1. Applied Linguistics (Language Teaching and Learning)
Masoumeh Ghamoushi; Zohre Mohammadi Zenouzagh; Mohammad Hashamdar
Abstract
Teacher engagement has been undertaken in various studies. However, most of the studies have disregarded the dearth of a practical framework to assess teachers' engagement in the English as a Foreign Language (EFL) context. Therefore, the researchers of the present study designed and validated a questionnaire ...
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Teacher engagement has been undertaken in various studies. However, most of the studies have disregarded the dearth of a practical framework to assess teachers' engagement in the English as a Foreign Language (EFL) context. Therefore, the researchers of the present study designed and validated a questionnaire to assess the engagement of EFL teachers. To examine the reliability and validity of the final draft of the TEQ, it was administered to 234 Iranian EFL teachers who had been selected using non-probability convenience sampling. The results of Cronbach’s alpha indicated an appropriate reliability index and the factor analysis results revealed that items were loaded on 5 factors including 1) emotional, 2) social (colleagues), 3) social (students), 4) cognitive, and 5) agentic. Moreover, TEQ has the potential to be beneficial in assessing EFL teachers' engagement, according to the results of structural equation modeling (SEM), which revealed that the model enjoyed good psychometric features.
Hadi Farjami; Esmaeel Noroozi
Abstract
The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. ...
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The purpose of this study was to explore the relationship between behavioral and emotional engagement of Iranian EFL learners and their attachment to their teachers. Both teachers’ and students’ perceptions of their relationships and students’ engagement have been taken into account. Questionnaire data provided by 311 EFL students and 70 EFL teachers was used to investigate the relation between (a) teacher-student attachment and EFL learners’ engagement, (b) teacher-student secure attachment and EFL learners’ engagement, (c) teacher-student insecure attachment and EFL learners’ engagement, (d) teacher-student secure attachment and EFL learners’ behavioral engagement, (e) teacher-student insecure attachment and EFL learners’ behavioral engagement, (f) teacher-student secure attachment and EFL learners’ emotional engagement, and (g) teacher-student insecure attachment and EFL learners’ emotional engagement. The analysis of teachers and students’ questionnaire data showed that teacher-student attachment was correlated with learners’ engagement. The student participants reported that secure attachment positively affected behavioral and emotional engagement while insecure attachment had a negative effect. The teacher participants reported that attachment with students had weak and non-significant relationship with their students’ behavioral and emotional engagement. These findings and their major pedagogical implications are discussed.
