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

سال انتشار: 1398
محل انتشار: هفتمین کنگره ملی پژوهش های کاربردی در مطالعات زبان
کد COI اختصاصی: ELSCONF07_071
زبان مقاله: انگلیسی
تعداد مشاهده: 564

نویسندگان

PhD Candidate in TEFL University of Ilam, Iran

چکیده

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.

کلیدواژه ها

Rapport-building, first-name-basis classroom, learning behavior

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