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Teaching Style Preferences as a Function of Self-Efficacy, Emotion Regulation, Reflective Teaching, and Mindfulness in Teaching: A Voice from an EFL Context | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 28 فروردین 1403 | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.28775.1568 | ||
| نویسندگان | ||
| Ehsan Namaziandost* 1؛ Tahereh Heydarnejad2؛ Afsheen Rezai3 | ||
| 1PhD in Applied Linguistics (TEFL); 1) Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran 2) Department of English Language Teaching, Ahvaz Branch, Islamic. Azad University, Ahvaz, Iran | ||
| 2PhD in Applied Linguistics, 1) Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran 2) Department of General Courses, Gonabad University of Medical Sciences, Gonabad, Iran | ||
| 3PhD in Applied Linguistics, Department of Teaching English and Linguistics, Faculty of Literature and Humanities, University of Ayatollah Ozma Borujerdi, Borujerd City, Iran | ||
| چکیده | ||
| The mental health of teachers is an important issue in education. However, few studies have examined how self-efficacy (S-E), emotion regulation (ER), reflective teaching (RT), and mindfulness in teaching (MT) affect teachers' teaching style (TS). This study aimed to explore the correlation between S-E, ER, RT, and MT with TS in EFL teachers in Iran. The Teaching Style Inventory (TSI), the Teacher Sense of Efficacy Scale (TSES), the Language Teacher Emotion Regulation Inventory (LTERI), the English Language Teacher Reflective Inventory (ELTRI), and the Mindfulness in Teaching Scale (MTS) were used to measure S-E, ER, RT, MT, and TS. The results showed that S-E, ER, RT, and MT were positively correlated with TS. The findings indicated that EFL teachers who had high S-E, high ER skills, high RT practices, and high MT awareness were able to use more effective TS strategies to facilitate students' learning. The study suggests that enhancing S-E, ER skills, RT practices, and MT awareness among EFL teachers can improve their TS preferences and outcomes. The study also provides some pedagogical implications for relevant stakeholders and opens up new avenues for further research. | ||
| کلیدواژهها | ||
| self-efficacy؛ emotion regulation؛ reflective teaching؛ mindfulness in teaching؛ teaching style؛ EFL teachers | ||
| مراجع | ||
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