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:: Volume 11, Issue 1 (3-2008) ::
IJAL 2008, 11(1): 1-28 Back to browse issues page
Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes
Ramin Akbari, Gholam Reza Kiany , Mohsen Imani Naeeni Imani Naeeni, Nabi Karimi Allvar
Tarbiat Modares University, Tehran
Abstract:   (5727 Views)
There is nowadays a burgeoning research base, mostly in mainstream education, acknowledging that teachers have the most important impact on students' achievement outcomes. This line of research, however, has not yet found its way into second language pedagogy and little, if any, empirical evidence exists on which set of EFL teacher characteristics promotes positive student learning outcomes. In line with this argument, the present study investigated three important teacher-related variables, i.e. teaching styles, teachers’ sense of efficacy, and teacher reflectivity to see how they relate to student achievement gains in ELT. 30 EFL teachers teaching in Ilam (Iran) high schools participated in this study. The final exam score of the participants' students served as the dependent variable of the study. The results of multiple regression analysis (R=.91) showed that the three variables investigated can significantly predict student achievement outcomes. Besides the R value, the results showed individual correlations between each pair of the variables which reveal interesting relationships. 
Keywords: Teacher efficacy, Teaching style, EFL students, Achievement outcomes
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Type of Study: Research |
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Akbari R, Kiany G R, Imani Naeeni M I N, Karimi Allvar N. Teachers’ teaching styles, sense of efficacy and reflectivity as correlates of students’ achievement outcomes. IJAL. 2008; 11 (1) :1-28
URL: http://ijal.khu.ac.ir/article-1-70-en.html

Volume 11, Issue 1 (3-2008) Back to browse issues page
Iranian Journal of Applied Linguistics
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