The Interrelationship Among EFL Teachers’ Smart Classroom Management, Their Students’ Learning Approach, Positive Orientation, and Language Learning
محورهای موضوعی : Research in English Language Pedagogy
Afsaneh Ghanizadeh
1
(English department, Imam Reza International University, Mashhad, Iran)
Shirin Maloomi
2
(English Department, Imam Reza International University, Mashhad, Iran)
کلید واژه: Language achievement, Smart Classroom Management, Learning Approach, Positive Orientation, Deep Approach, Surface Approach,
چکیده مقاله :
A successful teacher manages the classroom in a way to meet all the potential challenges. In effect, classroom management skills are the cornerstone of the whole process of successful teaching. This survey-based study assessed the interrelationship among EFL teachers’ smart classroom management (SCM), their students’ learning approach, positive orientation (PO), and language achievement (LA). SCM implies using different strategies including appropriate planning, organization, leadership, and control based on humanistic approaches to education. The population of the study consisted of about 307 Iranian university, institute, and public school students, out of which 279 were sampled. This study used the Persian forms of three questionnaires: Smart Classroom Management Questionnaire (SCMQ), Revised Study Process Questionnaire (R-SPQ-2F) measuring deep approach (D), surface approach (SA), and Positivity Scale (PS). The results obtained via Structural Equation Modeling (SEM) demonstrated that the expected model including the variables under study had a good fit with the data. The results demonstrated that EFL teachers’ SCM positively and significantly influenced the three student-related factors: DA. LA, and PO. LA was positively predicted by DA, while SA had no significant influence on LA. PO positively and significantly impacted LA. It can also be concluded that LA is positively predicted by SCM via its influence on DA and PO. The major implication of the present study should inform teacher educators to incorporate SCM strategies in their programs.
Adeyemo, S. A. (2012). The relationship between effective classroom management and students’ academic achievement. European Journal of Educational Studies, 4(3), 367-381. https://doi.org/10.12973/eu-jer.4.2.90
Alessandri, G., Caprara, G. V., & Tisak, J. (2012). The unique contribution of positive orientation to optimal functioning. European Psychologist, 17, 44-54. doi: https://doi.org/10.1027/1016-9040/a000070
Ahmadi, Z., & Ghanizadeh, A., & Mousavi, V. (2019). Assertive classroom management: How does it could students’ perceptions of classroom activities and goal orientations? Anatolian Journal of Education, 4(2), 39-52. https://doi.org/10.29333/aje.2019.425a
Allahdadi, S., & Ghanizadeh, A. (2017). The dynamic interplay among EFL learners’ ambiguity tolerance, adaptability, cultural intelligence, learning approach, and language achievement. Iranian Journal of Language Teaching Research, 5(1), 37-50.
Biggs, J., Kember, D., & Leung, D. Y. (2001). The revised two‐factor study process questionnaire: R‐SPQ‐2F. British Journal of Educational Psychology, 71(1), 133-149. https://doi.org/10.1348/000709901158433
Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16-19. https://doi.org/10.1177/1555458905280996
Brophy, J. (1985). Classroom management as instruction: Socializing self‐guidance in students. Theory into Practice, 24(4), 233-240. https://doi.org/10.1080/00405848509543180
Bulger, S. M., Mohr, D. J., & Walls, R. T. (2002). Effective teaching. Journal of Effective Teaching, 5(2), 44-55.
Canter, L. (1989). Assertive discipline: More than names on the board and marbles in a jar. Phi Delta Kappan, 71(1), 57-61. https://doi.org/10.1177/003172170508700302
Caprara, G. V. (2009). Positive orientation: Turning potentials into optimal functioning. The Bulletin of the European Health Psychologist, 11(3), 46-48.
