A Comparison of Iranian High School Teachers' and Students' Perceptions of Effective English Teachers

Autor/inn/en	Alimorad, Zahra; Tajgozari, Mostafa
Titel	A Comparison of Iranian High School Teachers' and Students' Perceptions of Effective English Teachers
Quelle	In: SAGE Open, 6 (2016) 4, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244016679212
Schlagwörter	Comparative Analysis; Foreign Countries; Secondary School Teachers; Student Attitudes; English Teachers; Teacher Effectiveness; English (Second Language); Second Language Learning; Teacher Student Relationship; Public School Teachers; Iran + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	As potential mismatches between teachers' and students' perceptions can have negative effects on students' satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers (N = 75) and students (N = 202) from different cities of Iran was recruited to participate in the study. Using a 50-item Likert-type questionnaire and running between-groups independent-samples t tests and a two-way ANOVA, the researchers found that students' perceptions were completely different from those of their teachers. Contrary to expectations, while students preferred a communicative approach to learning English, their teachers tended to favor a more traditional approach. Also, although high- and low-achieving students' perceptions were not statistically different, they were significantly different from those of their teachers. Moreover, male teachers held different perceptions from their female students, and female teachers' perceptions were also different from those of their male students. Findings of the study along with their implications for the practice of English teaching are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01