International Association of Educators   |  ISSN: 1308-951X

Volume 12 Issue 2 (June 2021)

Original Articles

The Relationship between Students’ Perceptions of EFL Teachers’ Interpersonal Teaching Behavior and their English Achievement in Ethiopian Universities

Minwuyelet Andualem Desta

pp. 1 - 12


The purpose of this study was to investigate the relationship between students’ perception of English as a Foreign Language teachers’ interpersonal teaching behavior and their English language achievement. To attain this objective, a correlational research design was employed. Participants of the study were 177 first year students enrolled in the department of English Language and Literature at selected Universities. The study used purposive, and systematic random sampling techniques. Questionnaire on teacher interaction and English achievement test were used to gather data. The findings revealed that understanding was perceived as interpersonal behavior which occurred most often in EFL classes followed by strict, student freedom, & leadership respectively. Apart from this, uncertain behavior was found to be least perceived behavior in the classrooms. Also, the finding indicated that teachers in the sample areas were less dominant but more cooperative over the communication process with their students. In line with relationships, the study found positive & significant correlations between students’ English achievement & their teachers understanding, & leadership behavior. In sense of its contribution, understanding, followed by leadership interpersonal behavior was found to be the most powerful and significant variable on the students’ English achievement. Finally, it was recommended that teachers be given trainings continuously about teachers’ interpersonal teaching behavior and its relationship to students’ learning. 

Keywords: English Achievement; Students’ Perception; Teachers Interpersonal; Teaching behavior

   “I’m a teacher.” – Preschool teachers’ sense of the professional self

Sylvia Chong, Theresa Lu

pp. 13 - 28


Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching profession, it is claimed that preschool teachers have the lowest sense of professional self. Determining the professional status of the preschool teachers is problematic and begins with preschool teacher sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ sense of professional self. The findings showed that the preschool teachers have an emerging sense of professionalism. The study also highlighted the importance in providing opportunities for collaboration and teamwork practices within supportive learning communities and mentors to support positive outcomes for preschool teachers' professional learning. Teacher education and professional development programmes, together with statutory and professional organisations have to take the lead in bringing the profession forward. Importantly, the sector must continue to develop preschool leaders for knowledge exchange and generation in a landscape that is evolving quickly. 

Keywords: preschool teachers; professional self; learning communities; mentoring

The Necessity of Teaching Pragmatics in Iraqi Foreign Language Classrooms: Focus on Secondary Schools

Ahmed Ibrahim Elttayef Al-Abdali, Mahendran Maniam

pp. 29 - 35


At present, English plays a key role in the world and it is known as an international language which enables people to connect all around the world and English can be called as a global language because it is helpful in the processes of globalization. As English has played an indispensable role in global communication, it is essential for English language users, both native and non-native, to use clear, comprehensible and educated English that allows smooth communication and avoids misunderstandings in social interactions. Hence, pragmatic competence can facilitate language users to successfully achieve their communicative aims in intercultural communication. Consequently, pragmatic elements have noticeable roles in communication between speakers because such elements can hinder inaccuracies and misunderstandings during communication. This paper discusses pragmatics as a branch of linguistics and its significant role in learning English as a second and a foreign language. In pragmatics, meaning in communication can be classified into two elements; verbal and nonverbal. This classification depends on the contexts, relationship between utterers, and social factors. Teachers should teach pragmatic competence in second language English classes through different activities and tasks. 

Keywords: pragmatics, pragmatics competence, English language teaching, language competencies

Patterns of Teaching Empowerment and Classroom Management among Successful EFL Teachers

Mahla Nazari, Zahra Zohoorian, Akram Faravani

pp. 36 - 52


Teacher quality is considered as a focal factor in the development of every educational society and language teaching education is not an exception. The present study was an attempt to investigate the patterns of classroom management and teacher empowerment among successful English language teachers to prepare a framework of guidance for novice or less successful teachers. Employing a mixed method, the researchers collected data from a number of 546 students and 70 teachers as well as 7 teachers for the interview. It was found out that self-efficacy received the highest mean score (3.99), followed by professional growth (3.78). For the empowerment construct the data from the qualitative phase were in consistency with self-efficacy but not with decision making. Also, for the sub constructs of the classroom management construct unlike the qualitative data results the teaching learning dimension had the highest mean (64.42) closely followed by the personal dimension. The discipline dimension findings were consistent with the findings of the interview. Emergent themes in relation to teacher empowerment included setting the preferred teaching context and using preferred kind of medium/materials. Recurrent themes for the classroom management construct included making a good rapport as well as giving responsibilities to students. 

Keywords: teacher quality, teacher success, teaching empowerment, classroom management, mega planning theory

Measuring Overhaul Quality and Its Collision on Life Satisfaction among learners with Manifold Disabilities in Higher Institutions of Ethiopia: Implications for Service Quality administration

Yordanos Yibeltal Yedemie

pp. 53 - 64


 Globalization and technological developments today affect Turkey as well as all countries of the world. Adapting to such rapid changes require concentrated efforts. In order to adapt to all of the current global changes, the universities are in the first place to evoke change. Quality universities are the converters of the nations in exchange. Therefore, understanding and attempting to improve student satisfaction through provision of quality service is critical to educational institutions. Objectives: The purpose of this study was measuring overhaul quality and its collision on life satisfaction among learners with manifold disabilities in higher institutions of Ethiopia. Methods: The participants were selected by using proportional stratified sampling method. Information was generated through Overhaul Quality Scale from 117 students with disabilities from 3 higher institutions; Woldia, Wollo and Gonder University. Expressive and inferential statistics mainly, percentage, mean, frequency distribution, multiple regression and Analysis of Variance were employed to scrutinize data. Results: The finding shows, the overall mean score of participants for overhaul quality Scale was near to the ground i.e. 2.46 compared to the hypothetical mean score -3 indicating overhaul quality drawbacks. On the other hand, frequency distribution of scores indicated that, while the bulk of participants N=88 (75.3%) rated overhaul quality as low, still one fourth of participants N=29 rated higher. One-way ANOVA results indicated that, a statistically significant overhaul quality mean score difference existed between groups of background variables like location of university, type of disability, GPA and program of study. On the other hand, there was no statistically significant overhaul quality mean score difference between groups of background variables like gender, year of study and field of study. Pearson Correlation Coefficient revealed that, there was a statistically significant correlation between Overall Satisfaction and overhaul quality r = 0.633, n = 233, p = 0.000. Regression analysis revealed that, overhaul quality dimensions explained 47% of the variance in the overall student satisfaction. Analysis of Beta value indicated, responsiveness dimension made the first strongest statistically significant contribution in explaining the criterion. Conclusion: A strong optimistic relationship exist between overhaul quality and Overall Satisfaction indicating an improvement in overhaul quality would lead to student satisfaction ultimately leading to increased motivation and academic achievement. Therefore, Universities should see their students as customers and should work aggressively to improve their overhaul quality so as to boost customer satisfaction and remain competitive by being primary choice of their students. 

Keywords: Academic Satisfaction, Collision, Disability, Higher Institutions Learners, Overhaul Quality