The Role of EFL Teachers’ Smart Classroom Management in Their Students’ Learning Approach, Positive Orientation, and Language Learning

This study assessed the role of EFL teachers’ smart classroom management (SCM) in their students’ learning approach, positive orientation, and language learning. As reported by Linsin (۲۰۱۳), SCM implies using different strategies including appropriate planning, organization, leadership, and control in the classroom based on humanistic approaches of education to foster students’ effective learning. In SCM, the role of teacher is to stick to a classroom management plan actively and design a lively and buoyant classroom that learners enjoy to be present every day. The population of the study consisted of about ۳۰۰ Iranian university, institute, and public school students out of which ۲۷۹ were sampled. The instruments used in this study consisted of the Persian versions of three questionnaires: Smart Classroom Management Questionnaire (SCMQ), Revised study process questioner (R-SPQ-۲F), and Positivity Scale (PS). The first one was designed and validated by Golestani and Ghanizadeh (forthc.). The questionnaire items were developed based on Robin and Cenzo’s classroom management (۱۹۹۸) model. The questionnaire includes ۳۹ items on the scale from ۱ (rarely) to ۵ (very much) to indicate teachers’ SCM. learning approach scale was designed and validated by Biggs et al., (۲۰۰۱). It consists of ۲۰ items and employs a ۵-point Likert scale ranging from ۱ (never true of me) to ۵ (always True of me). It has two main scales, Deep Approach (DA) and Surface Approach (SA). The positive orientation (PO) questionnaire was developed by Caprara et al., (۲۰۱۲). The scale comprises eight items on a on a ۵-point scale The results estimated via structural equation modeling (SEM) revealed that the proposed model containing the variables under study had a good fit with the data. The results demonstrated that EFL teachers’ SCM positively and significantly influenced the three student-related factors: SCM and DA (β=۰.۴۵, t= ۶.۰۷), SCM and SA (β= -۰.۲۱, t= -۳.۲۹), SCM and PO (β=۰.۴۰, t= ۵.۱۸). LA was positively predicted by DA (β=۰.۵۱, t= ۷.۰۸), while SA had no significant influence on LA. PO positively and significantly impacted on LA (β=۰.۴۹, t= ۵.۹۸). It can also be concluded that LA is positively predicted by SCM via its influence on DA and PO.

کلیدواژه ها:

classroom management ، smart classroom management ، learning approach ، deep approach ، surface approach ، positive orientation