English language learning
Esmaeel Ali Salimi; Mahmoud Saaedi Asl
Abstract
Language teaching and language training are integral parts of the educational curriculum around the world. Offices,companies, and educational centers should update themselves to keep the current progression and try to help their employees to refresh their minds based on educational development. Hence, ...
Read More
Language teaching and language training are integral parts of the educational curriculum around the world. Offices,companies, and educational centers should update themselves to keep the current progression and try to help their employees to refresh their minds based on educational development. Hence, this study explored the effectiveness of different in-service programs on EFL teachers' empowerment concerning two factors: self-efficacy and innovation and creativity held in Khuzestan- Iran. To this end,30 EFL teachers were selected through convenient sampling related to their experiences in each of the programs-E-learning, Class-based, and Blended ones.The participants were divided into three groups of 10-Class-based, group A.,E-learning, group B.,and the experiences of the two classes, group C.An interview with 8 open-ended questions was conducted. First, all interviews were transcribed, summarized, categorized, and analyzed.Then, the derived themes were coded and analyzed through content analysis.The findings uncovered that about 80% of the participants leaned to participate in Traditional classes since it had great impact on teachers to develop educational empowerment. Therefore, policymakers and educational centers should raise their awareness on the notion of teachers' empowerment while emphasizing on,at least,Traditional programs instead of the current E-learning and the blended ones.
English language learning
Zahra Amirian; Mitra shayanfar; mohsen rezazadeh
Abstract
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students ...
Read More
This study aimed at investigating the interrelationships between EFL teachers' mindsets, self-efficacy, and emotional experiences and Iranian EFL learners' willingness to communicate (WTC) and L2 motivational self system (L2MSS). The participants of this study were 100 Iranian teachers and 501 students of the same EFL teachers, both male and female randomly selected from high schools. To fulfill the purpose of the study, teachers were asked to complete four questionnaires to measure their implicit theories of intelligence, efficacy, and emotional experiences including their burnout symptoms. Learners were required to complete two questionnaires to measure their willingness to communicate and L2 motivational self system. The results of Structural Equation Modeling (SEM) revealed a significant structural relationship among all variables. Results also indicated that motivation was the strongest direct predictor of willingness to communicate. WTC was also indirectly correlated with teachers' implicit theories, efficacy, and emotional experiences through the mediating effect of L2MSS.
Seyyed Ayatollah Razmjoo; Hakimeh Ayoobiyan
Volume 11, Issue 23 , June 2019, , Pages 277-292
Abstract
Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address ...
Read More
Teacher resilience, as a recent issue of concern, enables teachers to bounce back and thrive rather than just survived in the face of challenging circumstances. Although self-efficacy has been prompted to enhance resilience, there is little empirical research to investigate the relationship. To address this gap, the present study is an attempt to examine the connection between EFL teachers’ resilience and self-efficacy. In doing so, ninety-two EFL teachers completed Teacher Self-Efficacy Scale (TSES) and resilience scale (RISC). The findings showed the positive impact of different dimensions of self-efficacy on resilience. The results of the correlational analysis indicated that all three self-efficacy subscales had a significant positive relationship with teachers’ resilience. The results of multiple regression also suggested that, save for classroom management, two other subscales of efficacy as efficacy for student engagement and efficacy for instructional strategies were the good predictors of teacher resilience. In line with these findings, some suggestions for further research are provided and pedagogical implications are proposed.
حبیب الله مشهدی
Volume 5, Issue 11 , November 2013, , Pages 107-125
Abstract
This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed ...
Read More
This study explored the relationship between emotional intelligence (EI) and self-efficacy in 71 Iranian EFL teachers in private language institutes. The participants’ EI and self-efficacy were rated through questionnaires. They were also administered a demographic sheet. The findings revealed that EFL teachers’ EI was significantly and positively correlated with their self-efficacy, and it could also account for a considerable amount of variance in teachers’ self-efficacy. Another line of the results showed significant differences in the teachers’ EI and self-efficacy with respect to the demographics- marital status and years of teaching experience. Implications are discussed
Behzad Ghonsooly; Majid Elahi
Volume 2, Issue 217 , October 2010, , Pages 45-68
Abstract
It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension ...
Read More
It is well documented that language learning success or failure is influenced by the affective side of the learner. Self-efficacy and anxiety are among the affective factors influencing language learning. This study first explores the relationship between EFL learners' self-efficacy in reading comprehension and their reading anxiety. Secondly, it explores the relationship between EFL learners' self-efficacy and their reading achievement. It also investigates whether high self-efficacious EFL learners experience higher anxiety than low self-efficacious EFL learners and whether high self-efficacious EFL learners perform better in reading or not. 150 sophomores majoring in English literature at three universities participated in the present study. Two instruments were used in this study: a) an author-designed scale on EFL learners' self-efficacy in reading comprehension, b) the Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito et al.,. The Pearson formula and an independent T-Test were used to analyze the data. The results indicated that there was a significant negative correlation between the participants' reading self- efficacy and their reading anxiety. The results also showed that high self-efficacious participants achieved higher scores in reading comprehension course than low self-efficacious participants. The findings of the study draw the attention of EFL teachers to encourage their learners seek ways to reduce their anxiety in reading L2 texts by improving their self-efficacy
