Contextualization or De-contextualization: Student Teachers’ Perceptions about Teaching a Language in Context

Korkmaz, Sedat; Korkmaz, Şule Çelik

doi:10.1016/j.sbspro.2013.09.299

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…Vadillio (1999), for instance, considers effective language teachers as those having not only a profound competence in the target language but also personal qualities such as sensitivity, warmth, and tolerance. While some researchers have attempted to investigate teacher effectiveness from teachers' point of view (e.g., Arıkan, 2010;Demiroz & Yesilyurt, 2015;Korkmaz & Korkmaz, 2013;Sandholtz, 2011), some others have examined the issue from students' perspective (e.g., Çelik, Arıkan, & Caner, 2013;Ekin & Damar, 2013;Ghasemi & Hashemi, 2011;Kourieos & Evripidou, 2013;Lee, 2010) and still, some were more interested in uncovering the differences between these two groups' viewpoints (e.g., Babai Shishavan & Sadeghi, 2009; Brosh, 1996; A. V. Brown, 2009;Moradi & Sabeti, 2014;Park & Lee, 2006;Ramazani, 2014). For instance, investigating this issue, A. V. Brown (2009) examined teachers' and their students' perceptions about effective English teachers' characteristics by administering a Likert-type questionnaire consisting of 24 items, which covered different areas of Foreign Language (FL) pedagogy.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

Alimorad

Tajgozari

2016

Sage Open

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As potential mismatches between teachers' and students' perceptions can have negative effects on students' satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers (N = 75) and students (N = 202) from different cities of Iran was recruited to participate in the study. Using a 50-item Likert-type questionnaire and running between-groups independent-samples t tests and a two-way ANOVA, the researchers found that students' perceptions were completely different from those of their teachers. Contrary to expectations, while students preferred a communicative approach to learning English, their teachers tended to favor a more traditional approach. Also, although high-and low-achieving students' perceptions were not statistically different, they were significantly different from those of their teachers. Moreover, male teachers held different perceptions from their female students, and female teachers' perceptions were also different from those of their male students. Findings of the study along with their implications for the practice of English teaching are also discussed.

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Section: Introductionmentioning

confidence: 99%

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

Alimorad

Tajgozari

2016

Sage Open

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“…The intervention activities were collaboratively developed with the teachers. The resulting activities align with L2 teachers' understanding of contextualized practice in general (see Korkmaz & Korkmaz, 2013). In addition, the intervention was delivered by the classroom teachers as part of regular classes.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

Practice Is Important but How About Its Quality?

Sato

McDonough²

2019

Stud Second Lang Acquis

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This study explored the impact of contextualized practice on second language (L2) learners’ production of wh-questions in the L2 classroom. It examined the quality of practice (correct vs. incorrect production) and the contribution of declarative knowledge to proceduralization. Thirty-four university-level English as a foreign language learners first completed a declarative knowledge test. Then, they engaged in various communicative activities over five weeks. Their production of wh-questions was coded for accuracy (absence of errors) and fluency (speech rate, mean length of pauses, and repair phenomena). Improvement was measured as the difference between the first and last practice sessions. The results showed that accuracy, speech rate, and pauses improved but with distinct patterns. Regression models showed that declarative knowledge did not predict accuracy or fluency; however, declarative knowledge assisted the learners to engage in targetlike behaviors at the initial stage of proceduralization. Furthermore, whereas production of accurate wh-questions predicted accuracy improvement, it had no impact on fluency.

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“…Most of the research studies in this realm explored the characteristics of effective EFL teachers from the perspectives of one of the three groups, namely teacher educators (Skelton, 2004), teachers (Korkmaz & Korkmaz, 2013), or learners (Buskist, Sikorski, Buckley, & Saville, 2002;Ghasemi & Hashemi, 2011) and few studies examined the perspectives of two of the above-mentioned groups (Park & Lee, 2006;Ramazani, 2014;Shishavan & Sadeghi, 2009;SoodmandAfshar & Doosti, 2014). In spite of the abundant literature focusing on one of the groups, not much research has focused on all the three groups of participants.…”

Section: Statement Of the Problem And Significance Of The Studymentioning

confidence: 99%

Exploring the Characteristics of Iranian EFL Teachers from the Perspectives of Educators, Teachers and Learners

Shojaei

Fazilatfar

Samavarchi

2021

IJREE

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Research on the characteristics of effective EFL teachers integrates many constructs, which are treated independently in most cases. Consequently, the present study aims to explore the perspectives of teacher educators, teachers, and learners with regards to teacher effectiveness as an attempt to reduce the mismatches. To meet this aim, 34 teacher educators, 39 teachers, and 161 learners engaged in the context of university and language institute were selected on the basis of convenience and criterion sampling to respond to the 30 items on a 5-point Likert-scale questionnaire. The questionnaire comprised of items related to subject matter knowledge, teachers' personal and interpersonal aspects, and approaches to language teaching. While the English questionnaire was distributed among the teacher educators and teachers, the Persian version of the questionnaire was handed over to the learners in the institute to be returned within a week's time. Moreover, the questionnaire was available online to enrich the data collected. The ANOVA results indicated that the perceptions of teacher educators and teachers were quite similar, but were significantly different from the perspectives of the learners. Additionally, based on MANOVA analysis, it was revealed that the differences existed mostly in the category of 'subject matter,' whereas there was a strong agreement regarding 'personal and interpersonal features' of effective EFL teachers. The findings of the study may be fruitful for EFL curriculum developers, administrators, teacher educators, teachers and language learners.

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Contextualization or De-contextualization: Student Teachers’ Perceptions about Teaching a Language in Context

Cited by 5 publications

References 12 publications

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers

Practice Is Important but How About Its Quality?

Exploring the Characteristics of Iranian EFL Teachers from the Perspectives of Educators, Teachers and Learners

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