Volume 4, Issue 1, March 2019, Page: 17-22
Learners’ Perception of EFL Teachers' Behavior and Knowledge
Soheil Mahmoudi, English Preparatory School, Department of Foreign Languages, Uskudar University, Istanbul, Turkey
Received: Jul. 30, 2018;       Accepted: Dec. 6, 2018;       Published: May 15, 2019
DOI: 10.11648/j.ellc.20190401.13      View  219      Downloads  40
Abstract
This study investigated the importance that students accord to behavior and knowledge of teachers. A five-point Likert scale questionnaire with 28 items, fourteen of them, i.e., the odd ones, representing knowledge, and the other fourteen, i.e., the even ones, representing the behavior of teachers, was designed. The values of responses to each question ranged from 1 to 5. One represented the least important and five represented the most important. Copies of the questionnaire were distributed among 26 B1 (pre-intermediate level) prep school students (17 females and 9 males) who had already spent five months with six different teachers at English prep-school at Uskudar University in Istanbul, Turkey. The data were collected in the second week of the third module in the second semester in 2017-2018 academic year. The collected data were then fed to SPSS. A Wilcoxon Signed Ranks Test revealed that there was not a significant difference between the importance of knowledge and behavior of teachers from the points of view of the students who attended the study. A Chi-square test also indicated that gender does not play a significant role in assigning importance to teachers’ behavior or knowledge by students. The findings of this study could be revealing to teachers.
Keywords
Behavior, Knowledge, Teachers
To cite this article
Soheil Mahmoudi, Learners’ Perception of EFL Teachers' Behavior and Knowledge, English Language, Literature & Culture. Vol. 4, No. 1, 2019, pp. 17-22. doi: 10.11648/j.ellc.20190401.13
Copyright
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Ball, D. L., & McDiarmid, G. W. (1989). The subject matter preparation of teachers. The National Center for Research on Teacher Education, 89 (4), 5–35.
[2]
Brown, H. D. (2001). Teaching by principles. NY: Longman.
[3]
Brown, J. D. (2001). Using surveys in language programs. Cambridge, UK: Cambridge University Press.
[4]
Burgess, R. (2000). Laughing Lessons: 149 2/3 Ways to Make Teaching and Learning Fun. Minneapolis, MN: Free Spirit Publishing Co.
[5]
Chafouleas, S. M., Hagermoser Sanetti, L. M., Jaffery, R., & Fallon, L. M. (2012). An evaluation of a class-wide intervention package involving self-management and a group of contingency on classroom behavior of middle school students. Journal of Behavioral Education, 21 (1), 34–57.
[6]
Cohen, D. K. (1985). Teaching practice: Plus ça change... In P. Jackson (Ed.), Contributing to educational change: Perspectives on research and practice (pp. 1-45). Berkeley, CA: McCutchan.
[7]
Cooper, B. (2002). Teachers as Moral Models? The Role of Empathy in Teacher/Pupil Relationships. PhD thesis, Leeds Metropolitan University.
[8]
Dörney, Z. (2003). Questionnaires in second language research. New York: Lawrence Erlbaum Associates Publishers.
[9]
Dudley-evans, T., & Jo St John, M. (1998). Developments in English for specific purposes. Cambridge: Cambridge University Press.
[10]
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
[11]
Emmer, E. T., & Gerwels, M. (2006). Classroom management in middle and high school classrooms. In C. M. Evertson, C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 407–437). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
[12]
Freiberg, H. J., Huzince, C. A., & Templeton, S. M. (2009). Classroom management—A pathway to student achievement: A study of fourteen inner-city elementary schools. Elementary School Journal, 110 (1), 63–80.
[13]
Gee, J. P. (1999). Discourse analysis: Theory and method. New York: Routledge.
[14]
Hedge, T. (2000). Teaching and learning in language classroom. Oxford: Oxford University press
[15]
Hellermann, J. (2008). Social actions for classroom learning. Clevedon: Multilingual Matters Ltd.
[16]
Hickman, G. P., & Crossland, G. L. (2004). The Predictive Nature of Humor, Authoritative Parenting Style, and Academic Achievement on Indices of Initial Adjustment and Commitment to College among College Freshmen. Journal of College Student Retention, Research Theory and Practice, 6 (2) 225–245. http://dx.doi.org/10.2190/UQ1B-0UBD-4AXC-U7WU
[17]
Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.
[18]
Johnson, K. E. (2009). Second language teacher education. New York: Routledge.
[19]
Latta, R. L. (1998). The basic humor process: A cognitive-shift theory and the case against incongruity. Berlin: Mouton de Gruyter.
[20]
Lewis, M., & Hill, J. (1985). Practical techniques for language teaching. London: Commercial Color Press.
[21]
Makewa, L. N., Role, E., & Genga, J. A. (2011). Teachers’ Use of Humor in Teaching and Students’ Rating of Their Effectiveness. International Journal of Education, 3 (2), 1–17.
[22]
McDonough, J., & Shaw, C. (2003). Materials and methods in ELT. Oxford: Blackwell Publishing.
[23]
McGhee, P. E., & Goldstein, J. H. (1983). Handbook of humor research (Vol. 1). New York: Springer-Verlag.
[24]
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
[25]
Neuliep, J. W. (1991). An examination of the content of high school teacher’s humor in the classroom and the development of an inductively derived taxonomy of classroom humor. Communication Education, 40, 343–355. http://dx.doi.org/10.1080/03634529109378859
[26]
Pallant, J. (2013). SPSS survival manual. New York: Open University Press.
[27]
Powers, T. (2005). Engaging students with humor. Observer, 18 (12), 13–24.
[28]
Richards, J. C. (2001). Curriculum development in language teaching. New York: Cambridge University Press.
[29]
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
[30]
Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). New York: MacMillan books for Teachers.
[31]
Scrivener, J. (2012). Classroom management techniques. Cambridge: Cambridge University Press.
[32]
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4–14.
[33]
Verma, G. (2007). Humor: A good teaching aid. Visakhapatnam: The Hindu Education Plus
[34]
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
[35]
White, R. (1988). The ELT curriculum. New York: Basil Blackwell Ltd.
[36]
Wineburg, S. S., & Wilson, S. M. (1988). Models of wisdom in the teaching of history Phi Delta Kappan, 70 (1), 50–58.
[37]
Winkley, D. (1996). Towards the human school: Principles and practice. Paper presented to the conference, Beyond Market Forces – Creating the Human School. West Hill College, Birmingham.
[38]
Woodward, T. (2001). Planning lessons and courses. Cambridge: Cambridge University Press.
Browse journals by subject