The Relationship between EFL Teachers' Perception of Task-Based Language Teaching and Their Dominant Teaching Style

Autor/inn/en	Aliasin, Seyed Hesamuddin; Saeedi, Zahra; Pineh, Aiyoub Jodairi
Titel	The Relationship between EFL Teachers' Perception of Task-Based Language Teaching and Their Dominant Teaching Style
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1589413 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1589413
Schlagwörter	English Teachers; English (Second Language); Correlation; Teacher Attitudes; Teaching Methods; Teaching Styles; Foreign Countries; Second Language Instruction; Predictor Variables; Theory Practice Relationship; Task Analysis; Iran + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Ausland; Fremdsprachenunterricht; Prädiktor; Theorie-Praxis-Beziehung; Aufgabenanalyse
Abstract	This study was an attempt to explore the possible relationship between EFL teachers' perception (understanding and view) of task-based language teaching (TBLT) and their dominant teaching style. In addition, the study investigated whether EFL teachers' perception of TBLT can predict their dominant teaching style. As for the participants, 180 Iranian EFL teachers took part in this study. The participants, both male and female, were selected using convenience sampling. For data collection, two adapted survey instruments were utilized: Questionnaire for Teacher Perception of TBLT and Teaching Styles Inventory. The results revealed a statistically positive correlation between the participants' perception (both understanding and view) of TBLT and dominant teaching style. Also, the results of regression analyses indicated that the participants' perception (both understanding and view) of TBLT was a predictor of the dominant teaching style. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01