XML Persian Abstract Print

Department of English Language and Literature, Ilam University, Iran
Abstract:   (769 Views)

This study is aimed to investigate the relationship between teacher emotional intelligence, emotional support, and classroom leadership. To this end, three instruments consisting of emotional intelligence with three dimensions (appraisal and expression of emotion, the regulation of emotion, and the utilization of emotion),  teacher emotional support scale with four dimensions (positive climate, negative climate, teacher sensitivity, and regards for student perspective), and teacher classroom leadership scale with seven dimensions (idealized influence, inspirational motivation, individual consideration, intellectual stimulation, contingent reward, active management, and passive management), were administered to 321 EFL Iranian teachers in Ilam, Iran. Bivariate correlation analysis indicated significant correlations among all three variables. Not only were all of the subscales correlated with their scales but also significant correlations were found among them and other scales and subscales of the study. Moreover, Structural Equation Modeling (SEM) approach was applied in order to confirm the hypothetical model. The following results obtained from SEM confirmed the hypothetical model (chi- squared=1/637, (p < .001), PGFI =0.693(>0.50), and PNFI =0.785 (>0.50), IFI =0.981(>0.90), CFI=0.981 (>0.90), SRMR =0.031(<0.05), GFI=0.947(>0.90), and RMSEA =0.041 (< 0.05). The results showed that being aware of emotional skills and leadership behaviors, teachers and student teachers could better develop effective leadership skills in the class. The results of the present study have valuable implications for EFL teachers and other practitioners in the field.
Type of Study: Research | Subject: General

