Validating a Model of Gesture Types : Insights from English Teachers vs. Iranian Persian Literature Teachers

Subject Areas : شعر

Sima Shamsai ¹ , fazl Samimi ² , Shahram Afraz ³

1 - Department of English, qeshm branch, Islamic Azad University,qeshm, Iran
2 - corresponding Author،Department of English ، Bandar-Abbas Branch, Islamic Azad University, Bandar Abbs،iranBandar-Abbas, Iran
3 - Department of English, Qeshm branch, Islamic Azad University,Qeshm, IranAzad University, Qeshm, Iran

Received: 2024-08-11 Accepted : 2024-08-28 Published : 2024-07-09

Keywords: Didactics, Discipline, , Rapport, Teachers’ Gesture.,

Abstract :

This quantitative study aimed to validate a gesture-types model taking insights from both English and Persian literature teachers. Hence, according to 3 themes and 8 categories of the gesture-types model including: a) didactics (practice, instruction & feedback), b) discipline (punishment & management), and c) rapport (confidence, involvement & encouragement), a 3- gesture-types factor questionnaire was developed and was then piloted with a sample of 190 teachers in the Iranian context to assess its reliability and validity. Exploratory Factor Analysis (EFA) was conducted, confirming the presence of 3 constructs and 26 items. Also, Face and content validities of Gesture-types questionnaire were confirmed. Moreover, a Cronbach’s Alpha of .83 approved its reliability. Subsequently, the finalized 26-item questionnaire was distributed among a wide range of Iranian EFL teachers through various channels such as email, WhatsApp, and Telegram. Finally, a total of 332 responses were received. The findings revealed that Iranian English and Persian literature teachers’ attitudes were statistically different in terms of rapport and discipline constructs. Afterwards using Confirmatory Factor Analysis (CFA), the results confirmed the initial structure identified through EFA, consisting of 3 constructs and 26 items. Overall, the proposed model of gesture types demonstrates an acceptable to reasonably good fit, although there may be room for improvement in terms of the TLI and CFI values. The results implicate that didactic gesture should be used alongside other means of teaching to compliment instruction.

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