A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching

Autor/inn/en	Rezaee-Manesh, Najafquli; Tahriri, Abdorreza
Titel	A Survey of EFL Instructors' Mediative Knowledge across Contexts of Teaching
Quelle	In: Journal of Pan-Pacific Association of Applied Linguistics, 18 (2014) 2, S.39-62 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1345-8353
Schlagwörter	Mixed Methods Research; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Correlation; Teacher Attitudes; Foreign Countries; Institutes (Training Programs); Questionnaires; College Faculty; Secondary School Teachers; Self Evaluation (Individuals); Student Evaluation; Teacher Student Relationship; Scaffolding (Teaching Technique); Cooperative Learning; Competition; Mediation Theory; Independent Study; Interviews; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Korrelation; Lehrerverhalten; Ausland; Sommerakademie; Fragebogen; Fakultät; Schulnote; Studentische Bewertung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Wettkampf; Mediationsverfahren; Selbststudium; Interviewing; Interviewtechnik
Abstract	The current mixed-method study probed EFL instructors' mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure EFL instructors' knowledge of mediation across context. Out of 181, 72 participants, 16 (22%) institute instructors, 20 (28%) university instructors, 19 (26.38%) senior instructors, and 17 (23.61%) junior instructors participated in oral interview. Results of descriptive statistics and Chi-square showed that there exist significant differences among EFL instructors in seven mediative items; furthermore, the difference shows that there exists relationship between EFL instructors' mediative knowledge across the contexts; however, in five mediative items, no differences were found across contexts. Results of oral interview of EFL instructors in terms of assessment revealed that they mostly believed that learners through instructors' guidance should self-assess their learning and behavior. To achieve such an end, they suggested instructors' step by step scaffolding and strategic deliverance of assessment to the learners. In terms of cooperation and individualization, the results of oral interview revealed that instructors believed in unified improvement of both of them. To improve both, pair and group works were suggested to boost cooperation whereas competition and individual activities were suggested to foster individualization. Context variation due to its own community and unique characteristics, learners' potential to self-assess their learning, and development of whole learner were suggested to be taken into consideration by instructors, educationalists, parents, and curriculum, and course designers. (As Provided).
Anmerkungen	Pan-Pacific Association of Applied Linguistics. Department of English, Namseoul University, 21 Maeju-ri, Seonghwan-eup, Cheonan-city, Choongnam, Korea 330-707. Tel: +82-2-3290-1995; e-mail: paalkorea@yahoo.co.kr; Web site: http://paal.kr/journals/journals.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01