چکیده:
Teacher enthusiasm and its impact on students’ learning and emotions have remained unnoticed in the realm of second language learning and teaching. This study aimed at exploring the possibility of boosting language teacher enthusiasm and its potential relationship with language learners’ effort and attitude for language learning. In order to foster teacher enthusiasm, the highly novel concept of vision was utilized and a vision enhancement program was conducted to improve language teacher enthusiasm. Four EFL teachers and their 46 students participated in the research project. Two of the teachers were assigned to the six-week visionary intervention and the other two received no treatment. A Likert-scale questionnaire measuring perceived teacher enthusiasm, intended effort, and attitude to language learning was administered to all the students before and after the treatment. Results of ANCOVA revealed that those students whose teachers were subjected to vision enhancement were significantly different from the students whose teachers did not receive the treatment. Moreover, linear regression analyses demonstrated that students’ perception of teacher enthusiasm can positively predict their effort and attitude. The efficiency of visionary training for improving teacher enthusiasm gained empirical support. Besides, the findings underscore the link between teacher enthusiasm and students’ effort and attitude.
خلاصه ماشینی:
Fostering EFL Teacher Enthusiasm through Vision Enhancement and its Relationship with Students’ Attitude and Effort Saeed Safdari, Ph. D Candidate, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran saeed_safdari@yahoo.
In fact, research has demonstrated that the way students perceive their teachers’ behavior affects their academic achievement, emotions, attitude, and motivation (Becker, Goetz, Morger & Ranellucci, 2014; Guilloteaux & Dörnyei, 2008; Henderson & Fisher, 2008; Maulana, Opdenakker, den Bork & Bosker, 2011; Meyer & Turner, 2006; Misbah, Gulikers, Ridwan & Mulder, 2015; Moskovsky, Alrabai, Paolini & Ratcheva, 2013).
It has been recognized as an important feature of an effective teacher as well as a predictor of student learning behavior, emotional states, interest and performance (Brophy & Good, 1986; Goetz, Lüdtke, Nett, Keller, Lipnevich, 2013; Long & Hoy, 2006; Kim & Schallert, 2014; Kunter et al.
The former view construes teacher enthusiasm as a quality of effective teaching behavior that influences students’ performance by displaying high levels of energy and interest in the subject matter and presenting the materials in a lively, inspiring manner.
Several studies found out the positive effect of teacher enthusiasm on students’ academic achievement (Bettencourt, Gillett, Gall & Hull, 1983; Brigham, Scruggs, & Mastropieri, 1992; McKinney, Robertson, Gilmore, Ford & Larkins, 1984).
g. , Feryok & Pryde, 2012; Hiver, 2013; McElhone, Hebard, Scott & Juel, 2009).
Therefore, the current study aims to answer the following questions in order to investigate the effect of vision enhancement on language teachers’ enthusiasm and its subsequent relationship with students’ attitude toward learning and their intended effort.