文章基本信息

标题：The Relationship between English Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their Teaching Effectiveness
本地全文：下载
作者：Hossein Khodabakhshzadeh ; Mahdi Arabi ; Farideh Samadi 等
期刊名称：International Journal of Instruction
印刷版ISSN：1694-609X
电子版ISSN：1308-1470
出版年度：2018
卷号：11
期号：2
页码：425-436
出版社：International Journal of Instruction
摘要：The main purpose of this study is to investigate the relationship between EnglishForeign Language (EFL) teachers' willingness and conformity with post-methodpedagogy and their teaching effectiveness. The participants comprised 134 EFLteachers teaching and 487 EFL learners studying at different language institutes inseveral cities of Iran. Their selection was based on random sampling and theparticipation was entirely voluntary. In this study, two instruments were used: postmethod questionnaire and Effective teaching questionnaire. Pearson's correlationcoefficient and structural equation modeling (SEM) were run to analyze the causalrelationships among the components. The results of Structural Equation Modelingdemonstrated that effective teaching is positively and significantly predicted by allthree subscales of post-method: teacher autonomy, teacher sense of social justice,and their sense of academic enthusiasm. Also, effective teaching is positively andsignificantly associated with total post method. Furthermore, effective teaching hasthe highest positive correlation with teacher enthusiasm, and the lowest positivecorrelation with teacher autonomy. Finally, these findings were discussed withreference to the context of Iran.
关键词：post-method pedagogy; effective teaching; EFL teacher; EFL context;teacher autonomy