آمار
| تعداد نشریات | 13 |
| تعداد شماره‌ها | 155 |
| تعداد مقالات | 1,556 |
| تعداد مشاهده مقاله | 2,435,591 |
| تعداد دریافت فایل اصل مقاله | 2,035,298 |
EFL Teacher Concern, Teacher Success, and EFL Learners' Self-efficacy: Learners’ Perspectives | ||
| Iranian Journal of Language Teaching Research | ||
| مقاله 6، دوره 13، شماره 1، خرداد 2025، صفحه 85-103 اصل مقاله (1.31 M) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30466/ijltr.2025.55255.2707 | ||
| نویسندگان | ||
| Farzaneh Soudkhah Mohammadi1؛ Shaghayegh Shayesteh* 1؛ Taqi Al Abdwani2؛ Reza Pishghadam1 | ||
| 1Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Iran | ||
| 2Gulf College, Oman | ||
| چکیده | ||
| Combining teachers’ big and small stories through a hybrid lens, the present study sought to examine the presence of meaning, as a component of well-being, in Iranian English language teachers within the discourse of sanctions, which could shape their positionality towards TESOL. Two themes were extracted: the emergence of critical hope and a shift towards plurilingual practices of agency. While challenging social injustice and colonial projects such as native-speakerism, critical hope created the possibility of transformation as it enabled teachers to evaluate their position towards the existing situation, acknowledge their relative agency, and implement new pedagogical practices. Valuing plurilingual identities of non-native teachers centered on the possibilities of empowerment and resilience fostering teachers’ agency within the discourse of sanctions and othering. Sanctions were turning points that helped participants negotiate different kinds of teacher identity through the fluid and context-based use of diverse linguistic repertoires and re-visit their conception of TESOL. | ||
| کلیدواژه‌ها | ||
| EFL learners’ English self-efficacy؛ EFL learners’ general self-efficacy؛ EFL teacher concern؛ EFL teacher success؛ EFL teacher | ||
| مراجع | ||
|
Albert, A., Wind, A., & Csizer, K. (2024). The relationship between emotions and motivation: A structural equation model. Iranian Journal of Language Teaching Research, 12(3 (Special Issue)), 47-66. https://doi.org/10.30466/ijltr.2024.121576
Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y
Asgharzadeh, T., Ahmadi Dehghotbodini, M., Farzad, V., & Khodapanahhi, M. (2006). Psychometric properties of Sherer et al’s general self-efficacy scale. Journal of Psychology, 10(3), 262-274. https://sid.ir/paper/54517/fa
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Barnes, B. D., & Lock, G. (2010). The attributes of effective lecturers of English as a foreign language as perceived by students in a Korean university. Australian Journal of Teacher Education, 35(1), 139-152. https://doi.org/10.14221/ajte.2010v35n1.2
Bouih, A., Nadif, B., & Benattabou, D. (2021). Assessing the effect of general self-efficacy on academic achievement using path analysis: A preliminary study. Journal of English Language Teaching and Applied Linguistics, 3(4), 18-24. https://doi.org/10.32996/jeltal.2021.3.4.3
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The Impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-Efficacy and writing performance. Reading and Writing, 34, 1885-1913. https://doi.org/10.1007/s11145-021-10186-x
Coombe, C. (2014). 10 characteristics of highly effective EF/SL teachers. Society of Pakistan English Language Teachers, 28(4), 2-11.
Damayanti, K. C., Artini, L. P., & Wahyuni, L. G. E. (2024). Good and effective EFL English teachers: The exploration of male and female students’ perceptions. Brazilian Journal of Development, 10(1), 1575-1588. https://doi.org/10.34117/bjdv10n1-100
Elizabeth, C. L., May, C. M. H., & Chee, P. K. (2008). Building a model to define the concept of teacher success in Hong Kong. Teaching and Teacher Education: An International Journal of Research and Studies, 24(3), 623-634. https://doi.org/10.1016/j.tate.2007.09.007
Foster, K. C. (2008). The transformative potential of teacher care as described by students in a higher education access initiative. Education and Urban Society, 41(1), 104-126. https://doi.org/10.1177/0013124508321591
Gadzella, B. M. (1971). College students' views and ratings of an ideal professor. In I. J. Lehmann & W. A. Mehrens (Ed.), Educational research readings in focus (pp. 131-138). Holt, Rinehart and Winston.
