Teacher Education
Hamid Marashi; Narges Yousefi-Moghaddam
Abstract
The theory and practice of critical discourse analysis (CDA) has turned into a major theme of research in English language teaching (ELT) in recent times. At the same time, classroom management (CM) has long been a significant pursuit in ELT. Accordingly, this descriptive study investigated the relationship ...
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The theory and practice of critical discourse analysis (CDA) has turned into a major theme of research in English language teaching (ELT) in recent times. At the same time, classroom management (CM) has long been a significant pursuit in ELT. Accordingly, this descriptive study investigated the relationship between teachers’ CDA practices and classroom management. In doing so, 119 English teachers teaching in several language schools in the Iranian capital Tehran responded to two instruments: Murdoch’s (2000) checklist on effective CM and the Author’s (2017) CDA practices questionnaire (CDAPQ). The results revealed not only a significant correlation between teachers’ CM and CDA practices but also the predictability of the latter by the former. Furthermore, 30 EFL teachers within the original sample sat for a semi-structured interview concerning their views on the impact of CDA practices in CM; they unanimously agreed on the importance of applying CDA in the ELT classroom. The findings of this research demonstrate the importance of teachers’ CDA practices in attempting to enhance CM, thereby providing better opportunities for learners’ internalization of the new input they receive. The above goal of course necessitates an active engagement of not only EFL teachers but also teacher education institutions, syllabus designers, and materials developers.
Education
Mansoor Ganji; Fatemeh Musaie Sejzehie
Abstract
Research has shown that classroom management plays a critical role in facilitating effective learning, making it a permanent concern for teachers as well as researchers. In the related literature, one area which needs further consideration is to explore the effect of different personal and contextual ...
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Research has shown that classroom management plays a critical role in facilitating effective learning, making it a permanent concern for teachers as well as researchers. In the related literature, one area which needs further consideration is to explore the effect of different personal and contextual factors on the way teachers choose to manage their classrooms. Therefore, the present study aimed at exploring the effects of age, gender, teaching experience, teaching context, and academic degree on Iranian English teachers’ classroom management behaviors. To achieve this, a researcher-made questionnaire based on four classroom management questionnaires was developed. The questionnaire was distributed among 152 EFL teachers teaching in different settings in Iran. To analyze the obtained data, Point-Biserial correlation followed by an independent samples t-test, and one-way ANOVA were used. The results revealed that men and women were quite different with regard to the classroom management behaviors they showed. However, age, teaching context, teaching experience, and academic degree did not significantly affect teachers’ classroom management behaviors. Possible explanations of the results in light of the previous literature are further discussed.