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ERIC Number: EJ1175010
Record Type: Journal
Publication Date: 2018-Apr
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1694-609X
EFL Teachers' Emotions and Learners' Views of Teachers' Pedagogical Success
Toraby, Ehsan; Modarresi, Ghasem
International Journal of Instruction, v11 n2 p513-526 Apr 2018
Emotions that teachers experience are not only important for their performance and satisfaction in the classroom, but they also affect their interaction with students and students' achievement. The present study mainly aimed to examine the association between teachers' emotions and students' perspectives towards the their teachers' success in teaching, and to determine the predictors of students' views on teachers' pedagogical success in teachers' emotions components. Finally, the study tries to explore the students' views regarding the influence of teachers' emotions based on semi-structured interview. In so doing, 80 homogeneous university students majoring in TEFL form different universities in the northeast of Iran and 20 EFL teachers teaching English to the students of foreign languages participated in this study. The results obtained from Pearson Correlation Coefficient confirmed that there was a moderate, positive correlation between teachers' emotions and students' views on teachers' pedagogical success. Moreover, running Multiple Regression, the study indicated that the best predictors of students' views on teachers' pedagogical success in teachers' emotions components was for enjoyment. Finally, the findings from the interviews revealed that display of emotions such as pride, and enjoyment can be used to motivate the students. The study offers practical implications for language teachers and learners.
International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran