scholarly journals Student Socioeconomic Status and Teacher Stroke: A Case of Female Students in Iran

2017 ◽  
Vol 8 (1) ◽  
pp. 129-144 ◽  
Author(s):  
Fatemeh Irajzad ◽  
Hesamoddin Shahriari
Keyword(s):  
Socioeconomic Status ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Stepwise Multiple Regression ◽  
Formal Context ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Student Socioeconomic Status ◽  
Teacher Encouragement

AbstractSupportive teacher-student relationships play a significant role in the trajectory of students’ academic life. Teachers may use various strategies to improve this relationship, one of which is teacher stroke (teacher encouragement). The stroking behavior of teachers might be influenced by several factors, including the socioeconomic status (SES) of students. Accordingly, the current study aims to investigate the differences among female English language teachers at three different school districts (i.e., upper, middle, and lower socio-economic class) in Mashhad, Iran, with regard to their stroking behavior. To fulfill this aim, 300 eighth-grade female students responded to an 18-item questionnaire and the collected data were subsequently analyzed using a one-way ANOVA. The results revealed that teachers tend to stroke high-SES students more frequently. The second aim of this study was to find out if there is a significant correlation between teacher stroke and students’ GPA. The results indicated that all the sub-components of stroke significantly correlate with students’ GPA. Moreover, the results of a stepwise multiple regression test indicated that two of the sub-components of stroke, namely valuing and classroom activities, strongly predict students’ GPA. Finally, the findings of the study have been discussed in light of the existing literature and implications have been provided for language teaching in the formal context of education.

scholarly journals On the implementation of critical pedagogy in english language institutes in Iran

2015 ◽  
Vol 7 (3) ◽  
pp. 172
Author(s):  
Saeed Mehrpour ◽  
Afsaneh Baharloo
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teachers ◽  
Average Score ◽  
Second Phase ◽  
Chi Square ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Significant Difference ◽  
The Status

<p>This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first, the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116 instructors teaching at language institutes to collect the required quantitative data. In the second phase of the study, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation.</p><p> </p><p>Keywords: critical pedagogy (CP), educational contexts, foreign language teachers, prescriptive supervision</p><p><strong> </strong></p>

scholarly journals On the implementation of critical pedagogy in english language institutes in Iran

2015 ◽  
Vol 7 (3) ◽  
pp. 172
Author(s):  
Saeed Mehrpour ◽  
Afsaneh Baharloo
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teachers ◽  
Average Score ◽  
Second Phase ◽  
Chi Square ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Significant Difference ◽  
The Status

This research aimed to investigate the status quo of critical pedagogy in Iran. It focused on examining language teachers’ stances on implementing the principles of critical pedagogy in their classrooms. Also, of particular interest was the study of gender difference in practicing critical pedagogy in language institutes in Iran. At first, the Critical Pedagogy Implementation Inventory, developed by Mozaffari (2011), was administered to 116 instructors teaching at language institutes to collect the required quantitative data. In the second phase of the study, forty-six of the participants were interviewed to gather some complementary qualitative data. The researchers utilized descriptive statistics, factor analysis, Cronbach’s Alpha, chi-square, and independent samples T-test for the quantitative phase of the study, and techniques based on grounded theory in the qualitative phase. Data analysis revealed that the majority of language teachers were in favor of practicing critical pedagogy in their classrooms. However, it was found that critical pedagogy is not efficiently practiced in Iranian educational contexts and even the teachers who advocated the principles of critical pedagogy had an almost average score on the Critical Pedagogy Implementation Inventory. In fact, the teachers claimed that there were some barriers to practicing critical pedagogy in Iran. The top-down educational system, prescriptive approaches to supervision, class size, learners’ expectations, conventional teacher-student relationships, and their traditionally-defined roles were among the main hurdles that impeded an appropriate implementation of critical pedagogy in classrooms. Further investigation also revealed that there was a significant difference between male and female teachers’ stances on practicing critical pedagogy. It was revealed that female instructors tended to be more positively immersed in such implementation. Keywords: critical pedagogy (CP), educational contexts, foreign language teachers, prescriptive supervision

scholarly journals Pronunciation Errors of Letter “G” in English Language Made by Saudi Undergraduate Students

2016 ◽  
Vol 6 (4) ◽  
pp. 104 ◽  
Author(s):  
Huda Alqunayeer
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
English Language ◽  
Female Students ◽  
Language Teachers ◽  
Test Results ◽  
Loan Words ◽  
Teachers And Students ◽  
English Language Teachers ◽  
Academic Year