Ge, Y., Li, W., Chen, F., Kayani, S., & Qin, G. (2021). The Theories of the development of students: A factor to shape teacher empathy from the perspective of motivation. Frontiers in Psychology, 12, Article 736656. https://doi.org/10.3389/fpsyg.2021.736656
Genç, G., Kuluşaklı, E., & Aydin, S. (2016). Exploring efl learners’ perceived self-efficacy and beliefs on english language learning. The Australian Journal of Teacher Education, 41(2), 53-68. https://doi.org/10.14221/ajte.2016v41n2.4
Hall, G. E., George, A. A., & Rutherford, W. L. (1986). Measuring stages of concerns about the innovation: A manual for use of the SoC survey. The Research and Development Center for Teacher Education of the University of Texas. 147 342.
Hasanzadeh, S., Shayesteh, S., & Pishghadam, R. (2024). Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory. Learning and Motivation, 86, 101992. https://doi.org/10.1016/j.lmot.2024.101992
Hosseini Fatemi, A., & Vahidnia, F. (2013). Self-efficacy and motivation among Iranian EFL learners: An investigation into their relationships. International Journal of English Language Education, 1(3), 79-89. https://doi.org/10.5296/ijele.v1i3.3771
Jahoda, G. (2005). Theodor Lipps and the shift from sympathy to empathy. Journal of the History of the Behavioral Sciences, 41(2), 151-163. https://doi.org/10.1002/jhbs.20080
Li, L., & Yang, S. (2021). Exploring the influence of teacher-student interaction on university students' self-efficacy in the flipped classroom. Journal of Education and Learning, 10(2), 84-90. https://doi.org/10.5539/jel.v10n2p84
Li, S., & Zhou, X. (2022). A Study of English self-Efficacy among art majors students. Open Journal of Social Sciences, 10(11), 283-293. https://doi.org/10.4236/jss.2022.1011020
Lumpkin, A. (2007). Caring teachers the key to student learning. Kappa Delta Pi Record, 43(4), 158-160. https://doi.org/10.1080/00228958.2007.10516474
McBee, R. H. (2007). What it means to care: How educators conceptualize and actualize caring. Action in Teacher Education, 29(3), 33-42. https://doi.org/10.1080/01626620.2007.10463458
Marashi, H., & Dakhili, M. (2015). Self-efficacy and anxiety among EFL learners with different kinds of multiple intelligences. Theory and Practice in Language Studies, 5(12), 2636. http:// doi.org/10.17507/tpls.0512.28
Murphy, P. K., Delli, L. A. M., & Edwards, M. N. (2004). The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers. The Journal of Experimental Education, 72(2), 69-92. https://doi.org/10.3200/JEXE.72.2.69-92
Pishghadam, R., Derakhshan, A., Jajarmi, H., Tabatabaee Farani, S., & Shayesteh, S. (2021). Examining the role of teachers’ stroking behaviors in EFL learners’ active/passive motivation and teacher success. Frontiers in Psychology, 12(2), 13-28. https://doi.org/10.3389/fpsyg.2021.707314
Pishghadam, R., & Moafian, F. (2009) Tahieh va barrasi-e etebar-e saze porseshname-ye vijegihay-e modaresan-e movafagh-e zaban-e englisi, Pazhuhes-e Zabanha-ye Khareji, 54(3), 127-142.
