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Article
Publication date: 30 July 2021

Farshad Parhamnia, Majid Farahian and Yusef Rajabi

As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from…

Abstract

Purpose

As demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy.

Design/methodology/approach

The participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.

Findings

The findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.

Originality/value

The bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.

Details

Global Knowledge, Memory and Communication, vol. 71 no. 4/5
Type: Research Article
ISSN: 2514-9342

Keywords

Article
Publication date: 26 February 2021

Majid Farahian and Farshad Parhamnia

Reflective practice can greatly improve teachers' professional development, and various studies have demonstrated that teachers' knowledge sharing has a positive impact on…

Abstract

Purpose

Reflective practice can greatly improve teachers' professional development, and various studies have demonstrated that teachers' knowledge sharing has a positive impact on their reflection. Accordingly, the present study was conducted to examine the effect of knowledge sharing in a popular online forum – WhatsApp – on English as foreign language (EFL) teachers' reflective practice. It was also aimed to probe the challenges the teachers faced to share information in their daily practice.

Design/methodology/approach

The experimental study was pretest and posttest. To do so, 60 available EFL teachers were chosen as the participants. They were randomly assigned to experimental and control groups. Both groups received the English language teaching (ELT) reflection inventory as the pretest and posttest. In addition, to find the difficulties EFL teachers encounter to share information in their daily practice, a week after the treatment, a semi-structured interview with 21 volunteer EFL teachers from the experimental group was carried out. As the treatment, the online discussion among the teachers regarding their daily practice took around 1 h and lasted two weeks.

Findings

The result of the posttest revealed that the experimental group outperformed the control group in their reflective practice. The results of the interview revealed that among other factors, the EFL teachers' lack of awareness regarding the importance of knowledge sharing, sticking to conventional methods of teaching and considering authorities' views as more trustworthy were the barriers which impede their knowledge sharing.

Social implications

The findings could inspire reconsideration of the role social media plays in Iranian EFL teacher education and its role in contributing to teachers' professional development as well as their social interaction with colleagues. The results also call for taking measures to eliminate barriers to EFL teachers' knowledge sharing, which are partly rooted in the socio-educational context.

Originality/value

Some studies have argued that knowledge sharing may contribute to the promotion of EFL teachers' reflectivity. There are also studies that have reported that teachers' involvement in sharing of knowledge does not have a significant effect on their reflective practice. Accordingly, contradictory results have been reported regarding the effectiveness of knowledge sharing in promoting teachers' reflection. In addition, exploring the impact of knowledge sharing on EFL teachers' reflectivity via WhatsApp deserves more attention.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 10 November 2014

Nicole Johnston, Helen Partridge and Hilary Hughes

This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this…

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Abstract

Purpose

This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy?

Design/methodology/approach

This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us.

Findings

This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information.

Research limitations/implications

This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts.

Practical implications

The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts.

Originality/value

There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.

Details

Reference Services Review, vol. 42 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Open Access
Article
Publication date: 1 June 2017

Fakieh Alrabai

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The…

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Abstract

This study attempts to assess the readiness of Saudi students for independent/autonomous learning, with a focus on learning of English as a Foreign Language (EFL). The study used a questionnaire and semi-structured interviews to gain insights from a population of 319 students (aged 15-24) about their perceptions of responsibilities, decision-making abilities, motivation, involvement in autonomy-related activities, and capacity to take charge of their own learning. The findings of the study confirmed the relatively low readiness of Saudi EFL learners for independent learning (M = 3.06 on a scale of 1 to 5, SD =.31). Learners demonstrated low responsibility levels, since only 17.27% of them perceived that they accept sole responsibility for their EFL learning. Respondents reported a moderate level of ability (M = 3.63) and motivation (M = 3.70) to learn English. A considerable percentage of participants (27.29%) reported that they are rarely involved in self-directed activities; they demonstrated high levels of teacher dependency and low levels of learner independence. Despite the participants’ reasonable level of awareness of the nature of learner autonomy and its demands, their responses identified them as EFL learners with low autonomy. This study informs EFL learning stakeholders in Saudi Arabia that learners’ readiness for such conditions must be developed before interventions aimed at promoting autonomy are implemented in this context.

