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All Journal Acuity : Journal of English Language Pedagogy, Literature and Culture English Language Teaching Educational Journal
Faravani, Akram
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Arts Education Languange, Linguistic, Communication & Media

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Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement Joulide, Shahrbanoo; Faravani, Akram; Boori, Ali Akbar
English Language Teaching Educational Journal Vol 3, No 3 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i3.3196

Abstract

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 
Are TEFL vs. Non-TEFL Graduates Teachers’ Experience, Creativity, Mindfulness, and Instructional Competency Different ? Experience, Sense of Creativity, Mindfulness, and Instructional Competency Faravani, Akram; Tohidifar, Fatemeh
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 8 No. 1 (2023): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v8i1.2806

Abstract

Recent advancement in educational systems has fostered the significance of language teachers’ responsibilities to improve their qualities and competencies since students’ development is directly related to teachers’ qualities and profession. The current study aims at finding the interrelationships between TEFL graduates vs. Non-TEFL graduate's EFL teachers’ Teaching Experience, Sense of Creativity, Sense of Mindfulness, and Instructional Competency. 318 EFL teachers were selected through convenience sampling from different institutes. Participants filled out three questionnaires Teaching Creativity Quotient, Five Facet Mindfulness Questionnaire, and Instructional Competency Questionnaire by using both paper-based and online methods. To analyze the data, two models for interrelationships among the variables of the study for the two groups of TEFL and Non- TEFL graduates were proposed and tested using path analysis. The findings showed that the proposed model in the TEFL group perfectly fit the data. In the non-TEFL group, the goodness of fit indices was not within the acceptable range. Moreover, there was a significant difference between the two groups (TEFL and Non-TEFL teachers) regarding instructional competency. This study can be beneficial for teachers, learners, and supervisors.
Co-Authors Boori, Ali Akbar Joulide, Shahrbanoo Tohidifar, Fatemeh