Zohoorian, Z., Faravani, A. (2021). A Comparative Study of Successful and Unsuccessful EFL Teachers in Terms of Performance and Teacher Interaction. Journal of Research in Curriculum Instruction and Educational Technology, 7(4), 125-158. doi: 10.21608/jrciet.2021.198534
Zahra Zohoorian; Akram Faravani. "A Comparative Study of Successful and Unsuccessful EFL Teachers in Terms of Performance and Teacher Interaction". Journal of Research in Curriculum Instruction and Educational Technology, 7, 4, 2021, 125-158. doi: 10.21608/jrciet.2021.198534
Zohoorian, Z., Faravani, A. (2021). 'A Comparative Study of Successful and Unsuccessful EFL Teachers in Terms of Performance and Teacher Interaction', Journal of Research in Curriculum Instruction and Educational Technology, 7(4), pp. 125-158. doi: 10.21608/jrciet.2021.198534
Zohoorian, Z., Faravani, A. A Comparative Study of Successful and Unsuccessful EFL Teachers in Terms of Performance and Teacher Interaction. Journal of Research in Curriculum Instruction and Educational Technology, 2021; 7(4): 125-158. doi: 10.21608/jrciet.2021.198534
A Comparative Study of Successful and Unsuccessful EFL Teachers in Terms of Performance and Teacher Interaction
2English Department, Mashhad Branch, Islamic Azad University, Mashhad, Iran afaravani@yahoo.com
Abstract
Abstract
T
eachers have a focal role in every society and there is a bold emphasis on the need for successful teachers. In order to be a successful teacher one has to perform her/his knowledge well to have a good impact on students’ learning. In addition, in order to enhance students' learning in class a teacher needs to communicate and interact well with them to create a good atmosphere for learning. Thus, two factors of performance and interaction can be leading factors in language teaching success. To find the Patterns of Teaching Performance and Teacher Interaction, the researchers sought participation of 50 English language teachers and their 200 English language learners in 20 English institutions. The instruments included successful teachers questionnaire, teaching performance questionnaire and teacher interaction questionnaire. After distinguishing the successful teachers, through running the descriptive statistics, it was found out that among the three sub-constructs of teaching performance, development and planning had the highest mean scores. Also, among the eight sub-constructs of teacher interaction, uncertain, leadership, and helpful and friendly behavior had the highest mean scores. Curriculum developers, policy makers and teacher trainers can include the instruction of such constructs in courses for novice teachers to help them on the way of success.
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