جستجوی مقالات مرتبط با کلیدواژه « استرانژیهای اجتماعی » در نشریات گروه « ادبیات و زبان ها »

The present study set out to develop a willingness to communicate (WTC) questionnaire addressing teachers’ socio-affective strategies. It also aimed at exploring learners’ perceptions toward these strategies affecting their WTC. Participants of the study, who were selected by a non-probability convenience sampling method, were 153 English as foreign language (EFL) learners in three popular English Institutes in Iran. A questionnaire including 45 items was designed by referring to a previously conducted focus group interview of Iranian EFL teachers and the review of literature. After the questionnaire was administered to and was completed by the learners, an exploratory factor analysis (EFA) was performed. The analysis yielded 37 items and six factors: (a) creating a positive interaction (8 items), (b) teachers’ enthusiasm (6 items), (c) teachers’ fairness (5 items), (d) teachers’ presence (6 items), (e) teachers’ immediacy (6 items), and (f) teaching skills and participation in group activities (6 items). The reliability measures were also examined and the results were satisfactory. The six factors were compared against each other and teachers’ enthusiasm and fairness were found to be the most important factor in promoting learners’ WTC. Implications for teacher trainers and teachers are discussed and suggestions for further research are offered.

The present study set out to develop a willingness to communicate (WTC) questionnaire addressing teachers’ socio-affective strategies. It also aimed at exploring learners’ perceptions of these strategies affecting their WTC. The participants of the study, who were selected through a non-probability convenience sampling method, were 153 EFL learners in three popular language schools in Iran. A questionnaire including 45 items was designed by referring to a previously conducted focus group interview of Iranian EFL teachers and a review of the literature. After the questionnaire was administered and completed by the learners, exploratory factor analysis was performed. The analysis yielded 37 items and six factors: (a) creating a positive interaction (8 items), (b) teachers’ enthusiasm (6 items), (c) teachers’ fairness (5 items), (d) teachers’ presence (6 items), (e) teachers’ immediacy (6 items), and (f) teaching skills and participation in group activities (6 items). The reliability measures were also examined and the results were satisfactory. The six factors were compared against each other and teachers’ enthusiasm and fairness were found to be the most important factor in promoting learners’ WTC. The implications for teacher trainers and teachers are discussed and suggestions for further research are offered.