Educational Degree, Gender and Accent as Determinants of EFL Teacher Credibility (Research Paper)

Document Type : Original Article

Authors

English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

Abstract

Teacher credibility is assumed to be the most important variable which affects teacher-student interaction. It may be one possible reason for why students prefer to have more classes with some particular teachers than others. Highly credible teachers can motivate the students and maximize their overall academic performance. In light of the foregoing, this study aimed to investigate the roles of educational degree, gender and accent in the credibility of Iranian EFL teachers from their students’ perspectives. Data for this study were collected from 400 high school students and 20 EFL teachers in Sistan and Baluchestan province who were chosen by convenience sampling. The results of independent-samples Mann-Whitney U Test indicated significant differences between credibility evaluations for BA and MA teachers and for male and female teachers. The findings revealed that female teachers and teachers with MA degree perceived to be more credible compared to male teachers and teachers with BA degree. Furthermore, the results of simple linear regression showed that students perceived teachers with more native-like accent as remarkably more credible. Besides the theoretical implications, this study addresses some pedagogical implications.

Keywords

Article Title [Persian]

مدرک تحصیلی، جنسیت و لهجه به عنوان مولفه های تعیین کننده اعتبار معلم انگلیسی به عنوان زبان خارجی

Authors [Persian]

  • عبدا... سارانی
  • گیتی موسی پور نگاری
  • فرزاد سابکی
گروه زبان انگلیسی، دانشگاه سیستان و بلوچستان
Abstract [Persian]

یکی از مهمترین متغیرهایی که بر تعامل معلمان و دانش آموزان تاثیر می گذارد اعتبار معلم است. به همین دلیل دانش آموزان برخی معلم ها را  به برخی دیگرترجیح دهند . معلمان با اعتبار زیاد، مشوق دانش‌آموزان خود هستند و باعث پیشرفت تحصیلی آنها می شوند. بنابراین، این پژوهش با هدف بررسی تأثیر مدرک تحصیلی، جنسیت و لهجه بر اعتبار معلمان زبان انگلیسی به عنوان زبان خارجی از دیدگاه دانش‌آموزان انجام شده است. داده های این پژوهش از 400 دانش آموز دبیرستانی و 20 معلم زبان در استان سیستان و بلوچستان به روش ﻧﻤﻮﻧﻪ ﮔﻴﺮی آﺳﺎن جمع آوری شده‌است.  نتایج  آزمون یو من ویتنی نشان داد که اعتبار معلمانی که موفق به اخذ مدرک کارشناسی‌ارشد شده اند با آن دسته که مدرک کارشناسی گرفته اند تفاوت معنی‌ داری دارد. همچنین نتایج  نشان داد که اعتبار معلمان مرد از معلمان زن متمایز است. یافته ها  نشان داد که معلمان زن و معلمانی که مدرک کارشناسی ارشد اخذ کرده اند نسبت به معلمان مرد و معلمانی که دارای مدرک کارشناسی هستند دارای اعتبار بیشتری هستند. همچنین نتایج نشان داد که معلمان با لهجه نزدیک تر به انگلیسی دارای اعتبار بیشتری هستند. این مطالعه،علاوه بر کاربرد‌های نظری به برخی کاربرد‌های آموزشی نیز اشاره دارد.

Keywords [Persian]

  • لهجه
  • مدرک تحصیلی
  • معلم انگلیسی به عنوان زبان خارجی
  • جنسیت
  • اعتبار معلم

Full Text

[1] Associate Professor of TEFL (Corresponding Author), sarani_ling@hamoon.usb.ac.ir; English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

[1] Assistant Professor of TEFL, mousapour@hamoon.usb.ac.ir; English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

[1] MA in TEFL, sabekif@gmail.com; English Language Department, Faculty of Literature and Humanities, University of Sistan and Baluchestan, Zahedan, Iran.

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Iranian Journal of English for Academic Purposes
Volume 8, Issue 4 - Serial Number 2019
December 2019
Pages 153-164

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History

  • Receive Date: 19 January 2020
  • Revise Date: 10 March 2020
  • Accept Date: 15 March 2020

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