scholarly journals The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

2018 ◽  
Vol 10 (1.SP) ◽  
pp. 97
Author(s):  
Fahiemh SHAHRIARI
Keyword(s):  
English Language ◽  
Teaching Experience ◽  
Multiple Intelligence ◽  
Language Teachers ◽  
Reflective Teaching ◽  
Significant Relationships ◽  
Efl Teachers ◽  
Research Questions ◽  
The Relationship ◽  
Pearson Correlations

The present study was an attempt to investigate the relationship between reflective teaching    and multiple intelligence ability of Iranian EFL teachers. In order to conduct the research, out of a total number of 130 EFL teachers from different English institute in Tehran, 80 of them with teaching experience between 4 to 6 years were selected by convenience sampling. The required data for this study came from two questionnaires. One reflective teaching questionnaire for assessing teachers’ reflectivity level in teaching and one multiple intelligence questionnaire for assigning teachers’ level of intelligence. In order to analyze the raw data of the research, descriptive statistics followed by Pearson correlations were run to answer the research questions. The findings of first question showed that there were statistically significant relationships between total multiple intelligence ability of   Iranian EFL teachers and reflective teaching. The results of second question showed that   out of 8 intelligence types, five of them namely natural intelligence, intrapersonal intelligence, interpersonal intelligence, logical intelligence, verbal intelligence were significantly associated with reflective teaching.  The findings of the present study may be beneficial to language teachers in Iranian EFL setting, education authorities and material developers who teaching English language is their concern

The relationship between novice and experienced EFL teachers’ reflective teaching and their burnout

2017 ◽  
Vol 2 (3) ◽  
pp. 169-187
Author(s):  
Soha Kalantari ◽  
Shole Kolahi
Keyword(s):  
English Language ◽  
Teacher Educators ◽  
Negative Relationship ◽  
Teaching Experience ◽  
Maslach Burnout Inventory ◽  
Reflective Teaching ◽  
Content Type ◽  
Significant Negative Relationship ◽  
Efl Teachers ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout. Design/methodology/approach Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling. Findings The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout. Originality/value The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

scholarly journals The Relationship between Self-Regulated Strategies and Burnout: A Teacher Analysis in the EFL Context of Iran

2017 ◽  
Vol 1 (2) ◽  
pp. 186
Author(s):  
Mojgan Karamooz ◽  
Mehry Haddad Narafshan
Keyword(s):  
English Language ◽  
Self Regulation ◽  
Negative Relationship ◽  
Predictor Variable ◽  
Research Participant ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Related Stress ◽  
The Relationship

<p><em>The deleterious effects of teacher burnout (academic-related stress) on academic outcomes have been previously established. However, teacher burnout’s relationship with self</em><em>-</em><em>regulated strategies as well as underlying factors contributing to their potential relationship </em><em>is</em><em> less understood. Consequently,</em><em> the present study examined the link between Iranian EFL teachers’ self-regulation and burnout at Kerman English language institutes. For this aim, a total of 101 English language teachers teaching in fifteen language institutes in Kerman took part in this study. The research participant selection was according to the convenience sampling. They completed two questionnaires: Teachers’ Self-Regulation Questionnaire (TSRQ) designed by Yesim et al. (2009), based on the model proposed by Zimmerman’s self-regulation (2000), and Teachers’ Burnout Questionnaire (TBQ) extracted from Pines et al. (1981) Burnout Scale. This study was a quantitative correlation survey of issue in which the relationship between predictor variable (self-regulation) and criterion variable (burnout) was analyzed. The findings yielded via correlation analysis documented that there was a significant negative relationship between applying self-regulated strategies and burnout. Subsequent data analyses showed that among the components of self-regulated strategies, goal setting was the best predictor of burnout. </em><em>It means that EFL teachers who establish goals for their teaching and attempt to accomplish them will be rarely at the risk of burnout.</em><em> </em><em></em></p><em></em>

scholarly journals EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

2017 ◽  
Vol 8 (2) ◽  
pp. 431 ◽  
Author(s):  
Mania Nosratinia ◽  
Zahra Moradi
Keyword(s):  
Rank Order ◽  
Teaching Experience ◽  
Reflective Teaching ◽  
Future Research ◽  
Motivational Strategies ◽  
Sense Of Efficacy ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
Order Coefficient ◽  
The Relationship

