1. Applied Linguistics (Language Teaching and Learning)
Nasrin Behnam; Zohreh Seifoori; Biook Behnam
Abstract
Although macrostrategies provide a broad framework for effective language teaching, research on how teachers’ experience in using these strategies affects students’ motivation is scarce. This study aimed to investigate the relationships between teachers’ use of macrostrategies and EFL ...
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Although macrostrategies provide a broad framework for effective language teaching, research on how teachers’ experience in using these strategies affects students’ motivation is scarce. This study aimed to investigate the relationships between teachers’ use of macrostrategies and EFL learners’ motivation. Meanwhile, it investigated the effect of teachers’ experience on the use of these strategies on EFL learners’ motivation. To this end, 42 Iranian EFL teachers (21 experienced and 21 novice) and 42 EFL learners were chosen from language institutes in Tabriz and Shahin Dej. The data were collected through the Academic Motivation Scale (AMS) and Macrostrategy Observation Form. The results of the Spearman correlation showed a significant and positive relationship between the use of macrostrategies by teachers and their students' motivation. Meanwhile, Mann-Whitney U test revealed a significant difference in motivational levels between students taught by experienced teachers and those taught by novice ones. These findings have important implications for EFL teachers, EFL students, teacher educators, and syllabus designers, suggesting that teacher experience may play a key role in motivating learners.
1. Applied Linguistics (Language Teaching and Learning)
Behjat Asa; Zohreh Seifoori; Nasrin Hadidi Tamjid
Abstract
Teacher training programs in EFL contexts pursue the goal of promoting teaching skills and critical dispositions in prospective and experienced teachers and their ability to reflect on and enhance their mediating roles to maximize learning outcomes. Yet, discrepancies in teachers’ roles during ...
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Teacher training programs in EFL contexts pursue the goal of promoting teaching skills and critical dispositions in prospective and experienced teachers and their ability to reflect on and enhance their mediating roles to maximize learning outcomes. Yet, discrepancies in teachers’ roles during and after the programs are not uncommon and accentuate the need to assess outcomes. This quasi-experimental study aimedto provide research-based data on the outcomes of a 60-hour reflective task-supported (RTS) teacher training course, comprising theoretical, observational, and practicum modules, in terms of immediate and delayed changes in the mediating roles performed by 37 pre-service and 40 in-service Iranian male and female teachers. The findings obtained from the structured observation of the participants’ teaching demonstrations at the onset and the end of the study and during the first working semester were analyzed statistically through One-way repeated measures ANOVAs and indicated significant improvements in the mediating roles in both groups from the first to the second observation immediately after the training and from the immediate to the delayed observation only in the pre-service group. The findings underscore vitality of in pre-service and in-service training programs and accommodating reflective teaching and observational tasks in enhancing teaching roles.
