PE 200

The Relationship between Iranian EFL Teachers' Perception of Task Based Language Teaching with their Dominant Teaching Style and Cognitive Style

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

1399/06/25

96ص.

درجه ارزشيابي:خوب

هدي ديوسر

ايمان عليزاده

EFL Teachers , Task-Based Language Teaching , Teaching style , Cognitive style

ديوسر،هدي،راهنما , عليزاده،ايمان،مشاور

This study investigated the relationship between Iranian EFL teachers’ perception of task-based language teaching (TBLT) and their dominant teaching style and cognitive style. Based on convenience sampling, 70 Iranian EFL teachers were selected and filled out three questionnaires: Joen and Hahn’s (2006) Questionnaire for Teacher Perception of TBLT, Grasha’s (1996) Teaching Styles Inventory, and Parveen kumar Jha’s (2001) Cognitive Style Inventory. The result of Pearson chi-square revealed that the association between teachers’ understanding of TBLT concepts and their dominant teaching style was statistically significant. However, the relationship between teachers’ perceptions of implementing TBLT tasks and their dominant teaching style was not statistically significant. In addition, the association between teachers’ understanding of TBLT concepts and their dominant cognitive style was statistically significant. However, the relationship between teachers’ perceptions of implementing TBLT tasks and their dominant cognitive style was not statistically significant. The results of the analyses also showed that there was a statistically significant relationship between Iranian EFL Teachers' dominant teaching style and their cognitive style. The results of Binary Logistic Regression Analyses revealed that Iranian EFL teachers’ perception of TBLT does not predict their dominant teaching and cognitive style. Finally, the implications of several pedagogical are provided.

1401/08/17

منتخبي

69531