The Impact of Postmethod Pedagogy on Academic Achievement, Self-Efficacy, Emotions, and Self Esteem According to the Dynamic Systems Theory

Subject Areas : All areas of language and translation

Yalda  Hooman ¹ (PhD Candidate of TEFL, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran)
رضا  رضوانی ² (Yasouj University)
Shahram  Afraz ³ (Assistant Professor of Applied Linguistics, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran)

Received: 2021-07-25 Accepted : 2021-07-25 Published : 2021-07-01

Keywords: Academic Achievement, academic self-efficacy, academic emotions, Academic self-esteem, Dynamic systems theory, Postmethod pedagogy,

Abstract :

The current paper investigated the effect of postmethod pedagogy on senior high School students’ achievement, academic self-efficacy, achievement emotions, and self-esteem. The participants of this study included 120 female students in Zahedan located in the Iranian province of Sistan and Baluchistan. They were randomly recruited and categorized into two control and experimental groups. The students’ academic achievement was measured through a pretest. Subsequently, the Morgan-Jinks Student Self-Efficacy Scale (MJSES), Pekran Academic Achievement Emotions Questionnaire (AEQ) (2005), and Rosenberg Self-Esteem Scale (RSES) were distributed among the participants in both groups. The control group received instruction based on the conventional method, while instruction in the experimental group was based on the new method during the academic year. Upon the completion of the study, the achievements of both groups were measured again through a posttest. The data obtained were analyzed to reveal that postmethod played an important role in teaching and the use of this approach could develop academic achievement, self-efficacy, emotions, and self-esteem among senior high school students.

References:

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.

Andrews, R. (2003). Research questions. Bloomsbury Publishing.

Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145-157.

Canagarajah, A. S. (1999). On EFL teachers, awareness, and agency.

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.

Conner, M., & Norman, P. (1995). Predicting health behaviour. Buckingham.

Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). Directed motivational currents: Regulating complex dynamic systems through motivational surges. Motivational dynamics in language learning, 95-105.

Dulay, H., & Burt, M. (1977). Remarks on creativity in language acquisition. Viewpoints on English as a second language, 2, 95-126.

Gardner, R., GARDNER, R., Gardner, R. C., GARDNER, R. C., GARDNER, R., Gardner, C., & GARDNER, G. (1985). Social psychology and second language learning: The role of attitudes and motivation.

Gillham, B. (2000). Case study research methods. London, UK: Continuum Bloomsbury Publishing.

Hiver, P. (2013). The interplay of possible language teacher selves in professional development choices. Language Teaching Research, 17(2), 210-227.

Hiver, P. (2015). Once burned, twice shy: The dynamic development of system immunity in teachers. Motivational dynamics in language learning, 214-237.

Hiver, P. (2017). Tracing the signature dynamics of language teacher immunity: A retrodictive qualitative modeling study. The Modern Language Journal, 101(4), 669-690.

Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and teacher Education, 26(8), 1530-1543.

Jackson, S., Bijstra, J., Oostra, L., & Bosma, H. (1998). Adolescents’ perceptions of communication with parents relative to specific aspects of relationships with parents and personal development. Journal of adolescence, 21(3), 305-322.

Kleine, M., Goetz, T., Pekrun, R., & Hall, N. (2005). The structure of students’ emotions experienced during a mathematical achievement test. ZDM, 37(3), 221-225.

Hall, G. (2016). Method, methods and methodology: historical trends and current debates.

Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics?. Language Teaching, 45(2), 202-214.

MacIntyre, P. D., & Mercer, S. (2014). Introducing positive psychology to SLA. Studies in Second Language Learning and Teaching, 4(2), 153-172.

McCarthy, J. D., & Hoge, D. R. (1982). Analysis of age effects in longitudinal studies of adolescent self-esteem. Developmental Psychology, 18(3), 372.

Muir, C., & Dornyei, Z. (2013). Directed motivational currents: Using vision to create effective motivational pathways. Studies in Second Language Learning and Teaching, 3(3), 357-375.

Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Routledge.

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.

Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement emotions questionnaire (AEQ). User’s manual. Munich, Germany: University of Munich, Department of Psychology, 14.

Phillips, D. (2001). Longman introductory course for the TOEFL test. Longman.

Robins, R. W., Tracy, J. L., Trzesniewski, K., Potter, J., & Gosling, S. D. (2001). Personality correlates of self-esteem. Journal of research in personality, 35(4), 463-482.

Robins, R. W., & Trzesniewski, K. H. (2005). Self-esteem development across the lifespan. Current directions in psychological science, 14(3), 158-162.

Shih, F. Y., Wu, Y. T., Wong, W. T., Qu, M., & Jing, J. (2010). Top publications last week by reads. International Journal for Multiscale Computational Engineering, 8(2), 237-244.

Trzesniewski, K. H., Donnellan, M. B., & Robins, R. W. (2002). Self-esteem across the lifespan. In Psychology and aging.

Rosenberg, M. (2015). Society and the adolescent self-image. Princeton university press.

Twenge, J. M., & Campbell, W. K. (2001). Age and birth cohort differences in self-esteem: A cross-temporal meta-analysis. Personality and social psychology review, 5(4), 321-344.

Vandrick, S. (1994). Feminist Pedagogy and ESL. College ESL, 4(2), 69-92.

Vorvoreanu, M., Zhang, L., Huang, Y. H., Hilderbrand, C., Steine-Hanson, Z., & Burnett, M. (2019, May). From gender biases to gender-inclusive design: An empirical investigation. In Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1-14).

Veronica, A. C. S. (2008). Motivation in language learning. Economic Science Series, 17(1), 557-562.

Zimmerman, M. A., Copeland, L. A., Shope, J. T., & Dielman, T. E. (1997). A longitudinal study of self-esteem: Implications for adolescent development. Journal of youth and Adolescence, 26(2), 117-141.