A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies

Autor/in	Alamri, Hayat Rasheed
Titel	A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies
Quelle	In: English Language Teaching, 15 (2022) 5, S.128-144 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Longitudinal Studies; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Classroom Techniques; Elementary School Teachers; Secondary School Teachers; Language Teachers; Rating Scales; Saudi Arabia + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language teacher; Sprachunterricht; Rating-Skala; Saudi-Arabien
Abstract	Using a rating scale, this study investigated Saudi English as a Foreign Language (EFL) teachers' perspectives on the importance and implementation of classroom management strategies (CMSs) during three phases: T1, T2, and T3. Results differed significantly regarding the importance of positive CMSs for primary (T1 and T3) and secondary schools (T2). Additionally, results were significant for negative CMSs in favor of primary schools (T3). Results differed significantly regarding implementing positive CMSs for secondary (T1) and primary schools (T3). Last, results were significant for negative CMSs favoring primary (T1) and secondary schools (T3). EFL teachers' perspectives remain critical and researchable. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01