.هيتاذ ةروصب ةيزيلجنلإا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج ىدم ميقت نأ ةساردلا هذه لواحت تفظونايبتسا ةساردلا ا تلاباقمو رظن ةهجو ىلع لوصحلل319 لوح ابلاط يتاذ لكشب ملعتلل ةيلوئسملا مهلمحت ىدمةيعفادلا ،رارقلا ذاختا ىلع مهتردق ، ةغللا ملعتلةيبنجلاا ةغللا ملعتل نييدوعسلا بلاطلا ةيزهاج فعض ةساردلا جئاتن تتبثا .يتاذ لكشب ملعتلا ىلع ةردقلاو ،ةيتاذلا ةطشنلأا يف ةكراشملا ،يلجنلإا = طسوتم( يتاذ لكشب ةيز3.06 = يرايعم فارحنا ،31. ثيح يتاذ لكشب ملعتلل ةيلوئسملل مهلمحت فعض نوكراشملا تبثا .)تبسن ام ىعداه طقف(17.27 ملعتلا ىلع ةردقلل ةطسوتم تايوتسم نوكراشملا سكع نيح يف كلذل مهلمحت نيكراشملا يلامجا نم )%3.63ةيعفادلاو ) لجنلإا ةغللا ملعتل( ةيزي3.70( نيكراشملا نم ةريبك ةبسن سكعت .)27.83يف مهتكراشم مدع )% يتاذلا ملعتلا ةطشنأ ريبك لكشب دامتعلااولوح نوكراشملا اهادبا يتلا ةطسوتملا تايوتسملا نم مغرلا ىلع .سفنلا ىلع دامتعلاا فعضو ملعملا ىلع فارتعلاا بمهتاباجا نا لاا هتابلطتمو يتاذلا ملعتلا ةيمهأ هذه يصوت .يتاذلا ملعتلل مهتيزهاج مدع تتبثا ةلباقملا ةلئساو نايبتسلاا ىلعلا جمد ةلواحم لبق يتاذلا ملعتلل ةبسانملا ةئيبلا ريفوتب ةيدوعسلا ةيبرعلا ةكلمملا يف ةيزيلجنلإا ةغللا ملعت نع نيلوئسملا ةساردلا يف بلاط .ملعتلا نم عونلا اذه

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 14 no. 1
Type: Research Article
ISSN: 2077-5504

Article
Publication date: 10 July 2017

Soha Kalantari and Sholeh Kolahi

The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

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Abstract

Purpose

The purpose of this paper is to investigate the relationship between novice and experienced English as a foreign language (EFL) teachers’ reflective teaching, and their burnout.

Design/methodology/approach

Participants who took part in this study included 158 (78 novice/80 experienced) EFL teachers of different ages (22-50) and teaching experience (1-25) from Tehran and Hamedan. They completed the English Language Teacher Reflective Inventory developed by Akbari et al. (2010), and the Maslach Burnout Inventory-Educator’s Survey developed by Maslach et al. (1996). The participants were selected via convenience sampling.

Findings

The results of two separate Pearson product-moment coefficients revealed that reflective teaching had a significant negative relationship with both novice and experienced EFL teachers’ burnout. Furthermore, the results of two separate regressions indicated that reflective teaching was a significant predictor of both novice and experienced EFL teachers’ burnout.

Originality/value

The findings of this study can help teacher educators and curriculum developers grasp a better picture of novice and experienced EFL instructors’ means of professional development (i.e. reflective teaching) and its relationship with educational and practical aspects of their career (i.e. burnout).

Details

Journal of Professional Capital and Community, vol. 2 no. 3
Type: Research Article
ISSN: 2056-9548

Keywords

Open Access
Article
Publication date: 12 July 2022

Sahar M. Alzahrani, Mansoor S. Almalki and Samar Y. Almossa

Meeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns…

Abstract

Purpose

Meeting the 21st century skills is critically significant to ensure success in today's world, collegiate context and neoteric careers. This qualitative study turns attention to teachers' mindsets, dispositions and perceptions concerning 21st century life competencies required to meet the current, emerging and future needs of learners.

Design/methodology/approach

One-to-one structured interviews were conducted with English as a foreign language (EFL) teachers (N = 8), where open-ended questions were asked in order to determine the participants' perception of, support to, and integration of the life competencies into an EFL classroom setting. In addition, teachers' performance and implementation of life competencies (males and females) was observed in the classroom over a long time.

