Contextualization-Emotionalization Interface: A Case of Teacher Effectiveness

Abstract

Given the prominence of cognitive and affective factors in teacher effectiveness, this study intends to look at the issue from a different perspective and examine the roles of contextualization and emotionalization in teacher success. In so doing, 305 English as a Foreign Language (EFL) learners rated their English teachers to determine the extent to which they contextualize and emotionalize their instructions. During the first phase of the study, a pair of scales were constructed and substantiated via Confirmatory Factor Analysis (CFA) to serve the abovementioned purpose. As for the second phase, Structural Equation Modeling (SEM) was utilized to shed light on any probable relationships among the independent variables and teacher success. The results indicated that, teachers who contextualize and emotionalize their instructional practices, enjoy an enhanced level of success. Moreover, it was revealed that, in the close competition between contextualization and emotionalization, contextualization was identified as a slightly better predictor of teacher success. Building upon the rather strong links between the sub-construct of contextualization and emotionalization, it was further inferred that, mutual juxtaposition of the two concepts contribute to teacher success. In the end, the results were discussed in the realm of English language education.

Stroke and gender identity in teacher success: from learners’ viewpoints

“…As for the role of androgyny in predicting teacher success, these findings seem to contradict those of Pishghadam, Shayesteh et al (2016) in which English school teachers were shown to be of dominant feminine qualities. While they indicated, from the Iranian students' perspective, that the teachers were either masculine or feminine and none was found to be androgynous, this study illustrates the significance of androgynous gender identityof EFL teachers in the Iranian context with regard to teacher success in the private language institutes.…”

“…To keep in line with developments in psychology and cognitive science, there is an upsurge in language education research to investigate the impact of language teachers' cognitive, affective and personality characteristic on their teaching practices and success. Among those investigated, the most prominent ones include EFL teachers' multiple intelligences (Pishghadam & Moafian, 2008), emotional intelligence (Hashemi, 2008), selfefficacy (Moor & Esselman, 1992;Muijs & Rejnolds, 2001), teachers' creativity (Pisghadam et al, 2012), the use of NLP (Neurolinguistic Programming) techniques (Pishgadam, Shayesteh et al, 2011), personality traits (Elizabeth et al, 2007;Pishghadam, Shayesteh et al, 2011), narrative intelligence (Pishghadam et al, 2013), stroke analysis (Irajzad et al, 2017;Pishghadam & Khajavy, 2014) and contextualisation-emotionalisation (Pishghadam, Shayesteh et al, 2016).…”

Introducing Emotioncy as an Invisible Force Controlling Causal Decisions: A Case of Attribution Theory

“…If senses are the origins of knowledge (Matthews, 1992), then it is quite reasonable that the emotions provoked by our sensory experiences shape the way we perceive the world (Pishghadam, Shayesteh, & Rahmani, 2016;Pishghadam, Jajarmi, et al, 2016). In a similar vein, it seems plausible that the more emotionalized a person is with regard to a situation, the better s/he can come to an understanding of the diverse causes which might go hand in hand and make it happen.…”

Sensory Emotion in Words: Evidence From an Event-related Potential (ERP) Study in Light of the Emotioncy Model

“…This is in congruence with Shahian (2016) who showed that the learners who have been involved toward the topic had more successful performance on reading comprehension tests. By the same token, Pishghadam, Shayesteh, and Rahmani (2016) highlighted the role of higher emotioncy levels in vocabulary learning and retention. Recognition of emotional words have been studied in the work of Brierley, Medford, Shaw, and David (2007) who concluded that emotional target words have been more…”