The Relationship between Iranian EFL Teachers’ Critical Thinking Skills, Their EQ and Their Students’ Engagement in the Task

Alvandi, Mahshid; Mehrdad, Ali Gholami; Karimi, Lotfollah

doi:10.17507/tpls.0503.15

Cited by 4 publications

(4 citation statements)

References 35 publications

(12 reference statements)

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“…Given the pivotal role that students' academic engagement plays in their success (Carver et al, 2021;Khajavy, 2021), several studies have been conducted to uncover internal and external factors that encourage students to engage in class activities (e.g., Alvandi et al, 2015;Estepp and Roberts, 2015;Rashid and Asghar, 2016;Wong et al, 2017;Zhen et al, 2017;Ahmed et al, 2018;Maricuțoiu and Sulea, 2019;Pedler et al, 2020;Derakhshan, 2021;Jiang and Zhang, 2021). For instance, Estepp and Roberts (2015) probed into the role of teacherstudent rapport and teacher immediacy in improving students' engagement.…”

Section: Student Academic Engagementmentioning

confidence: 99%

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The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes

Zheng

2021

Front. Psychol.

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Given the fact that students’ absence and disengagement are among the major challenges that teachers experience in educational contexts, investigating factors contributing to students’ academic engagement and willingness to attend classes is of high importance. These challenges are more common in English as a medium of instruction (EMI) classes wherein students are usually not skilled enough to participate in academic tasks and activities. Accordingly, the present study probed into the role of Chinese EMI teachers’ clarity and credibility in fostering students’ academic engagement and willingness to attend classes. In doing so, the E-version of Teacher Clarity Short Inventory, Source Credibility Scale, Utrecht Work Engagement Scale for Students, and Willingness to Attend Classes Questionnaire was virtually distributed among 832 Chinese college students. Performing correlational analyses, strong associations were found between teachers’ clarity and credibility and students’ academic engagement and willingness to attend classes. To assess the power of Chinese EMI teachers’ clarity and credibility in predicting students’ academic engagement and willingness to attend classes, structural equation modeling (SEM) was employed. The results of SEM analysis illuminated that both teacher clarity and credibility are strong predictors of students’ academic engagement and willingness to attend classes. The implications of the findings are also discussed.

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Section: Student Academic Engagementmentioning

confidence: 99%

“…The results of analyses depicted that both immediacy and teacherstudent rapport were significant predictors of student engagement. Similarly, Alvandi et al (2015) explored the impact teacher critical thinking skills on students' engagement. To do this, 600 EFL students voluntarily completed two close-ended questionnaires.…”

Section: Student Academic Engagementmentioning

confidence: 99%

The Role of Chinese EMI Teachers’ Clarity and Credibility in Fostering Students’ Academic Engagement and Willingness to Attend Classes

Zheng

2021

Front. Psychol.

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“…When educators achieve these outcomes and are satisfied with their careers and work performance, learners benefit in several ways. For example, learners who learn from engaged educators are more successful in achieving learning outcomes, gaining on measures of emotional intelligence over a term, and developing critical thinking skills (Alvandi, Mehrdad, & Karimi, 2015). On the reverse side, disengaged educators (demonstrated by indolence and offensiveness) cause learners' interest and engagement to wane (Broeckelman-Post et al, 2016).…”

Section: Centring Human Connections In the Education Of Health Professionalsmentioning

confidence: 99%

Centring Human Connections in the Education of Health Professionals

Melrose¹,

Park²

2020

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a gentle tone? Would those gestures (and how they made you feel) fit with the definition of immediacy as feeling a sense of psychological closeness to another person?How can you affirm immediacy in your own teaching practice? Which approaches to verbal and non-verbal communication might help to reassure learners that you are open to and genuinely interested in supporting and guiding them toward success? How could you communicate this if you were teaching in an online learning milieu? PraxisAdult educator and philosopher Paulo Friere (1970) added to our understanding of humanizing pedagogies with his view of learners as co-creators of knowledge rather than recipients of information. Friere viewed education as a mutual process of critical consciousness in which educators and learners share a radical philosophy that actively challenges oppression, injustice, inequity, and societal conditions in the world around them. He defined this process of reflecting critically, and then acting to transform existing structures, as praxis.In Pedagogy of the Oppressed, Friere (1970) argued against traditional banking approaches in which learners are perceived as empty accounts that need to be filled by educators. Banking approaches are characterized by educators who tell students what to do, what to learn, and what to think, and they seldom provide opportunities for learners to offer input, suggestions, or feedback about their education (Salazar, 2013).In contrast, Friere (1970) called for educators to consider learners' unique abilities, backgrounds, languages, and interests rather than treating all learners the same. Known for his work to empower oppressed adults in impoverished communities through literacy education, Friere asserted that hierarchies of power exist between educators and learners. He advocated for democratic relationships, critical examination of existing and accepted assumptions, and collaborative problem-posing dialogue in educational activities.Praxis, with its emphasis on critical reflection followed by challenge and action, extends the notion of humanizing pedagogies beyond approaches that are friendly, relatable, and rich in demonstrations of immediacy. In health professions education, required disciplinary knowledge, technical skills, and

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“…Engagement with teaching and learning processes is so crucial in language learning that researchers have accorded focus to this issue (e.g., Hulstjin & Laufer, 2001). In the Iranian EFL context, this issue has been investigated in a number of studies (e.g., Alvandi, Mehrdad, & Karimi, 2015;Mohamadi, 2017). However, research dealing with the effects of blended learning on language learners' engagement in oral communication (especially in such underrepresented contexts like Iran) is scant.…”

Section: Introductionmentioning

confidence: 99%