Findings

The results showed that teachers' practices contradict their conceptions of the life competencies. Critical thinking was seen as a priority from teachers' perspectives. Teachers perceived learning to learn and critical thinking as the most important competencies for students to learn. Findings of the study indicated that teachers hold positive attitudes toward integrating life competencies into EFL context; however, they lack a clear vision about how to incorporate them.

Research limitations/implications

This study recommends equipping teachers with professional training and customized orientations offering new insights into how life-competency-oriented instruction might be designed.

Originality/value

Career readiness should be a prominent aim of education where students are equipped with life skills or competencies. EFL practitioners need to understand, support and implement life-competency-instruction.

Open Access
Article
Publication date: 8 February 2022

Abduljalil Nasr Hazaea and Sultan Saleh Ahmed Almekhlafy

Students of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity…

Abstract

Purpose

Students of mixed-ability learning together in one class is a challenge for all educators, especially in English as foreign language (EFL) contexts. Timed reading activity (TRA) is an activity that can help educators address the learning needs of students in such a context. The present study investigated the effectiveness of the TRA in enhancing EFL students' reading rate and reading comprehension as well as in making them aware of potentially wrong reading strategies that they may be using.

Design/methodology/approach

A classroom intervention was designed for a group of preparatory year (PY) students at a Saudi university. The study sample consisted of one intact class of 29 students. Data were collected from pre- and post-tests of students' reading rate and reading comprehension as well as progress charts. In addition, a questionnaire was used to identify the reading strategies used by the students.

Findings

The results showed that the TRA generally enhanced the reading comprehension and the reading rate of EFL mixed-ability students as well as raised their awareness of their use of wrong fast reading strategies.

Originality/value

The results of the study support the use of TRA as a remedial reading activity in EFL mixed-ability classes.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 18 no. 1
Type: Research Article
ISSN: 2077-5504

Keywords

Open Access
Article
Publication date: 10 September 2021

Raniya Abdullah Alsehibany

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the…

Abstract

Purpose

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.

Design/methodology/approach

This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.

Findings

The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.

Research limitations/implications

The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.

Practical implications

Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.

Originality/value

This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.

Details

PSU Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2399-1747

Keywords

Open Access
Article
Publication date: 21 January 2022

Muhammad Waleed Shehzad, Md. Kamrul Hasan, Rida Ahmed, Shazma Razzaq and Shehzad Ahmed

Grit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context…

Abstract

Purpose

Grit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable.

Design/methodology/approach

A quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test.

Findings

Findings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.

Originality/value

The study’s findings have implications for the EFL classroom. By incorporating grit and self-efficacy beliefs into students, teachers can enhance their students' English pronunciation performance.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 18 no. 1
Type: Research Article
ISSN: 2077-5504

Keywords

Article
Publication date: 24 November 2020

Naoko Araki

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation…

Abstract

Purpose

Japanese school teachers are facing challenges under the new curricula reform, and there is still a lack of preparation to guide them to a successful implementation. Dilemmas related to teaching English language in primary schools were seen among participant teachers in a program of professional learning. This study aims (1) to identify a feeling of anxiety and readiness to the new EFL curricula and (2) to offer a professional learning program for shifting their concerns to regain their confidence and agency as educators.

Design/methodology/approach

The study was conducted based on qualitative research. Qualitative data was collected from 40 participating teachers in the professional learning program, and later was critically analysed.

Findings

Initial findings revealed that the majority of participants felt concerned towards teaching EFL in their school, as they are homeroom teachers, not specialist teachers in EFL. Drama pedagogy helped shifting their language anxiety and repositioning themselves within the new EFL curricular implementation, as it became evident through the reflections of the professional development workshop.

Originality/value

The study highlights current educational issues that Japanese primary school teachers are facing. Failure to fully address their feeling of anxiety underlies the Japanese school culture. Drama pedagogy, despite being quite new to educational pedagogy in Japan, was effective in allowing the participants to freely express their voices.

Details

Qualitative Research Journal, vol. 21 no. 3
Type: Research Article
ISSN: 1443-9883

Keywords

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