Pishghadam, R., Al Abdwani, T., Kolahi Ahari, M., Hasanzadeh, S., & Shayesteh, S. (2022). Introducing metapathy as a movement beyond empathy: A case of socioeconomic status. International Journal of Society, Culture, and Language, 10(2), 35-49. https://doi.org/10.22034/ijscl.2022.252360
Pishghadam, R., Ebrahimi, S., & Al Abdwani, T. (2023). Development and validation of the teacher energy scale: A movement toward metapathy. Language and Translation Studies, 56(1), 1-38. https://doi.org/10.22067/lts.2022.78969.1160
Pishghadam, R., Ebrahimi, S., Rajabi Esterabadi, A., & Parsae, A. (2023). Emotions and success in education: From apathy to transpathy. Journal of Cognition, Emotion, & Education, 1(1), 1-16. https://doi.org/10.22034/cee.2023.172495
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(1), 1-16. https://doi.org/10.1186/2191-5059-3-9
Powell, S. R. & Parker, E. C. (2016). Preservice music teachers’ descriptions of successful and unsuccessful teachers. Journal of Music Teacher Education, 26(3), 27-37. https://doi.org/10.1177/1057083716662689
Quan, N. (2022). Attributes of effective EFL teachers in Vietnamese context as perceived by students and teachers. Indonesian Journal of Applied Linguistics, 11(3), 650-663. https://doi.org/10.17509/ijal.v11i3.40592
Qusay, M. M. (2020). Academic achievement and its relation with self-efficacy and academic adjustment in EFL class. International Journal of Multicultural and Multireligious Understanding, 7, 1-13. https://doi.org/10.18415/ijmmu.v7i5.1511
Rezaee Sharif, A., Ebrahimkhani, M. R., & Mohammadi, V. (2018). Psychometric properties of self-efficacy scale for English language learners. Biquarterly Journal of Cognitive Strategies in Learning, 5(9), 83-102. https://doi.org/10.22084/j.psychogy.2017.11415.1424
Salahshour, N., & Hajizadeh, N. (2013). Characteristics of effective EFL instructors. Procedia - Social and Behavioral Sciences, 70, 163-173. https://doi.org/10.1016/j.sbspro.2013.01.052
Setiawati, S., Ikhsanudin, I., & Riyanti, D. (2023). Self-efficacy in English listening. Journal of English Education Program, 4(1). https://doi.org/10.26418/jeep.v4i1.55212
Sherer, M., Maddux, J. E., Mercandante, B., Prentice-Dunn, S., Jacobs, B., & Rogers, R. W. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 51(2), 663-671. https://doi.org/10.2466/pr0.1982.51.2.663
Shih, S. S., & Alexander, J. M. (2000). Interacting effects of goal setting and self-or other-referenced feedback on children's development of self-efficacy and cognitive skill within the Taiwanese classroom. Journal of Educational Psychology, 92(3), 536. https://psycnet.apa.org/doi/10.1037/0022-0663.92.3.536
Souderjani, R. H., Darani, L. H., & Hosseinpour, N. (2021). Life satisfaction and empathy in Iranian EFL teachers: A correlational study. International Journal of Foreign Language Teaching and Research, 9(38), 109-129. https://doi.org/10.52547/jfl.9.38.109
Soudkhah Mohammadi, F., & Shayesteh, S. (2023). Teacher’s concern as a missing link in EFL teacher’s success: A systematic review. Language and Translation Studies, 56(3), 135-162. https://doi.org/10.22067/lts.2023.81797.1185
Soodmand Afshar, H., and Doosti, M. (2014). Exploring the characteristics of effective Iranian EFL teachers from students’ and teachers’ perspectives. Iranian Journal of Applied Language Studies, 6(1), 205-230. https://doi.org/10.22111/ijals.2014.1997 Stronge, J. H. (2007). Qualities of effective teachers. ASCD.
Sun, Y. (2021). The Effect of Teacher Caring Behavior and Teacher Praise on Students’ Engagement in EFL Classrooms [Review]. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.746871
Al Abdwani, T., Al Badi, A., Pishghadam, I., & Al Abdwani, M. (2025, February 17-18). Introducing willingness to transvolve (WTT) as a novel concept in business studies and entrepreneurship: A validation study [Conference presentation]. The Third International Conference on Business and Economics, Muscat, Sultanate of Oman.
Tsai, T. I., Luck, L., Jefferies, D., & Wilkes, L. (2023). Challenges in adapting a survey: Ensuring cross-cultural equivalence. Nurse Researcher, 31(2). https://doi.org/10.7748/nr.2018.e1581
Wang, C., Kim, D.-H., Bai, R., & Hu, J. (2014). Psychometric properties of a self-efficacy scale for English language learners in China. System, 44, 24-33. https://doi.org/10.1016/j.system.2014.01.015
Xie, F. & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.708490
Zhang, Z. (2022). Toward the role of teacher empathy in students’ engagement in English language classes [Conceptual Analysis]. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.880935 | ||
|
آمار تعداد مشاهده مقاله: 40 تعداد دریافت فایل اصل مقاله: 57 |
||