تأثیر تجربه و اثربخشی معلمان زبان انگلیسی بر پیشرفت دانش‌آموزان زبان انگلیسی

Subject Areas : All areas of language and translation

Maryam Ghaffari ¹ ( Department of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran )
Mohammad Javad Riasati ² ( Department of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran )
Mohammad Bagheri ³ ( Department of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran )

Received: 2021-12-27 Accepted : 2022-07-07 Published : 2023-04-01

Keywords: معلمان زبان انگلیسی به عنوان زبان خارجی ایرانی, پیشرفت دانش‌آموزان, اثربخشی معلم, سال‌ها تجربه,

Abstract :

این مطالعه به بررسی تأثیر سال‌ها تجربه معلمان زبان انگلیسی به عنوان زبان خارجی و تأثیر آن‌ها بر پیشرفت تحصیلی زبان‌آموزان ایرانی پرداخته است. بدین ترتیب، 70 مدرس زبان انگلیسی و 60 دانشجوی متوسطه از موسسات مختلف زبان انگلیسی در شیراز، استان فارس انتخاب شدند. ابزار جمع‌آوری داده‌ها، آزمون تعیین سطح سریع آکسفورد، دموگرافیک و پرسشنامه اثربخشی معلم بود. نتایج با استفاده از آنالیز واریانس یک طرفه، تحلیل فراوانی و آزمون تی مستقل و تحلیل رگرسیون چندگانه مورد تجزیه و تحلیل قرار گرفت. یافته‌ها نشان داد که ادراک معلمان از اثربخشی با سال‌ها تجربه تدریس آنها مرتبط است. به نظر می رسد که معلمان با تجربه ی بالا در این مطالعه دریافتند که اثربخشی آنها بر پیشرفت دانش آموزان تأثیر مثبت دارد. علاوه بر این، امید است که این مطالعه بتواند مرور ادبیات عمیق تری را در دانشگاه در مورد تأثیر تجربه معلمان زبان انگلیسی ایرانی و اثربخشی آنها (مهارت های سازماندهی و ارتباطی، دانش آموزشی، مهارت های اجتماعی- عاطفی، مهارت زبان انگلیسی) بر موفقیت زبان آموزان زبان انگلیسی به عنوان زبان خارجی بیافزاید.

References:

Abdul-Razaq, B., Ahamad-Rahim, A., & Seman, A. (2013). Active learning through history subject towards racial unity in Malaysia. The Social Science, 8(1), 19-24. 

Arıkan, A., Taşer, D., & Saraç-Süzer, H. S. (2008). The effective English language teacher from the perspectives of Turkish preparatory school students. Education and Science, 33(150), 42-51.

Babai Shishavan, H. & Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4), 130-143.

Barnett, J. & Hodson, D. (2001). Pedagogical Context Knowledge: Towards a Fuller Understanding of What Good Science Teachers Know. Science Education, 85,426 - 453.

Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3-31.

Bright, N. H. (2012). Five habits of highly effective teachers. Education Digest, 77(7), 21-24.

Chen, J. (2012). Favorable and unfavorable characteristics of EFL teachers perceived by university students in Thailand. International Journal of English Linguistics, 2(1), 213–219.

Cohen, J., & Goldhaber, D. (2016). Building a more complete understanding of the teacher
evaluation using classroom observations. Educational Researcher, 45(6), 378-388.

Day, C., & Gu, Q. (2010). The new lives of teachers. London: Routledge.

Ghasemi, B. & Hashemi, M. (2011). The study of the characteristics of successful English language teachers from the viewpoint of the English language students of Islamic Azad University, Hamedan Branch.  Procedia-Social and Behavioral Sciences, 28, 411-415.Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. The Review of Economics and Statistics, 89(1), 134-150.

Guarino, C. M., Santibañez, L., & Daley, G. A. (2006). Teacher recruitment and teacher retention: A review of the recent empirical literature. Review of Educational Re-Search, 76(2), 173–208.

Harris, D. N., & Rutledge, S. A. (2007). Models and predictors of teacher effectiveness: A review of the literature with lessons from (and for) other occupations. Madison, WI: Teacher Quality Research. Retrieved from http:/ /www.tea cherqualityresearch.org/models.pdf.

Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teachers and Teaching, 21(8), 967–983.

