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ERIC Number: EJ1125164
Record Type: Journal
Publication Date: 2017-Jan
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1694-609X
Examining the Stroking Behavior of English, Persian, and Arabic School Teachers in Iran: A Mixed-Methods Study
Irajzad, Fatemeh; Pishghadam, Reza; Shahriari, Hesamoddin
International Journal of Instruction, v10 n1 p219-236 Jan 2017
The quality of teacher-student relationships greatly affects students' academic life. Students need to be recognized by their teacher. One way through which such need may be fulfilled is receiving strokes (teacher attention). In a broad sense, stroke is known to be a unit of human recognition (Berne, 1988). Accordingly, the current mixed-methods study aims to investigate the differences among English, Persian, and Arabic school teachers in Iran pertaining to their stroking behavior and and see how the three groups of teachers differ in this regard. To fulfill the first aim, 300 eighth-grade female students completed an 18-item questionnaire and the questionnaire data were analyzed through one-way ANOVA. The results revealed that Arabic teachers stroke students more than English and Persian teachers. As for the second aim, nine English, Persian and Arabic teachers were each observed for three sessions. The analysis of the observations demonstrated that English teachers outstroke students. Finally, these findings have been discussed in the context of language instruction.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A