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Showing 4 results for Experience
Zahra Hesami, Golnar Mazdayasna, Ali Mohammad Fazilatfar,
Volume 21, Issue 1 (4-2018)
Abstract
| Despite the abundance of research on ELT teachers, little is known about teacher language awareness (TLA) with focus on its impact on pedagogical practice in the EFL context. To fill this gap, an in-depth study was conducted to examine the procedural dimension of TLA among eight EFL teachers with different teaching experiences (novice versus experienced) related to teaching grammar at Iranian language institutes. Data were collected through non-participant classroom observations and stimulated recall interviews (of at least 7 lessons per teacher) from eight EFL teachers at three private language institutes in Iran. The findings revealed the experienced teachers’ application of TLA in their pedagogical practices in comparison to their novice counterparts. Most importantly, the application of TLA in classrooms was affected by factors, such as context, time constraints, learners’ emotions, and previous experiences as learners and teachers. This study may expand the current understanding of TLA and its impact on grammar teaching and have implications for language teacher education and development. |
Mohammad Nabi Karimi, Mostafa Nazari,
Volume 22, Issue 1 (3-2019)
Abstract
| Knowledge representation, defined as the way individuals structure their knowledge and cognitive processing of events and the associated sense-making processes, is believed to influence teachers’ reasoning/thinking skills. While extensively researched in mainstream teacher education, this line of inquiry is essentially lacking in the L2 teacher education literature. To fill some of the void, the present study explored 36 – 18 novice and 18 experienced – EFL teachers’ representations of classroom management events. The teachers were presented with 8 fragments involving management problems in a novice teacher’s performance and were asked to provide their representations of the scenes. To explore likely differences between the two groups’ representations, the Mann-Whitney U test was used. Data analyses indicated that experienced teachers provided a significantly higher number of representations across majority of the categories of the coding scheme, except for disciplinary issues which were of prime concern to novice teachers. The implications of the study for pre-service and in-service teacher education are discussed. |
Mohsen Shirazizadeh, Somayeh Fathali, Mahshid Kkamareh,
Volume 26, Issue 2 (9-2023)
Abstract
The current study explored the status quo of L2 writing self-efficacy among Iranian English majors in light of their gender, level of education, and teaching experience. To this end, 193 learners who were students or graduates of English literature or translation at BA, MA and PhD levels and who ranged in age between 19 to 40 participated in this study. Data were collected using the Second Language Writer Self-Efficacy Scale that measures L2 learners’ linguistic self-efficacy, course performance self-efficacy, and self-regulation efficacy. Analysis of the data revealed no significant difference between males and females in terms of L2 writing self-efficacy. A significant difference was, however, found among all the three academic degree levels with the PhD group showing the highest level of L2 writing self-efficacy and the BA group showing the lowest self-efficacy. We set out to also examine whether experience in teaching English influences L2 writing efficacy. Our analyses revealed that the experienced teachers had a significantly higher L2 writing efficacy compared to the mid-experience teachers who were, in turn, less efficacious in L2 writing than low-experience participants. Implications of our findings for the writing courses and the what and how of writing instruction in the Iranian higher education curricula are discussed.
Farnoush Ahangaran, Sana Javanmard Gholenji,
Volume 27, Issue 2 (9-2024)
Abstract
The present study strived to determine the extent to which Iranian novice and experienced EFL teachers’ self-efficacy and personality predicted their teaching motivation by considering the meditating role of their writing ability. To this end, the researchers used convenience sampling to select 176 novice and 159 experienced EFL teachers at 37 language institutes in Urmia (Iran) as the participants. Moreover, they administered the demographic information questionnaire, teaching motivation questionnaire, self-efficacy questionnaire, personality questionnaire, and the writing test of the study to the participants in a two-week period. Furthermore, the researchers took advantage of a reliable framework for assessing the participants’ writing performance. Finally, the researchers used SPSS 24 and Amos 22 to perform the data analysis of the study. The results indicated that novice and experienced teachers’ self-efficacy and personality were significant predictors of their teaching motivation. Moreover, their writing ability significantly mediated the relationships between their self-efficacy, personality, and teaching motivation. The results may provide teacher educators, syllabus designers, and teachers with guidelines on the role teacher factors have in the process of language teaching.
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