The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method

Autor/inn/en	Rahimi, Mehrak; Karkami, Fatemeh Hosseini
Titel	The Role of Teachers' Classroom Discipline in Their Teaching Effectiveness and Students' Language Learning Motivation and Achievement: A Path Method
Quelle	In: Iranian Journal of Language Teaching Research, 3 (2015) 1, S.57-82 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Junior High School Students; English (Second Language); Second Language Instruction; Language Teachers; Discipline; Classroom Techniques; Teacher Effectiveness; Student Motivation; Academic Achievement; Punishment; Recognition (Achievement); Rewards; Discussion; Participation; Aggression; Teacher Behavior; Student Attitudes; Questionnaires; Path Analysis; Grades (Scholastic); Factor Analysis; Likert Scales; Iran + Suchen Sie Ihr Suchwort? Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Disziplin; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulische Motivation; Schulleistung; Bestrafung; Soziale Anerkennung; Reward; Belohnung; Diskussion; Teilnahme; Teacher behaviour; Lehrerverhalten; Schülerverhalten; Fragebogen; Pfadanalyse; Notenspiegel; Faktorenanalyse; Likert-Skala
Abstract	This study investigated the role of EFL teachers' classroom discipline strategies in their teaching effectiveness and their students' motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression) to discipline the classroom. The students evaluated their teachers' teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009). They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011) that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students' motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01