The Role of EFL Teachers’ Socio-affective Strategies in Learners’ Willingness to Communicate: Learners’ Perceptions
محورهای موضوعی : نشریه زبان و ترجمه
Nahid Zarei
1
(Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran)
مهناز سعیدی
2
(دپارتمان انگلیسی- واحد تبریز- دانشگاه آزاد اسلامی- تبریز- ایران)
سعبده آهنگری
3
(دپارتمان انگلیسی- واحد تبریز- دانشگاه آزاد اسلامی- تبریز- ایران)
کلید واژه: Exploratory Factor Analysis, Validation, Willingness to communicate, Reliability analysis, Socio-Affective Strategies,
چکیده مقاله :
The present study set out to develop a willingness to communicate (WTC) questionnaire addressingteachers’ socio-affective strategies. It also aimed at exploring learners’ perceptions toward thesestrategies affecting their WTC. Participants of the study, who were selected by a non-probabilityconvenience sampling method, were 153 English as a foreign language learner in three popular EnglishInstitutes in Iran. A questionnaire including 45 items was designed by referring to a previouslyconducted focus group interview of Iranian EFL teachers and the review of the literature. Afterthe questionnaire was administered to and completed by the learners, an exploratory factor analysis(EFA) was performed. The analysis yielded 37 items and six factors: (a) creating a positive interaction(8 items), (b) teachers’ enthusiasm (6 items), (c) teachers’ fairness (5 items), (d) teachers’ presence (6items), (e) teachers’ immediacy (6 items), and (f) teaching skills and participation in group activities(6 items). The reliability measures were also examined and the results were satisfactory. The sixfactors were compared against each other and teachers’ enthusiasm and fairness were found to be themost important factor in promoting learners’ WTC. Implications for teacher trainers and teachers arediscussed and suggestions for further research are offered.
مطالعه حاضر با هدف طراحی و ارزیابی روایی سازه و پایایی پرسشنامه تمایل به ارتباط که استراتژی های اجتماعی-عاطفی مدرسین زبان انگلیسی را هدف قرار می دهد انجام شده است. شرکت کنند گان در این مطالعه، که با روش نمونه گیری غیر محتمل انتخاب شده بودند، 153 زبان آموز از سه آموزشگاه معتبر انگلیسی در ایران بودند. پرسشنامه اولیه با 45 گویه با رجوع به مصاحبه متمرکز مدرسین زبان که قبلا توسط نویسندگان حاضر انجام شده بود و همچنین پیشینه طراحی شد. پس از تکمیل پرسشنامه توسط زبان آموزان، تجزیه تحلیل عامل اکتشافی انجام گرفت. نتیجه تحلیل منتهی به 37 گویه و شش عامل شد: الف) ایجاد تعامل مثبت (8 گویه) ، (ب) اشتیاق معلمان (6 گویه) ، (ج) رفتار منصفانه معلمان (5 گویه) ، (د) حضور و تمرکز معلمان ( 6 گویه) ، صمیمیت معلمان (6 گویه) و مهارتهای تدریس و مشارکت در فعالیتهای گروهی (6 گویه). معیارهای پایا یی نیز مورد بررسی قرار گرفت و نتایج رضایت بخش بود. پس از مقایسه شش عامل با همدیگر، نتایج نشان داد که میزان اشتیاق و رفتار منصفانه معلمان مهمترین عامل در ارتقا تمایل به ارتباط زبان آموزان می باشند. در آخر پیامدهای این نتایج برای مدرسین و تربیت مدرسین و برای تحقیق بیشتر مورد بحث قرار گرفت.
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