An EFL Teacher-First-Name-Basis Classroom and Its Effects on Students’ Grammar Improvement

سال انتشار: 1398
نوع سند: مقاله کنفرانسی
زبان: انگلیسی
مشاهده: 432

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شناسه ملی سند علمی:

ELSCONF07_071

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چکیده مقاله:

This study attempted to investigate the effects of calling teachers by their first names on students language learning behavior in terms of grammar improvements. In so doing, a thematic analysis of the literature in the field was done based on which 4 themes and 27 sub-themes were identified. In the experimental phase of the study, two groups of intermediate EFL learners were selected in a purposive sampling by placement tests to ensure the level of participants. The research findings from pre- and posttests showed that the experimental group did better than the control group. Also, analysis of data collected from a questionnaire distributed among 50 participants of both groups indicated that they might learn grammar better in a learning environment where they consider the teacher more of a friend yet the source of knowledge and authority. This study was conducted by one male teacher, a peer teacher for observation of teaching techniques, and male students in two different locations. Further research could be done to investigate the effects of gender as a variable on rapport building, and teachers ideas on the issue.

نویسندگان

Mohsen Beigi

PhD Candidate in TEFL University of Ilam, Iran