1. Albino, G. (2017). Improving speaking fluency in a task-based language teaching approach: The case of EFL learners at PUNIV-Cazenga. SAGE Open, 7(2), 1-11. 077 [DOI:10.1177/2158244017691]
2. Andersen, L., Boud, D., & Cohen, R. (1995). Experience-based learning. In G. Foley (Ed.), Understanding adult education and training (pp. 225-239). Sydney: Allen & Unwin.
3. Boud, D., & Walker, D. (1990). Making the most of experience. Studies in Continuing Education, 12(2), 61-80. https://www.tandfonline.com/doi/abs/10.1080/0158037900120201. [DOI:10.1080/0158037900120201]
4. Boud, D., & Walker, D. (1992). In the midst of experience: Developing a model to aid learners and facilitators. InJ.Mulligan & C. Griffin (Eds.), Empowerment through experiential learning: Explorations of good practice (pp.163-169). London: Kogan Page.
5. Brumfit, C. (1985). Communicative methodology in language teaching. Cambridge: Cambridge University Press.
6. Candling, C. N. (1987). Towards task-based learning. In C. N. candling, & D. Murphy (Eds.), language learning tasks. Englewood Cliffs, NJ: prentice hall.
7. Derakhshan, A., Nadi Khalil, A., & Beheshti, F. (2016). Developing EFL learner's speaking ability, accuracy and fluency. English Language and Literature Studies, 6(2), 177-186. http://dx.doi.org/10.5539/ells.v6n2p177 [DOI:10.5539/ells.v6n2p177]
8. Dewey, J. (2014). Experience and education New York: Collier Books
9. Ejzenberg, R. (2000). The juggling act of oral fluency: a psycho- sociolinguistic metaphor. In H. riggenbach (Eds.), perspectives on fluency (pp. 287- 314) Michigan: The University of Michigan press.
10. Fillmore, C. J. (1989). On fluency. In D. Kempler & W. S. Y. Wang (Eds.), individual differences in language ability and language behavior (pp. 85-102). New York: Academic press. [DOI:10.1016/B978-0-12-255950-1.50012-3]
11. Ghonsooly, B., & Hoseinpour, A. (2009). The effect of concept mapping on EFL speaking fluency. IJAL, 12(1), 87-115. URL: http://ijal.khu.ac.ir/article-1-60-en.html
12. Hartmann, R. R. K., & Stork, F. C. (1976). Dictionary of language and linguistics. New York: Wiley.
13. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. New Jersey: Prentice-Hall.
14. Kurka, V. J. (2012). Recognizing culture in experiential education: An analysis and framework for practitioners. Master's Capstone Projects. 20. Retrieved from https://scholarworks.umass.edu/cie_capstones/20
15. Meisel, J. M. (2011). Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change. Bilingualism: Language and Cognition, 14(2), 121-145. doi:10.1017/S1366728910000143 [DOI:10.1017/S1366728910000143]
16. Mohamed Kassem, M. A. (2018). Improving EFL students' speaking proficiency and motivation: A hybrid problem-based learning approach. Theory and Practice in Language Studies, 8(7), 848-859. doi: http://dx.doi.org/10.17507/tpls.0807.17 [DOI:10.17507/tpls.0807.17]
17. Mollaei, F., & Rahnama, H. (2012). Experiential education contributing to language learning. International Journal of Humanities and Social Science, 2(21), 268-279. www.ijhssnet.com/journals/Vol_2_No_21_November_2012/31.pdf
18. Namaziandost, E., Abdi Saray, A., & Rahimi Esfahani, F. (2018). The effect of writing practice on improving speaking skill among pre-intermediate EFL learners. Theory and Practice in Language Studies, 8(1), 1690-1697. doi: http://dx.doi.org/10.17507/tpls.0812.16 [DOI:10.17507/tpls.0812.16]
19. Namaziandost, E., Rahimi Esfahani, F., Nasri, M., & Mirshekaran, R. (2018). The effect of gallery walk technique on pre-intermediate EFL learners' speaking skill. Language Teaching Research Quarterly, 8, 1-15. [DOI:10.17507/tpls.0812.16]
20. Namaziandost, E., Sabzevari, A., & Hashemifardnia, A. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent education, 5(1), 1-17. [DOI:10.1080/2331186X.2018.1560601]
21. Nation, P. (1989). Improving speaking fluency. System. 17(3), 377-384. doi: 10.1016/0346-251X(89)90010-9 [DOI:10.1016/0346-251X(89)90010-9]
22. Niedermeyer, W. J. (2014). Revolutionary education: A modern synthesis of John Dewey's evolutionary philosophy and educational theory. Doctor of Education (EdD). Paper 28. http://digitalcommons.georgefox.edu/edd/28
23. Philbrick, K. A., Maryott, K. M., & Magnuson, R. A. (2017). Using experience-based learning to enhance student success: Step 1-Exploratory research to identify discipline-specific competencies. Developments in Business Simulation and Experiential Learning, 44(11), 106-115. https://journals.tdl.org/absel/index.php/absel/article/view/3077.
24. Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education, 35(5). http://dx.doi.org/10.14221/ajte.2010v35n5.4 [DOI:10.14221/ajte.2010v35n5.4]
25. Salem, A. A. M. M., & Mosaad A. A. D. (2014). The relationship between speaking anxiety and oral fluency of special education Arab learners of English. Asian Social Science 10(12), 170-176. doi:10.5539/ass.v10n12p170 [DOI:10.5539/ass.v10n12p170]
26. Schmidt, R. (1992.) Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14(4), 357-385. [DOI:10.1017/S0272263100011189]
27. Skehan, P. (2003). Task-based instruction. Language Teaching, 36, 1-14. doi: 10.1017/S026144480200188 8X [DOI:10.1017/S026144480200188X]
28. Yingjie, Y. (2014). The development of speaking fluency: The 4/3/2 technique for the EFL learners in China. International journal of research studies in language learning, 3(4), 55-70. doi: 10.5861/ijrsll.2013.624 [DOI:10.5861/ijrsll.2013.624]

Add your comments about this article : Your username or Email:

Send email to the article author

© 2019 All Rights Reserved | International Journal of Research in English Education

Designed & Developed by : Yektaweb