Adopting a Mixed Methods Approach to Assessing Foreign Language Teachers’ Teaching/Learning Conceptions and Their Language Teaching Biases

Tavakoli, Mansoor; Zabihi, Reza; Ghadiri, Momene

doi:10.1007/s12144-014-9291-9

Cited by 5 publications

(5 citation statements)

References 24 publications

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“…The findings align with those of Yalçın (2019), Sarıçoban and Kırmızı (2021), Tavakoli et al, (2015), Zabihi and Khodabakhsh (2017), Mardiha and Alibakhshi (2020), Kaymakamoğlu (2017), Doğan (2020), Soleimani (2020), Öner (2019), Özdemir (2020) and Grasha (1996). However, Ketabi et al (2014) found that pre-service EFL teachers in Iran preferred traditional teaching conceptions, which contradicts with the results of this study.…”

Section: Discussionsupporting

confidence: 52%

“…The study by Tavakoli et al (2015) showed significant positive correlations between traditional conceptions of teaching and learning and teachers' bias towards perfectionism as well as their biases against the use of learners' first language and their risk-taking behavior. They also found negative correlations between the constructivist conceptions of language teaching and learning and teachers' bias in favor of the Western culture as well as their bias against learners' use of the L1.…”

Section: Literature Reviewmentioning

confidence: 95%

“…Ketabi et al (2014) found that most participants adopted traditional conceptions and that their traditional teaching/learning conceptions and some dimensions of epistemological beliefs were positively related. Tavakoli et al (2015) and Sayed and Goudarz (2020) showed that Iranian EFL teachers had high perceptions of constructivist conception.…”

Section: Literature Reviewmentioning

confidence: 99%

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Comparison of epistemological beliefs, teaching-learning conceptions, and self-efficacy of pre-service and in-service EFL teachers

Biçer,

Yıldırım

2023

JPR

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This study compares the epistemological beliefs, teaching-learning conceptions, and sense of self-efficacy of pre-service and in-service English as a Foreign Language (EFL) teachers with an aim to find probable statistically significant differences. Using a mixed-methods research design, the study collected quantitative data through two questionnaires and one scale, and the qualitative data through openresponse questions. The participants were 374 pre-service teachers and 192 in-service teachers. 42 of the pre-service teachers and 19 of the in-service teachers volunteered to answer the open-response questions. Descriptive statistical techniques, t test, and content analysis were used to analyze the data. The findings show that both groups of teachers had relatively more sophisticated beliefs in learning process/expert knowledge and learning effort. Both groups adopted the constructivist conception more than the traditional conception, and they felt efficacious in instructional strategies, student engagement and classroom management respectively. Both groups had moderate levels of self-efficacy in classroom management, student engagement, and instructional strategies. However, the comparative analysis showed some significant differences. In-service teachers exhibited slightly stronger beliefs in innate-fixed ability and certainty knowledge. Pre-service teachers had slightly higher scores in the constructivist conception while in-service teachers had higher scores in the traditional conception. Furthermore, inservice teachers displayed slightly higher self-efficacy in classroom management and instructional strategies.

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Section: Discussionsupporting

confidence: 52%

Section: Literature Reviewmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Comparison of epistemological beliefs, teaching-learning conceptions, and self-efficacy of pre-service and in-service EFL teachers

Biçer,

Yıldırım

2023

JPR

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“…This suggests that the teachers in the sample may adopt a constructivist teaching approach, which emphasizes student-centered instruction, critical thinking, and active engagement. The finding is supported by Tavakoli et al, (2015), who found that EFL teachers were more inclined towards constructivist conception rather than traditional conception. Moreover, Zabihi and Khodabakhsh (2017) found that EFL teachers believed in constructivist conception rather than traditional conception.…”

Section: In-service Efl Teachers' Teaching-learning Conceptionsmentioning

confidence: 70%

The Effect of Epistemological Beliefs on the Teaching-Learning Conceptions and Sense of Self-Efficacy of in-Service Efl Teachers

YILDIRIM¹,

BİÇER²

2023

ijla

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This study investigates the effect of epistemological beliefs on in-service EFL teachers' teachinglearning conceptions and sense of self-efficacy. The study used a mixed-method research design. The quantitative data were collected from 192 in-service teachers working at state schools using the Turkish versions of the Epistemological Beliefs Questionnaire, Teaching and Learning Conceptions Questionnaire, and Teacher Sense of Efficacy Scale. Open-ended questions were used to gather qualitative data from 19 in-service teachers who consented to respond. Descriptive statistical techniques, regression analysis, and content analysis were used for data analysis. The findings showed that in-service teachers had considerably more complex beliefs about learning process/expert knowledge and learning effort than about innate-fixed ability and certainty knowledge. To them, learning is a process that requires effort, and expert knowledge should be questioned. In-service teachers mostly have constructivist beliefs as teaching-learning conceptions. However, it can be concluded from their statements that they also use the strategies of traditional conceptions. They have high levels of efficacy in all dimensions, particularly in instructional strategies, followed by student engagement and classroom management. Their epistemological beliefs affected their teaching-learning conceptions and their self-efficacy. Considering the research process and its results, implications, and suggestions were formulated for the main stakeholders in language teacher education.

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“…A recent analysis of teachers’ tendencies and biases underscores the fact that these socially prescribed pressures are often real and not simply imagined. A salient theme found among Iranian English language teachers was a bias toward perfectionism that was more evident among teachers with traditional views of language teaching and language learning (see Tavakoli, Zabihi, & Ghadiri, 2015). Socially prescribed perfectionism is also likely to be a factor among individuals who come from cultural and familial contexts where there are very salient and strong pressures to be perfect.…”

Section: Multidimensional Trait Perfectionismmentioning

confidence: 99%

Perfectionism in Language Learners

Flett

Hewitt

et al. 2016

Canadian Journal of School Psychology

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The pressures inherent in trying to be perfect can undermine learning and exacerbate anxiety in certain students. In the current article, we review existing research and theory on the role of perfectionism in language learning anxiety and performance deficits. Our analysis highlights the complexities inherent in the perfectionism construct, including the key distinction between personal and interpersonal perfectionism and the relevance of various components of the perfectionism construct when seeking to account for anxiety in language learners. A central theme in our analysis is how the cognitive tendencies as well as social pressures and self-presentational concerns that accompany perfectionism can exacerbate language learning anxiety and the subsequent emotional self-regulation responses of anxious learners. We outline a multifaceted model of perfectionism in language learning anxiety and language learning performance that incorporates trait perfectionism, perfectionistic cognitions, perfectionistic self-presentation, and individual differences in self-efficacy. Whereas personality is usually seen as a distal factor that contributes to language learning anxiety, we suggest that perfectionism can also act proximally by amplifying state-related, current concerns over making mistakes in language learning, especially in highly visible situations. The theoretical and practical implications of this theoretical framework are discussed. We conclude with a series of specific recommendations for teachers and school psychologists who must try to reduce levels of perfectionism and its impact among people trying too hard to minimize mistakes during the learning process.

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Adopting a Mixed Methods Approach to Assessing Foreign Language Teachers’ Teaching/Learning Conceptions and Their Language Teaching Biases

Cited by 5 publications

References 24 publications

Comparison of epistemological beliefs, teaching-learning conceptions, and self-efficacy of pre-service and in-service EFL teachers

Comparison of epistemological beliefs, teaching-learning conceptions, and self-efficacy of pre-service and in-service EFL teachers

The Effect of Epistemological Beliefs on the Teaching-Learning Conceptions and Sense of Self-Efficacy of in-Service Efl Teachers

Perfectionism in Language Learners

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