Caprara, G. V., Alessandri, G., Eisenberg, N., Kupfer, A., Steca, P., Caprara, M. G., & Abela, J. (2012). The positivity scale. Psychological Assessment, 24(3), 701-720. https://doi.org/10.1037/a0026681
Cheng, Y. C. (1994). Principal's leadership as a critical factor for school performance: Evidence from multi‐levels of primary schools. School Effectiveness and School Improvement, 5(3), 299-317. https://doi.org/10.1080/0924345940050306
Evans, C. J., Kirby, J. R., & Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology, 73(4), 507-528. https://doi.org/10.1348/000709903322591217
Ghanizadeh, A., & Allahdadi, S. (2015). Validating the persian versions of L2 ambiguity tolerance and learning approach scales and probing possible associations. International Journal of Research Studies in Psychology, 4 (3), 78-88. https://doi.org/10.5861/ijrsp.2015.1195
Golestani, N. (2017). Designing and validating EFL teachers' smart classroom management scale and exploring its role in students' engagement and language achievement [Unpublished master’s thesis]. Imam Reza International University.
Hanke, K., Truus, H., Boer, d. H., Kuijk, v. M., & Doolaard, S. (2014). Effective classroom management strategies and classroom management programs for educational practice. GION: onderwijs/onderzoek.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement: Routledge.
Jin, Y. X., & Dewaele, J.-M. (2018). The effect of positive orientation and perceived social support on foreign language classroom anxiety. System, 74, 149-157. https://doi.org/10.1016/j.system.2018.01.002
Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management, creating communities of support and solving problems (10th ed.): Pearson.
Kember, D., Biggs, J., & Leung, D. Y. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire. British Journal of Educational Psychology, 74(2), 261-279. https://doi.org/10.1348/000709904773839879
Lewis, R., Romi, S., Katz, Y. J., & Qui, X. (2008). Students’ reaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education, 24(3), 715-724. https://doi.org/10.1016/j.tate.2007.05.003.
Linse, C. T., & Nunan, D. (2005). Practical English language teaching: young learners/by Caroline T. Linse; David Nunan, series editor: McGraw-Hill/Contemporary.
Linsin, M. (2013). The classroom management secret: And 45 other keys to a well-behaved class: JME Publishing Berlin.
Magno, C. (2009). Investigating the effect of school ability on self-efficacy, learning approaches, and metacognition. Online Submission, 18(2), 233-244. https://doi.org/10.3860/taper.v18i2.1325
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I—Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher: ASCD.
Morshedian, M., Ghanizadeh, A., & Mirzaee, S. (2023). Smart classroom management: How does it influence EFL learners’ anxiety, engagement, and language achievement? MEXTESOL Journal, 47(2), 1-22.
Mucherah, W., & Frazier, A. D. (2013). How teachers perceive their classroom environments and student goal orientation: a look into high school biology classrooms in Kenya. Journal of Education, Society, and Behavioural Science, 41(1), 1-17. https://doi.org/10.9734/bjesbs/2013/2413
Rahimi, M., & Asadollahi, F. (2012). Teaching styles of Iranian EFL teachers: Do gender, age, and experience make a difference? International Journal of English Linguistics, 2(2), 157. https://doi.org/10.5539/ijel.v2n2p157
Rezaiefar, M. (2019). The interface between EFL teachers’ smart classroom management, their commitment, and job satisfaction, and their students’ ideal L2 self, and instrumentality [Unpublished master’s thesis]. Imam Reza International University.
Scheier, M. F., & Carver, C. S. (1993). On the power of positive thinking: The benefits of being optimistic. Current Directions in Psychological Science, 2(1), 26-30. https://doi.org/10.1111/1467-8721.ep10770572
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist., 55(1), 5-14. https://doi.org/10.1037/0003-066x.55.1.5
Tang, K. N., & See, C. M. (2009). Special education teacher leadership practice: A Malaysian study. International Journal of the Humanities, 7(3), 110-131. https://doi.org/10.18848/1447-9508/cgp/v07i03/42654
Walters, J., & Frei, S. (2007). Managing classroom behavior and discipline: Teacher Created Materials.
Wubbels, T., Brekelmans, M., Van Tartwijk, J., & Admiraal, W. (1999). Interpersonal relationships between teachers and students in the classroom. New Directions for Teaching Practice and Research, 10(2), 151-170. https://doi.org/10.4324/9780203874783.ch45