Hativa, N., Barak, R. and Simhi, E. (2001). “Exemplary university teachers: Knowledge and beliefs regarding effective teacher dimensions and strategies. Journal of Higher Education, 72 (6) 699-729.

Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research conference, Melbourne, Australia. Retrieved from ht tp://research.acer.edu.au/research_conference_2003/4/.

Huang, R. & Li, Y. (2012). What matters most: A comparison of expert and novice teachers’ noticing of mathematics classroom events. School Science and Mathematics, 112(7), 420- 432.

Huang, F., & Moon, T. (2009). Is experience the best teacher? A multilevel analysis of teacher characteristics and student achievement in low performing schools. Educational Assessment Evaluation and Accountability, 21(3), 209-234.

Huberman, M. (1993). Steps toward a developmental model of the teaching career. In L. KremerHayon, H. C. Vonk, & R. Fessler (Eds.), Teacher professional development: A multiple perspective approach (pp. 93–118). Amsterdam: Swets & Zeitlinger.

Kane T., Rockoff, J., & Staiger, D. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631.

König, J., & Kramer, C. (2016). Teacher professional knowledge and classroom management: On the relation of general pedagogical knowledge (GPK) and classroom management expertise (CME). ZDM Mathematics Education, 48, 139-151. doi:10.1007/s11858-015-0705-4.

Kunter, M., Baumert, J., Voss, T., Klusmann, U., Richter, D., & Hachfeld, A. (2013).  Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820.

Krull, E., Oras, K., & Sisask, S. (2007). Differences in teachers’ comments on classroom events as indicators of their professional development. Teaching and Teacher Education, 23, 1038-1050.

Ladd, H. F. (2008). Value-added modeling of teacher credentials: Policy implications. Paper presented at the second annual CALDER research conference. Washington D. C.: The Urban Institute.

Liu, L., Jones, P., & Sadera, W. (2010). An investigation on experienced teachers’ knowledge and perceptions of instructional theories and practices. Computers in the School, 27, 20- 34.

Melek Koç, E. (2012). Affective characteristics and teaching skills of English language teachers: Comparing perceptions of elementary, secondary and high school students. Creative Education, 4(2) 117-123.

Murray, H.G. (1991). “Effective teaching behaviors in the college classroom”, in J.C. Smart (ed.), Higher education: Handbook of theory and research (Vol. 6). New York: Agathon, 135-172.

Norlander, K. A. (2009). My life story: A school of education. Connecticut: University of   Connecticut.

Ozsevik, Z. (2010). The use of communicative language teaching (CLT): Turkish EFL teachers’ perceived difficulties in implementing CLT in Turkey (Master’s). University of Illinois at Urbana-Champaign. Retrieved from https://www.ideals.illinois.edu/handle/2142/16211.

Palardy, G., & Rumberger, R. (2008). Teacher effectiveness in First Grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30(2), 111-140.

Radmacher, S. A., & Martin, D. J. (2001). Identifying significant predictors of student evaluations of faculty through hierarchical regression analysis. The Journal of Psychology, 135 (3), 259.

Salahshour, N., & Hajizadeh, N. (2012). Characteristics of effective EFL instructors: Language learners’ perceptions. Procedia- Social Behavioral Sciences, 70, 163–173.

Shishavan, H.B. and Sadeghi, K. (2009). Characteristics of an effective English language teacher as perceived by Iranian teachers and learners of English. English Language Teaching, 2(4) 130-143.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.

Stronge, J. H. (2010). Effective teachers = Student achievement: What the research says. Larchmont, NY: Eye on Education.

Tsui, A. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15(4), 421-439.

Valdivieso, J. A., Carbonero, M. A., & Martin-Antón, L. J. (2013). Elementary school teachers’ self-perceived instructional competence: A new questionnaire. Revista de Psicodidactica, 18(1), 47-78.

Wichadee, S., & Orawiwatnakul, W. (2012). Characteristics of effective language teachers as perceived by low and high proficiency students. European Journal of Social Sciences, 31(3), 425-438.

Winters, M. (2011). Measuring teacher effectiveness: Credentials unrelated to student
achievement. Manhattan Institute for Policy Research. Retrieved from
http://www.manhattan-institut e.org/ html/ib_10.htm.

Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P. A. (2014). Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66, 68-85.