چکیده:
The aim of the present study was to compare communication style and
interpersonal behavior of Iranian EFL teachers teaching at high schools with
those teaching at private language institutes as perceived by their students. To
this end, 740 students (415 high school and 325 language institute students) in
Tehran, Iran participated in the study. Data were collected through a five-point
Likert-scale questionnaire on teacher interaction comprising 64 items. The
questionnaire was translated into Farsi. To ensure the validity of the
questionnaire, pilot testing was conducted. Using Chronbach’s Alpha, the
reliability of the questionnaire was satisfactory. The results of chi square tests
indicated that overall, there was a significant difference between the
interpersonal behavior of high school teachers and those of language institute
teachers. It was revealed that high school students generally perceived their
teachers displaying opposition (Uncertain, Dissatisfied, Admonishing) behaviors,
rather than cooperative (Leadership, Helpful/Friendly, Understanding) behaviors.
On the other hand, institute students generally perceived their teachers displaying
cooperative behaviors (Leadership, Helpful/Friendly, Understanding), rather than
opposition behaviors (Uncertain, Dissatisfied, Admonishing). The high school
teachers’ communication style as perceived by their students was directive
whereas institute teachers communication style was authoritative.
خلاصه ماشینی:
"A Survey of High School and Language Institute EFL Learners’ Perceptions of Their Teachers’ Interpersonal Behavior Seyyed Abolghassem Fatemi Jahromi TEFL, Associate Professor, Shahid Beheshti University Mitra Mohammadzadeh TEFL, MA, Shahid Beheshti University Abstract The aim of the present study was to compare communication style and interpersonal behavior of Iranian EFL teachers teaching at high schools with those teaching at private language institutes as perceived by their students.
Keywords: teachers’ interpersonal behavior, students’ perception, learning environment Introduction The teacher-student relationship is an important factor in teaching and it has strong effects on student learning, attitudes towards the subject taught and students’ profession preferences later on (Wubbels, Brekelmans, den Brok, & van Tartwijk, 2006).
Students’ perceptions of teacher-student interpersonal behavior have been reported to be strongly related to student achievement and attitudes in all subject areas (den Brok, Brekelmans, & Wubbels, 2004; Wubbels et al.
Teacher interpersonal behavior, as measured with the QTI, examines eight behavior sectors, represented by scales corresponding to the behavior sectors of the MITB: Leadership (DC), Understanding (CS), Uncertain (SO), Admonishing (OD), Helpful/Friendly (CD), Student Freedom (SC), Dissatisfied (OS) and Strict behavior (DO) (Wubbels et al.
Research Questions and Hypotheses The present study examined students’ perception on their EFL teachers’ interpersonal behavior and communication style in high schools and institutes.
In the light of these outcomes, it can be fairly concluded that there is a difference between institute and high school students’ perceptions of their EFL teachers’ interpersonal behavior and generally speaking, institute students perceived their EFL teachers in a more positive light."