Pedagogy of Aptitude in an EFL Context: Scale Development through a Thematic Analysis Approach
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Fariba Feyzbar
1
,
Leila Akbarpour
2
,
Firooz Sadighi
3
1 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of Foreign Languages, Islamic Azad University, Shiraz Branch,
Shiraz, Iran
3 - islamic azad university
کلید واژه: teaching success, Teaching effectiveness, Keywords: Language Aptitude, Language Teaching,
چکیده مقاله :
Abstract: This study aimed to develop a language teaching aptitude scale for Iranian EFL teachers by using a qualitative thematic analysis approach. The participants of this study consisted of thirty (fifteen males and fifteen females) EFL experts who were Ph.D. holders in TEFL with more than twenty years of teaching EFL at different universities in Iran and at least one published paper on language teaching aptitude. They were selected through purposive sampling from different universities. To collect the required data, a semi-structured interview was used as well as the existing literature and documents on English language teaching aptitude. Data analysis was conducted using the thematic analysis approach. The following themes emerged as the components of the English language teaching aptitude scale: inter-personal relationship skill, motivation-making ability, time management ability, needs analysis ability, positive thinking skills, critical thinking ability, verbal intelligence, mastery over different teaching methods, evaluation skills, and English language proficiency. Based on the identified components, a scale consisting of 10 sub-scales including inter-personal relationship skills (16 items), motivation-making ability (4 items), time management ability (4 items), needs analysis ability (4 items), positive thinking skills (15 items), critical thinking ability (8 items), verbal intelligence (5 items), mastery over different teaching methods (13 items), evaluation skills (13 items), and English language proficiency (7 items) were developed for English language teaching aptitude for an Iranian EFL context. The scale included 90 five-point Likert items ranging from 1=strongly disagree to 5=strongly agree.
Abstract: This study aimed to develop a language teaching aptitude scale for Iranian EFL teachers by using a qualitative thematic analysis approach. The participants of this study consisted of thirty (fifteen males and fifteen females) EFL experts who were Ph.D. holders in TEFL with more than twenty years of teaching EFL at different universities in Iran and at least one published paper on language teaching aptitude. They were selected through purposive sampling from different universities. To collect the required data, a semi-structured interview was used as well as the existing literature and documents on English language teaching aptitude. Data analysis was conducted using the thematic analysis approach. The following themes emerged as the components of the English language teaching aptitude scale: inter-personal relationship skill, motivation-making ability, time management ability, needs analysis ability, positive thinking skills, critical thinking ability, verbal intelligence, mastery over different teaching methods, evaluation skills, and English language proficiency. Based on the identified components, a scale consisting of 10 sub-scales including inter-personal relationship skills (16 items), motivation-making ability (4 items), time management ability (4 items), needs analysis ability (4 items), positive thinking skills (15 items), critical thinking ability (8 items), verbal intelligence (5 items), mastery over different teaching methods (13 items), evaluation skills (13 items), and English language proficiency (7 items) were developed for English language teaching aptitude for an Iranian EFL context. The scale included 90 five-point Likert items ranging from 1=strongly disagree to 5=strongly agree.