The primary goal of the present study is to identify the problematic areas in the pronunciation of the letter “g” in English written words made by Saudi female learners of English as a foreign language, and the reasons for the weakness associated with mispronunciation of English written words which contain this letter. The population of the study was the female students (90 students) and their English language teachers (12 teachers) at the Qassim University during the academic year (2014-2015). There were two types of instruments used in this study. The first was a pronunciation test for the student participants in order to investigate the problematic areas of pronouncing “g” in different environments in different words; and the second a questionnaire for the teacher participants to provide comprehensive data about the causes of these errors of pronouncing “g” committed by EFL female students at Qassim University. Ninety female students were included for the pronunciation test and 12 teachers were asked to answer the questionnaire. Simple percentage was used for analyzing the data of recording words (pronunciation test). Results of the students’ recording words revealed that the participants mispronounced “g” before nasals (68%). According to the results of the teachers’ responses to the questionnaire suggested many factors that can cause difficulties for students in terms of pronouncing “g” in English written words. According to them, these difficulties are concerned with reading difficulties, nonstandard spellings, letters that follow “g” (many of them may become combinations), loan words, orthography (no correspondence between the English alphabets and their sounds). The researcher offers recommendations that might help teachers and students to overcome and reduce these mispronunciations of this letter in English written words.

scholarly journals Students' Perceptions of Classroom Management Practices of Native and Local Foreign Language Teachers in a Turkish University: A Cultural Perspective

2021 ◽  
Vol 11 ◽  
Author(s):  
Şöheyda Göktürk ◽  
Elif Abat ◽  
Özlem Şişmanoğlu Kaymaz
Keyword(s):  
Classroom Management ◽  
Management Practices ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Cultural Perspective ◽  
Cultural Backgrounds ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Student Focus ◽  
Main Component

Being closely related to culture, classroom management is a main component of effective teaching. In this study, the perceptions that Turkish university students have of classroom management practices of teachers from their own culture and other cultures (North America and England) are explored. The main purpose of the study is to understand how the cultural backgrounds of students and teachers are reflected in the expectations and practices regarding classroom management. The study was designed as a qualitative instrumental case study. The data were gathered through classroom observations and student focus groups from 53 students from the School of Foreign Languages of a large state university with respect to the classroom management practices of five native and five local teachers. The results revealed that students' perceptions of classroom management practices of local and native teachers differed in terms of classroom discipline, teacher-student relationships, and pedagogical practices. Students' expectations of discipline and teaching styles also varied in relation to their cultural backgrounds. Overall, the findings of this research are important in showing the interaction of classroom management with culture and in providing data for future qualitative research.

scholarly journals The Gender Achievement Gap: Do Teacher–Student Relationships Matter?

2021 ◽  
Vol 26 (2) ◽  
pp. 139-149
Author(s):  
Peter D. Goldie ◽  
Erin E. O'Connor
Keyword(s):  
Achievement Gap ◽  
Early Adolescence ◽  
Middle Childhood ◽  
Low Income ◽  
English Language ◽  
Math Achievement ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Early Performance

Low academic performance in middle childhood/early adolescence has long-term negative implications. The link between early performance and later outcomes is of special concern for boys, who tend to evidence lower levels of achievement than girls by early adolescence. Scholars have demonstrated that variations by gender in quality of teacher–student relationships may partly explain this achievement gap. That is, girls tend to have higher quality teacher–student relationships (i.e., higher levels of closeness and lower levels of conflict) than boys. Centering low-income early adolescents of color, the present analyses found that girls outperformed boys in both English Language Arts (ELA; p < .001) and math (p = .009). Teacher–student closeness fully and significantly mediated the association between gender and ELA (p = .05) and partially mediated the association between gender and math achievement (effects were nonsignificant). Teacher–student conflict partially mediated associations between gender and ELA and math achievement, although effects similarly did not reach significance. Results have the capacity to inform future interventions aiming to increase the utility of education and decrease school dropout among low-income boys of color.

scholarly journals The Impact of Neuro-Linguistic Programming on English Language Teaching: Perceptions of NLP-Trained English Teachers

2019 ◽  
Vol 9 (6) ◽  
pp. 454
Author(s):  
Muhammed Salim Keezhatta
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Interactive Learning Environment ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
The Impact