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

scholarly journals Brain Dominance Quadrants and Reflective Teaching among ELT Teachers: A Relationship Study

2017 ◽  
Vol 7 (2) ◽  
pp. 63
Author(s):  
Hamid Ashraf ◽  
Aynaz Samir ◽  
Mona Tabatabaee Yazdi
Keyword(s):  
English Language ◽  
Language Teachers ◽  
English Language Teaching ◽  
Reflective Teaching ◽  
Brain Dominance ◽  
Left Brain ◽  
English Language Teachers ◽  
Left And Right ◽  
The Relationship ◽  
The Brain

The present study investigated the relationship between Iranian English language teachers’ reflectivity and their brain dominant quadrants. To this end, 102 Iranian EFL teachers at several language institutes and universities (i.e., Bojnord, Ghochan, Gonabad, Kashmar, Shandiz, Neyshaboor, & Mashhad) in Iran participated in this study. The Brain Dominance Survey which was developed by Ashraf, Tabatabaee Yazdi, & Kafi was employed to categorize participants as right and left brain dominant, and English Language Teaching Reflection Inventory developed by Akbari, Behzadpoor, & Dadvand was administered to measure teacher reflectivity. Then the data was analyzed using hierarchical multiple regression analysis to investigate the extent to which teachers’ brain dominant quadrants might have predictive power in their reflective teaching practices. Results indicated a statistically positive significant correlation with teachers who used their A quadrant and teaching reflectiveness whilst teachers with C quadrant dominance had a negative significant correlation with being reflective. Moreover, regression analyses revealed that there is no significant relationship between reflectivity and teachers’ B and D brain quadrants dominance. To teach more reflectively, teachers need to better understand their brain differences and how it can affect the teaching strategies. All teachers should find ways to combine teaching activities that involve both left and right of their brain, and not only practice six underlying factors of reflection in their teaching but also employ reflective procedures in order to develop their reflective practices.

scholarly journals The Relationship between Teaching Styles and Autonomy among Iranian Female EFL Teachers, Teaching at Advanced Levels

2016 ◽  
Vol 9 (3) ◽  
pp. 223 ◽  
Author(s):  
Abdollah Baradaran
Keyword(s):  
Significant Relationship ◽  
English Language ◽  
Teaching Styles ◽  
Language Teachers ◽  
Efl Teachers ◽  
English Language Teachers ◽  
The Relationship ◽  
Non Parametric

<p class="Keywords">The current research aimed at inspecting the existence of a significant relationship between teachers’ teaching styles and their Autonomy. For this reason, two questionnaires with regard to the main variables were given to 175 female English language teachers, teaching at advanced levels. Moreover, non-parametric Mann Whitney and Kruskal Wallis tests were selected to compare the levels of each style in terms of Autonomy scores. The results showed no significant correlation between the two variables.</p>

scholarly journals Relationship between Reflective Teaching and Teacher Autonomy among Iranian EFL Experienced and Novice Teachers

2021 ◽  
Vol 2 (5) ◽  
pp. 1-10
Author(s):  
Parvinsadat Moslehi ◽  
Hadi Salehi
Keyword(s):  
Novice Teachers ◽  
Positive Relationship ◽  
Teaching Experience ◽  
Teacher Autonomy ◽  
Reflective Teaching ◽  
Strong Positive Relationship ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
The Relationship

The present study was an attempt to examine the relationship between reflective teaching and teacher autonomy among Iranian EFL experienced and novice teachers. The study was conducted with a sample of 100 EFL teachers that were selected by convenience sampling from language institutes in Isfahan, Iran. In order to neutralize the role of gender, as an intervening variable, an equal number of male and female participants were invited to take part in the study. Out of participants, 50 of them were experienced and 50 were novice teachers (those teachers who had fewer than five years and more than five years of teaching experience were considered novice and experienced participants). The participants were requested to fill out two questionnaires measuring reflective teaching and teacher autonomy. The descriptive statistics as well as inferential statistics were employed to analyze the data. The findings showed that there was a strong positive relationship between the experienced teachers' reflective teaching and their teacher autonomy and there was a moderate positive relationship between the novice teachers' reflective teaching and their teacher autonomy. The results of the present study will be useful for EFL teachers to have effective teaching. Obviously, reflective teaching would help teachers to foster their independence.

