NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1126871
Record Type: Journal
Publication Date: 2016-Oct
Pages: 5
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: EISSN-2203-4714
A Study of Students' Attitude toward Teachers' Affective Factors in EFL Classrooms
Ranjbar, Nahid Amini; Narafshan, Mehry Haddad
Advances in Language and Literary Studies, v7 n5 p142-146 Oct 2016
In any teaching-learning situation, teacher plays a significant role in the classroom. This study aimed at investigating the students' attitude toward teachers' affective factors in EFL classrooms. In this study, the students' population was 300 pre-intermediate (based on the institutes' placement test) female EFL students (10 to 25 years old) in four English language institutes located in Rafsanjan. In accordance with Morgan and Krejcie table (1970), 160 pre-intermediate female EFL students were selected randomly as the sample size from four English language institutes in Rafsanjan. The results revealed that teachers' self-confidence, attitude toward English culture, attitude toward English language, attitude toward English people, lack of anxiety (class management), lack of anxiety(topic management), integrative motivation, and instrumental motivation were the affective factors that could affect students' English language learning. The most important factor to affect the students' achievement was teachers' integrative motivation and the least important factor was teachers' lack of anxiety (topic management).
Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran