Status of English as a Foreign Language Teachers from their Perspectives According to the Professional Competency Model
محورهای موضوعی : نشریه زبان و ترجمه
شیوا مرزوقی
1
(گروه زبان انگلیسی، دانشگاه آزاد ملایر، ملایر، ایران)
حسین احمدی
2
(دانشگاه آزاد اسلامی واحد ملایر)
حمید رضا خلجی
3
(دانشگاه ازاد اسلامی ملایر)
کلید واژه: EFL teachers, professional competency, Attitudinal competency, Language competency, Management competency,
چکیده مقاله :
This mixed-method study investigated the various competencies English as Foreign Language (EFL) teachers require by examining a model. To fulfill the study objectives, the grounded theory was adopted in the qualitative phase to explore EFL key informants' articulations and concerns about the issue; therefore, semi-structured interviews were conducted with 21 Iranian EFL teachers recruited by purposeful sampling. In the quantitative phase, a researcher-made 103 item questionnaire was extracted based on the interview codes. After being piloted, it was administrated to 382 Iranian EFL teachers to validate the results obtained in the qualitative phase and investigate Iranian EFL teachers' professional competency and their preferences about its dimensions. Three dimensions were discovered in the qualitative phase, which was not favourable among EFL teachers in the quantitative phase. Meanwhile, factor analysis about the EFL teachers' dimensions yielded three factors according to priority: a) attitudinal competency, b) management competency, and c) language competency. The researchers concluded that attitudinal competency is regarded as the most highly valued of the three dimensions by Iranian EFL teachers. Language competency is regarded as the least priority, which justifies the fact that despite showing eagerness and enthusiasm to teach, these teachers do not possess enough linguistic competency and do not tend to develop it. Accordingly, the researchers suggested some practices for developing EFL teachers' professional competency, emphasizing that all dimensions are essential and EFL teachers should have a balanced combination of them.
این مطالعه با کمک روش ترکیبی ، با بررسی یک مدل ، صلاحیت های حرفه ای مورد نیاز مدرسان زبان انگلیسی بعنوان زبان خارجه را مورد بررسی قرار داده است. برای تحقق این اهداف ، نظریه گراندد تئوری (داده بنیاد) برای بررسی گفته ها، تجربیات و دغدغه های مدرسان متخصص و آگاه در حیطه تدریس زبان انگلیسی به عنوان زبان خارجه اتخاذ گردید . بنابراین مصاحبه های نیمه ساختار یافته با ۲۱ نفر از متخصصان این امر که با نمونه گیری هدفمند گلوله برفی انتخاب شده بودند انجام شد .به منظور تایید نتایج به دست آمده از مرحله کیفی و بررسی وضعیت ابعاد صلاحیت های حرفه ای در میان مدرسان زبان انگلیسی بعنوان زبان خارجه ، در مرحله کمی یک پرسشنامه ۱۰۳ سوالی براساس کد های استخراج شده از مصاحبه ها توسط محققین تدوین گردید و پس از اجراء آزمایشی، بر روی ۳۸۲ مدرس زبان انگلیسی به عنوان زبان خارجه که در دبیرستان ها و موسسات زبان انگلیسی در شهرهای مختلف ایران تدریس می کنند، اجرا گردید. وضعیت سه بعد کشف شده در مرحله کیفی در میان مدرسان زبان انگلیسی به عنوان زبان خارجه در مرحله کمی مطلوب نبود. در همین حال ، تجزیه و تحلیل عاملی در مورد ابعاد صلاحیت های حرفه ای در میان مدرسان زبان انگلیسی به عنوان زبان خارجه ، سه عامل را با توجه به اولویت مشخص نمود: الف) صلاحیت نگرشی، ب) صلاحیت مدیریتی و ج) صلاحیت زبانی. محققان به این نتیجه رسیدند که صلاحیت نگرشی به عنوان بیشترین ارزش در میان سه بعد توسط مدرسان ایرانی زبان انگلیسی به عنوان زبان خارجه در نظر گرفته می شود و صلاحیت زبانی نیز زبانی دارای کمترین اولویت است که این واقعیت را توجیه می کند که علیرغم اشتیاق و علاقه به تدریس ، این مدرسان فاقد صلاحیت زبانی کافی بوده و همچنین تمایل به بهبود آن ندارند. بر این اساس ، محققان برخی شیوه ها را برای توسعه صلاحیت حرفه ای مدرسان زبان انگلیسی به عنوان زبان خارجه پیشنهاد کردند و تأکید کردند که همه ابعاد ضروری است و مدرسان زبان انگلیسی به عنوان زبان خارجه باید ترکیبی متعادل از آنها را داشته باشند.
Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., & Al-Maamari, F. (2015). Characteristics of a good EFL teacher: Omani EFL teacher and student perspectives. SAGE Open, 5(2), 2158244015584782.
Al-Seghayer, K. (2017). The central characteristics of successful ESL/EFL teachers. Journal of Language Teaching and Research, 8(5), 881-890.
Ali, Z., Busch, M., Qaisrani, M. N., & Rehman, H. U. (2020). The Influence of Teachers’ Professional Competencies on Students Achievement: A Quantitative Research Study.
Aloe, A. M., & Becker, B. J. (2009). Teacher verbal ability and school outcomes: where is the evidence? Educational Researcher, 38(8), 612-624.
Atmaca, Ç. (2017). English teachers’ perspectives about teacher competencies in terms of professional identity.
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language teaching research, 10(1), 3-31.
Brown, R. E. (1995). Women's health-related behaviors and use of clinical preventive services: a report to the commonwealth fund: UCLA Center for Health Policy Research.
Crick, R. D. (2008). Key Competencies for Education in a European Context: narratives of accountability or care. European Educational Research Journal, 7(3), 311-318.
De Grauwe, A., & Varghese, N. V. (2000). Improving School Efficiency: Issues and Priorities. Improving School Efficiency: The Asian Experiences. UNESCO Paris: International Institute for Educational Planning, 1-32.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies: Oxford University Press Oxford.
Drakulić, M. (2013). Foreign language teacher competences as perceived by English language and literature students. The Journal of Education, Culture, and Society, 4(1), 158-165.
Elwood, S. A., & Bippert, K. (2020). Crab-Walking in the Crosswalk: A Standards and Competency Matrix Using ISTE Educator Standards With Teacher Educator Technology Competencies. In Handbook of Research on Literacy and Digital Technology Integration in Teacher Education (pp. 261-281): IGI Global.
Hamzah, M. L., Rukun, K., Rizal, F., & Purwati, A. A. (2019). A review of increasing teaching and learning database subjects in computer science. Revista ESPACIOS, 40(26).
Harahap, F. F., & Rusdinal, R. (2017, 2017). The influence of principal managerial competency toward teachers productivity with mediation of organizational citizenship behavior and interpersonal communication.
Hoque, K. E., Alam, G. M., & Abdullah, A. G. K. (2011). Impact of teachers’ professional development on school improvement—an analysis at Bangladesh standpoint. Asia Pacific Education Review, 12(3), 337-348.
Jc, R. (2011). Exploring teacher competence in language teaching. The Language Teacher, 35(4), 3-7.
Kulshrestha, A. K., & Pandey, K. (2013). Teachers training and professional competencies. Voice of research, 1(4), 29-33.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805.
Mahdian, R., & Beleghizadeh, S. (2015). The effect of textual enhancement and metalinguistic explanations on learning simple past and progressive tenses by Iranian EFL learners. Quarterly Journal on Issues of Education, 13(2), 33-50.
Neeta, N. C., & Klu, E. K. (2013). Teachers’ professional knowledge competence and second language education in South Africa. International Journal of Educational Sciences, 5(3), 255-262.
Rahayu, P. S., & Hizriani, N. (2014). English teachers’ professional development at Hulu Sungai Selatan. South Kalimantan.
Rozdi, Z. M., Ahmad, C. N. C., & Mohamed, Z. (2016). Competency model of science teacher in 21st century. International Journal of Academic Research in Business and Social Sciences, 6(12), 2222-6990.
Safa, L., & Azarnejad, K. (2017). The influence of professional qualification components on job performance of agricultural conservatory teachers in Northwest provinces of Iran. Agricultural Education Management, 9(41), 130-146.
Selvi, K. (2010). Teachers’ competencies. Cultura International Journal of Philosophy of Culture and Axiology, 7(1), 167-175.
Tambunan, H. (2014). Factors Affecting Teachers' Competence in the Field of Information Technology. International Education Studies, 7(12), 70-75.
Thakur, A., & Shekhawat, M. (2014). The study of different components of teacher competencies and their effectiveness on student performance. International journal of engineering research and technology, 3(7), 1426-1428.
Valmori, L., & De Costa, P. I. (2016). How do foreign language teachers maintain their proficiency? A grounded theory investigation. System, 57, 98-108.
Yeh, S. S. (2009). The cost-effectiveness of raising teacher quality. Educational Research Review, 4(3), 220-232.
Zamani, R., & Ahangari, S. (2016). Characteristics of an effective English language teacher (EELT) as perceived by learners of English. International Journal of Foreign Language Teaching and Research, 4(14), 69-88.
