pedagogical implications were discussed and recommendations for further research were also made.

scholarly journals Revisiting Computer-Assisted Language Teaching: What Else Do Tertiary-Level EFL Teachers Need to Know?

2021 ◽  
Vol 16 (15) ◽  
pp. 226
Author(s):  
Xiaodong Zhang
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Computer Assisted ◽  
Efl Context ◽  
Interactive Spaces ◽  
Efl Teachers ◽  
Technological Level ◽  
Learning Interest ◽  
Technological Affordances ◽  
The Relationship

Computer-assisted language teaching (CALT) is widely used in teaching English as a foreign language (EFL) in college. As illustrated by the existing research, CALT is valuable in that it can leverage technological affordances (e.g., multimodal resources or interactive spaces) in motivating students’ learning interest. However, beyond the technological level, CALT treats language (i.e., vocabulary and grammar) separately from content de/construction (e.g., questions-based content comprehension). This means that to further improve CALT in the EFL context, the students’ understanding of the relationship between language and content, which contributes to the success of literacy activities, must be fostered pedagogically. As such, this paper introduces systemic functional linguistics and argues for its use as a complementary tool for students’ improved engagement in CALT. It also offers recommended practices for teachers in this regard.

scholarly journals Relationship Between Teachers Leadership Styles and Students Academic Achievement

2019 ◽  
Vol IV (IV) ◽  
pp. 360-366
Author(s):  
Abdur Rashid ◽  
Roohul Amin ◽  
Shabir Ahmad
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Leadership Styles ◽  
Teacher Leadership ◽  
School Effectiveness ◽  
Pearson Correlation ◽  
Study Results ◽  
Study Population ◽  
The University ◽  
The Relationship

Leadership styles play an important role and position in pedagogical activities and school effectiveness because they play a major role in the learning process. The current study looked at the relationship between teacher leadership styles (including democratic, autocratic, transformational and transactional) and student academic achievement at the university level. Head of the Departments of Social Sciences and Master degree students made up the study population. Twenty-nine Heads of Departments (HODs) and two hundred and six students from five public sector universities in Khyber Pakhtukhawa were selected through simple random and stratified (proportionate) sampling techniques. Data was collected through a questionnaire, the reliability co-efficient of which was 0.72 and 0.82 for HODs and students respectively. The data collected was analyzed using Mean, Standard Deviation and Pearson Correlation. The study results indicate that teacher leadership styles are strongly linked to student academic success

scholarly journals Investigation of Burnout Levels of Anaesthesiologists and Technicians in Covid-19 Pandemic Period

Acta Medica ◽  
2021 ◽  
pp. 1-5
Author(s):  
Gülsüm Kavalci ◽  
Selvi Ceran Kayipmaz
Keyword(s):  
Pearson Correlation ◽  
Categorical Variables ◽  
Continuous Variables ◽  
Research Hospital ◽  
Pearson Correlation Test ◽  
Training And Research ◽  
The Mean ◽  
Questionnaire Method ◽  
High Level ◽  
The Relationship

Objective: The ongoing Covid-19 pandemic further increased this stress of employees. This disease, which did not have a cure and a vaccine at the beginning, increased the anxiety of the employees and forced them to live separately due to the risk of infecting family members. This study aimed to investigate the burnout levels of doctors and technicians working in Yenimahalle Training and Research Hospital Anaesthesiology and Reanimation Clinic. Materials and Methods: This study was conducted prospectively by using a questionnaire method in the Yenimahalle Training and Research Hospital. Maslach Burnout questionnaire applied to the participants. Quantitative data were expressed as %, the number of subjects as (n). The distribution of continuous variables was evaluated with the Kolmogorov-Smirnow test. Qualitative data were expressed in mean±SD (standard deviation). X2 test was used for comparison of categorical variables. Independent Student T-test was used for comparison of continuous variables. The relationship between burnout level and variables was determined by Pearson Correlation Test. The value of p<0.05 was considered statistically significant. Results: A total of 52 volunteers participated in the study. The average emotional exhaustion score of the volunteers participating in the study was 31.13±4.6, the average depersonalization score was 15.06±3.3, and the mean personal achievement score was 23.60±3.7. There was no statistically significant relationship between any of the variables and the burnout level (p>0.05). Conclusion: The high level of burnout in a clinic that is at the forefront of the fight against Covid-19, such as anesthesiology and reanimation, is important in terms of determining the situation.

scholarly journals Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers&rsquo; perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from &quot;very important&quot; to &quot;not important.&quot; Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools&rsquo; teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that &ldquo;teachers&rsquo; proper behavior&rdquo; is the most significant motivational strategy while &ldquo;having an encouraging environment&rdquo; in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

scholarly journals THE RELATIONSHIP BETWEEN IMPACT OF ZAKAT DISTRIBUTION AND RELIGIOUS PRACTICE AMONG MUALLAF IN SELANGOR

2019 ◽  
Vol 7 (4) ◽  
pp. 371-376
Author(s):  
Syarul Azman Shaharuddin ◽  
Muhammad Yusuf Marlon ◽  
Mariam Abd Majid ◽  
Abur Hamdi Usman ◽  
Fakhri Sungit ◽  
...  
Keyword(s):  
Islamic Law ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Religious Practice ◽  
Mean Value ◽  
Quantitative Methodology ◽  
Pearson Correlation Analysis ◽  
High Level ◽  
The Impact ◽  
The Relationship