The relationship between SLA research and language pedagogy: Teachers’ perspectives

2012 ◽  
Vol 16 (3) ◽  
pp. 337-365 ◽  
Author(s):  
Hossein Nassaji
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Language Teaching ◽  
Teaching Experience ◽  
Language Teachers ◽  
Research Articles ◽  
Easy Access ◽  
Extensive Discussion ◽  
The Relationship

There is currently a substantial body of research on second language (L2) learning and this body of knowledge is constantly growing. There are also many attempts in most teacher education programs around the world to inform practicing and prospective L2 teachers about second language acquisition (SLA) research and its findings. However, an important question in this context has been to what extent SLA research has been able to influence L2 teaching. There is extensive discussion and debate among SLA researchers about the applicability of L2 research to language teaching. However, there is little empirical research in this area. This research was conducted to shed some light on this issue by examining how English language teachers perceive the relationship between SLA research and language teaching and to what extent they believe the findings of SLA is useful and relevant for L2 pedagogy. Data were collected from 201 teachers of English as a second language (ESL) and English as a foreign language (EFL) by means of a written questionnaire. Analyses of data revealed that most teachers believed that knowing about SLA research is useful and that it can improve L2 teaching. However, a high percentage indicated that the knowledge they gain from teaching experience is more relevant to their teaching practices than the knowledge they gain from research. The majority indicated that they have easy access to research materials, but very few stated that they read research articles, with the most common reasons being lack of time, difficulty of research articles, and lack of interest. The article concludes with discussion and suggestions about how to improve the perceived gap between L2 research and pedagogy.

scholarly journals The Relationship between Iranian EFL Teachers’ Creativity and Time Management Skills

2018 ◽  
Vol 7 (2) ◽  
pp. 207
Author(s):  
Hamed Barjesteh ◽  
Sorour Azam Asadpour ◽  
Mehdi Manochehrzadeh
Keyword(s):  
Time Management ◽  
Perceived Control ◽  
English Language ◽  
Teaching Experience ◽  
Language Teachers ◽  
Time Orientation ◽  
Management Skills ◽  
Intermediate Students ◽  
Teacher Creativity ◽  
The Relationship

Early research on creativity has illustrated that time is a significant resource education in general and classroom in particular. It is vital for incubation, thus, individuals should be given enough time to do a creative work. The current study sought to uncover the probable relationship between English language teachers’ creativity and time management skills. We hypothesized that teachers’ creativity plays a role in a number of variables such as age, gender, and teaching experience. It was also surmised that teacher creativity correlates time orientation. To measure teacher creativity, Zhou and George (2001) self-rating creativity was employed. In addition, Trueman and Hartley (1996) time management scale comprising five constructs, production of creative ideas, production of useful ideas, daily planning, confidence in long-term planning, and perceived control of time, were utilized to gauge time orientation. To comply with the objective, a total of 202 intermediate students from three English language institutes took part for the purpose of this study. They were requested to fill out the questionnaires. The data were collected over a period of three weeks. The data were analyzed using Pearson product-moment correlation coefficient to probe the relationship between the variables. The results suggest that teachers with more time orientation incorporate more teaching activities in their classroom. However, the findings revealed that a number of variables like age, gender and teaching experiences were not significant factors for teachers’ creativity skills. The findings suggest that a teacher should widen his perception of creativity and repertoire of employing activities in order to maximize students' capacity for novelty The may help language teachers and policy makers bring to a focus on the effects of time management skills and teachers’ creativity in the EFL content to achieve a better result in learning process.

scholarly journals Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar

2021 ◽  
Vol 11 (4) ◽  
pp. 160
Author(s):  
Saba Qadhi ◽  
Alan Floyd
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Development ◽  
English Language ◽  
Current Model ◽  
Middle Eastern ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Language Teachers ◽  
English Language Teaching

The Qatari government views English language learning as crucial to the country’s future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs’ perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional “one size fits all” CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

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