Effect of EFL Teachers’ Experience and Effectiveness on Their EFL Students’ Achievement
محورهای موضوعی : نشریه زبان و ترجمهMaryam Ghaffari 1 , Mohammad Javad Riasati 2 , Mohammad Bagheri 3
1 - Department of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of Foreign Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
کلید واژه: Iranian EFL Teachers, Teacher effectiveness, Students’ achievement, Years of experience,
چکیده مقاله :
This study examined the effect of Iranian EFL teachers’ years of experience and their effectiveness on Iranian EFL students’ achievement. 70 EFL teachers and 60 intermediate students were selected from different English language institutes in Shiraz, Fars province. The instruments to collect data were Oxford Quick Placement Test, Demographics, and Teacher Effectiveness Questionnaire. The results were analyzed using One-way ANOVA, frequency analysis, independent samples t-test, and Multiple Regression Analysis. The findings revealed teachers’ perceptions of effectiveness are related to their years of teaching experiences. It appeared that highly experienced teachers in this study perceived that their effectiveness positively influenced students’ achievement. Besides that, it is hoped that this study can also add more in-depth literature review in academia about the effect of Iranian EFL teachers’ experience and their effectiveness) organization and communication skills, pedagogical knowledge, socio-affective skills, and English proficiency) on EFL students’ achievement.
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.
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