An inquiry into EFL teachers beliefs concerning effective teaching, student learning and development

Abstract

How teaching could be conducted effectively and consequently student learning could be enhanced presumably vary from teacher to teacher, arising from a variety of such factors as the conditions in the workplace, teachers' year of teaching experience and their prior schooling experiences. In this regard, English-as-a-foreign-language (EFL) teachers' (EFLTs) beliefs about quality teaching leading to facilitated student learning are also highly likely to be divergent. This survey research aims to add to the growing literature on teacher beliefs via unveiling EFLTs' (N = 520) beliefs regarding effective teaching in general and effective EFL teaching in particular, student learning and development, and the probable changes that may occur in their beliefs according to the year of their teaching experience and the level of education they teach. The results revealed that the EFLTs held strong beliefs with respect to the effect of constructivist and humanistic concepts on effective teaching and student learning, and believed implementing communicative approach and conducting interactive activities induced effective EFL teaching and student learning. The findings also indicated that there existed statistically significant differences in EFLTs' beliefs concerning constructivist concepts and EFL teaching practices according to the year of their teaching experience.

Teaching practices for English as foreign language at the tertiary level: A comprehensibility perspective

“…This result may be because of the accumulative teaching experiences that EFL teachers acquire through their working years, in which they are more exposed to different teaching practices and curricula of English language skills. The current result accords with Kosar and Dolapçıoğlu (2021) study, which indicated significant differences in EFL teachers' beliefs concerning teaching practices attributed to teaching experience.…”

“…In addition, Khalil and Semono-Eke (2020) indicated that English language instructors preferred combining other teaching techniques with communicative language teaching. Further, Kosar and Dolapçıoğlu (2021) highlighted teachers' use of interactively learning activities to maximize their students' English learning.…”

“…In addition, teaching requires a well-trained and prepared teacher to deliver content to learners in simple, clear, and understandable ways since effective teaching is linked to students' successful learning. Kosar and Dolapçıoğlu (2021) reported that teachers' employment of interactive activities and pair and group work could promote students' English language learning. Therefore, it is a process that a teacher needs to learn consciously.…”

Establishing a Nuanced Phenomenographic Argument for the Prospective Teachers’ Conceptions of Teaching

“…Previous phenomenographic arguments are primarily focused on the teacher-centered and student-centered spectrum of the same scale as a horizontal aspect to document teachers’ or teacher educators’ conceptions of learning, teaching, or pedagogy (e.g., Brody & Hadar, 2011; Buaraphan, 2011; Kosar, 2021; López-Íñiguez & Pozo 2014; Soysal & Radmard, 2018; Wall, 2016). However, in the current state of teacher preparation theories, the mentioned horizontal aspect would be oversimplified or too commonsensical.…”

The effect of ex-add learning techniques on critical thinking skills and pedagogic competence of Islamic education students

“…In developing learning methods or techniques, various criteria for quality methods or techniques must be considered. According to Dolapçıoğlu and Koşar[37] there are four criteria for a good learning method or technique, namely: i) It can arouse students' curiosity; ii) It can generate positive optimism in students; iii) It can foster student creativity;…”