The Impact of Rhythm and Gender on Spelling Output of Iranian EFL Learners: A Cross-Sectional Study

Nouraey, Peyman; Karimnia, Amin

doi:10.5782/2223-2621.2016.19.2.53

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Another possible explanation is that females were emotionally different from males (See Karimnia, 2003;Nouraey & Karimnia, 2016). In this regards, Kim and Kang (2011) investigated the emotional aspect of gender in speakers' choice of DMs.…”

Section: Discussionmentioning

confidence: 99%

Dominant and Gender-Specific Tendencies in the Use of Discourse Markers: Insights from EFL Learners

Tavakoli

Karimnia

2017

WJEL

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This study followed two objectives: it primarily investigated the types of discourse markers (DMs) used in thespoken language of Iranian advanced EFL learners, and then explored the possible impact of gender on theparticipants’ use of DMs. To this end, 40 male and female EFL learners selected from an English language instituteparticipated in this study. The data were gathered through class observations. The researchers used Fraser’staxonomy of DMs and Fung’s category of interpersonal DMs as the theoretical framework of the study. To analyzethe data descriptive and inferential statistics were used. Results of the frequency test revealed that “and” was themost commonly used elaborative DM, whereas “but” was the most frequent contrastive DM. “Because” and “by theway” were respectively the only reason and topic-related DMs used by the participants, while “sure” was the mostfrequent interpersonal DM. In addition, results of the chi-square test revealed that learners significantly employedinterpersonal DMs more than the other sub-classes of DMs. Concerning the role of gender in the use of DMs, resultsdemonstrated that females significantly used more DMs compared with the males.

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Section: Discussionmentioning

confidence: 99%

Dominant and Gender-Specific Tendencies in the Use of Discourse Markers: Insights from EFL Learners

Tavakoli

Karimnia

2017

WJEL

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“…Indirectly, the teaching style turns into one of the components of a comprehensive transfer of teaching content. The teaching style may also be influenced by factors such as educational background, teaching experience, cultural background, and individual personal interests ( Nouraey and Karimnia, 2016 ; Tavakoli and Karimnia, 2017 ). These factors can be identified by observing and studying teacher behavior.…”

Section: Literature Reviewmentioning

confidence: 99%

The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher

Sim¹,

Matore

2022

Front. Psychol.

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Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles among primary school Mathematics teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire (1996), which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject.

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“…To ensure effective instruction, the teacher, as the center of the education, should challenge themselves to tailor their tutoring to different learners and in various educational contexts. Furthermore, educational and cultural backgrounds as well as teaching and learning experiences are influential in teaching style adaptation (Faruji, 2012;Nouraey & Karimnia, 2016;Tavakoli & Karimnia, 2017).…”

Section: Teaching Stylementioning

confidence: 99%

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

Heydarnejad

Fatemi

Ghonsooly

2021

JLE

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Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

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The Impact of Rhythm and Gender on Spelling Output of Iranian EFL Learners: A Cross-Sectional Study

Cited by 4 publications

References 2 publications

Dominant and Gender-Specific Tendencies in the Use of Discourse Markers: Insights from EFL Learners

Dominant and Gender-Specific Tendencies in the Use of Discourse Markers: Insights from EFL Learners

The relationship of Grasha–Riechmann Teaching Styles with teaching experience of National-Type Chinese Primary Schools Mathematics Teacher

The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

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