This study aims at exploring the feasibility of Neuro-Linguistic Programming (NLP) in English Language Teaching (ELT) by analysing the perceptions of NLP-trained English teachers. The study applied a qualitative method based on interviews with 20 NLP-trained English teachers of high schools in India. To acquire an in-depth perspective of the extensive and comprehensive material available, the interview comprised open-ended detailed questions on the innovation, role, different techniques, and benefits and limitations of NLP, while also dwelling upon the different perceptions of NLP-trained language teachers, motivations of the learners towards NLP, and the positive changes brought about by NLP in the education sector. The researcher used a manual thematic analysis method to identify similarities in pattern while performing the analysis. Also, reliable studies from verifiable sources were selected for further analysis. Findings showed that NLP facilitated communication and encouraged learners of English. In addition, the finding strongly suggests NLP as an effective tool for developing teacher-student relationship and for promoting interactive learning environment.

scholarly journals Usage of the “Just in time” concept in teaching English for Specifics Purposes

2021 ◽  
Vol 2 (4/S) ◽  
pp. 416-423
Author(s):  
Niginabonu Kurbanova
Keyword(s):  
Language Acquisition ◽  
Language Proficiency ◽  
Cognitive Skills ◽  
English Language ◽  
Modern Society ◽  
Language Teachers ◽  
Just In Time ◽  
Teacher Student ◽  
The World ◽  
Current Article

The current article describes the results of different research findings, that was established after implementation of “Just in Time” concept in language acquisition, collecting data from students about the effectiveness of the target concept and their insights of the “Just in Time” as a whole.Learnersin this research take English classes for specific purposes; the topics of the lessons are connected with the major they are focusing on.Annotationsof ESP teaching among the students showed that no specific instruction in  language acquisition were given and there were more miscellaneous approach in teaching, without a corpus and clear description of what language element exactly should be focused on in ESP teaching, or what grammar is necessary to teach in order to use language in authentic world or what texts should be introduced for reading as the academic readings claimed time for analyzing and comprehending. The most important thing is how students are able to understand and obtain data using their cognitive skills, thus, it was difficult to fully explore the ability of theirs, identify their strength and weaknesses. As a result, in the teacher -student interaction, contribution of learners lacked and the outcomes were barely explored. These apprehensions directed the teachers to reflect a strategy which could encompass learners and helped them to participate time in the classroom activities and outside the classroom hours, therefore the time of the class might be better enhanced and the coherence better interpreted. As an example, we can take students with the major of Hotel industry and tourism faculty. Not a secret that this sphere is significantly developed field of modern society, where the collaboration and negotiation play a huge role. Being Lingua Franca-the language of the world, demand for English language acquisition increases noticeably. The people of the target major are required to have English language proficiency. Tourism comes align with English language, due to its world-wide usage and being an official language almost in more than 70 countries of the world. On its turn, English language teachers are specifically needed with their experience, knowledge and teaching skills as well. Current article is to demonstrate the role of concepts in teaching ESP, selecting appropriate techniques for students to learn the language and be confident in using the language at their work places. Moreover, the article demonstrates the importance of cognitive skills of students for effective productive skills and receptive skills as well. In addition, in the article the theory of “Just-in-time” concept is described, in the process of teaching ESP students.

scholarly journals Teacher`s Control on Students: Representation of Antisocial Communication in an Indonesian Language Learning Context

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 145
Author(s):  
Sultan Sultan ◽  
Jufri Jufri
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Language Teachers ◽  
Learning Context ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Pedagogical Competence ◽  
Teacher's Beliefs

This research examined teacher’s control of classroom interaction. Studying teachers’ controlling behaviors as a form of antisocial communication was necessary to develop teachers’ pedagogical competence and teacher-student relationships that were empowering and equitable. It employed a qualitative approach to critical discourse analysis. The respondents are six Indonesian Language teachers. Data collection was conducted by video recording, observation, and interview. Data were analyzed at the micro (text) and macro (social context) level. Research findings show that teacher’s control of classroom interaction might be realized in the acts of interrupting students, enforcing explicitness, controlling topic, formulating, restricting students’ contribution, asking close-ended questions, and ignoring students’ contribution. Teacher’s antisocial communication represented through various types of controls which can hinder the development of students’ language skills and adversely affect learning climates and students’ psychological aspects. Teacher’s beliefs and perspectives, teacher’s social status, and teacher’s pedagogical competence can be considered as factors that is able to contribute to practice of teacher’s control of students in classroom interaction.

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