Purpose and problem of the study: This study to identify the level of impact of zakat distribution and the level of religious practice among the mualaf (convert) in Selangor. The aim is also to analyse the relationship between the level of impact of zakat distribution and the level of religious practice of mualaf in Selangor. The problem of the study is issues which related to the granting of zakat rights to Muslims and its impact on strengthening the faith of these groups and their appreciation of Islamic teachings. Methodology: This study applies quantitative methodology which involves 454 Muslim converts as respondents and they were randomly selected to get the data of this study. Main Findings: The descriptive analysis findings demonstrate that the level of impact of zakat distribution and the level of religious practice of mualaf in Selangor is at high level, where each has a mean value (4.20 and 4.63). The result of the Pearson correlation analysis proves that there is a significant relationship between the impact of the distribution (r = 0.643, p < 0.01) and religious practice (r = 0.677, p < 0.01).       Applications of this study: This study involves respondents from the mualaf group in Selangor. Selangor has chosen to be the area of study as the total number of muallaf registered in this state is greater than those in other states in Malaysia. Novelty/Originality of this study: The implementation of zakat distribution based on the principals and concepts dictated by Islamic law will give a great impact to the group of mualaf (convert). 

Exploring the benefits of collaborative prewriting in a Thai EFL context

2018 ◽  
Vol 23 (6) ◽  
pp. 685-701 ◽  
Author(s):  
Kim McDonough ◽  
Jindarat De Vleeschauwer ◽  
William J. Crawford
Keyword(s):  
Foreign Language ◽  
Collaborative Writing ◽  
Task Management ◽  
Efl Context ◽  
Student Talk ◽  
Content Organization ◽  
Writing Research ◽  
Text Features ◽  
The Individual ◽  
The Relationship

Although second language (L2) collaborative writing research has demonstrated that texts composed collaboratively are more accurate than individually-written texts, few studies have explored whether collaborative prewriting yields similar benefits. This study investigated whether collaborative prewriting, i.e. interacting with peers during the prewriting phase followed by individual writing, led to higher accuracy, complexity, or analytic ratings than individual prewriting. It also explored the relationship between these text features and student talk during collaborative prewriting. English L2 university students in Thailand ( n = 57) were randomly assigned to write a problem and solution paragraph with either collaborative or individual prewriting. Their texts were analysed in terms of accuracy (errors/word) and complexity (coordination and subordination), and were rated using analytic rubrics (content, organization, language). Transcripts of the collaborative prewriting discussions were analysed in terms of the topic of student talk (content, organization, language, task management, off-task talk). The results showed that the collaborative prewriting texts were more accurate and received higher ratings than the individual prewriting texts. Furthermore, there was a significant correlation between prewriting time and accuracy. Implications for the use of collaborative prewriting tasks in settings for English as a foreign language (EFL) are discussed.

scholarly journals Role of Principal in Promoting Teachers Unity: Evaluation in Malaysian Secondary Schools

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Bity Salwana Alias ◽  
Zaida Nor Zainuddin ◽  
Mohd Radzi Ishak ◽  
Azlin Norhaini Mansor
Keyword(s):  
Racial Differences ◽  
Negative Impact ◽  
Survey Design ◽  
Pearson Correlation ◽  
Mean Value ◽  
The Body ◽  
Principal's Role ◽  
Role Of Principal ◽  
High Level ◽  
The Relationship

The inability of teachers to accept cultural, linguistic, and religious differences caused by racial differences can have a negative impact on unity. The literature suggests that principals can play a role in addressing this issue. Thus, the purpose of this study is to determine the principal’s role in promoting teachers’ unity and to determine the relationship between the principal’s role and teachers’ unity. This study is a survey design and a quantitative method was used to collect data from 578 teachers in a population of 236,748 teachers in secondary school. The data collected was analyzed descriptively to produce mean value and standard deviation, therefore the level of principals’ role in promoting unity and the level of teachers’ unity can be interpreted. Inference analysis by Pearson correlation was done to determine r-value, therefore the hypotheses on the relationship between the two variables were tested. Overall, principals’ role attained a high level in promoting unity with a mean score of 3.85, whereas the teachers’ unity level was also at a high level with a mean score of 4.37. The result also shows that there was a positive relationship between the two variables but at a weak level with r = 0.20. This paper contributes to the body of knowledge that principals’ role in promoting unity has had an impact on the teachers’ unity level. This finding also shows that the Malaysian Education System Aspiration focusing on promoting unity is relevant and should be continuously implemented. Apart from having theories implication, the findings bear positive input for principals’ training, and also provide input for the teaching fraternity to be more respectful towards each other’s differences, thereby avoiding racism and discrimination amongst them.

scholarly journals Teachers’ Perceptions on Using Smartphones in English as a Foreign Language Context

2019 ◽  
Vol 4 (1) ◽  
pp. 92-104
Author(s):  
Ali Abbas Alzubi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Qr Codes ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Teachers ◽  
Educational Applications ◽  
Language Context

This study explored the perceptions of English as a foreign language (EFL) teachers at a foundation year in a university in Saudi Arabia. 41 male (27) and female (14) teachers completed a survey using Google Forms. The results indicated that the majority of teachers (83%) supported the integration of smartphones in EFL context, as 71% believe that smartphones would enhance students’ EFL learning. 72% reported that they used smartphones for university-related work. Sending and receiving emails, accessing the internet, and using educational applications were the most reported beneficial features whereas scanning/creating QR codes, using calculator, playing games, and playing a podcast were the least reported. 79 % believed that smartphones would have instructional benefits for the learners such as access to technology, motivation, creativity English language learning opportunities, and variation in instruction whereas 58 % did not see any barriers in the use of smartphones in EFL context. That smartphones may distract students’ attention was the only reported barrier. Recommendations and impactions for further research and applications were suggested.

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