Author :
Year-Number: 2019-Volume 11, Issue 4
Language : null
Konu :
Abstract
Keywords
Abstract
Affective variables, or emotions and feelings, occupy a crucial role in predicting students’ ultimate success. Teachers’ sensitivity to learning barriers might replace learners’ negative feelings with positive ones. In undesirable cases, teachers themselves might become a source of negative feelings, though. Teacher-oriented negative feelings can lead to barriers that block language learning process of students. Therefore, it is necessary to explore the improper teacher behaviors that block the language learning process of learners and there is a need for instruments that allow researchers to evaluate negative effect of improper teacher behaviors on students’ learning English as a Foreign Language (EFL). The present study presents the development and validation of Teacher-Oriented Affective Barriers Scale for EFL Context. The scale was administered to a total of 292 students at the Department of Foreign Languages at a state university in Turkey. Some validity techniques, reliability analysis, and exploratory factor analysis were applied for developing the scale. The findings suggest that the scale provides a valid and reliable instrument for teacher-oriented affective barriers in EFL context. The scale has a five-factor structure with 35 items.
Keywords
- Ainley, J., & Bourke, S. (1992). Student views of primary schooling. Research Papers in Education, 7(2), 107-128.
- Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools. Abingdon-on-Thames, Oxfordshire: Routledge.
- Arseven, Z., Kiliç, A., & Sahin, S. (2016). Value-Eroding Teacher Behaviors Scale: A Validity and Reliability Study. Universal Journal of Educational Research, 4(6), 1378-1386.
- Aydın, B., Bayram, F., Canıdar, B., Çetin, G., Ergünay, O., Özdem, Z., & Tunç, B. (2009). Views of English language teachers on the affective domain of language teaching in Turkey. Anadolu University Journal of Social Sciences, 9(1), 263-280
- Aygün, Ö. (2017). A scale of Turkish preparatory school university students' demotivational factors towards learning English. Master Thesis. Eskişehir: Anadolu University, Graduate School of Educational Sciences.
- Canıdar, B. (2010). Characteristics of EFL teachers leading to positive language learning behaviors in students. Master Thesis. Eskişehir: Anadolu University, Graduate School of Educational Sciences.
- Cohen, Y. & Norst, M. J. (1989). Fear, dependence and loss of self-esteem: Affective barriers in second language learning among adults. RELC Journal, 20(2), 61-77.
- Çokluk, Ö., Şekercioğlu, G. and Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları: Pegem Akademi.
- Conway, J. M., & Huffcutt, A. I. (2003). A review and evaluation of exploratory factor analysis practices in organizational research. Organizational research methods, 6(2), 147-168.
- DeVellis, R. F. (2003). Scale development: Theory and application. California: Sage Publications.
- Dörnyei, Z. 2014. Researching complex dynamic systems: Retrodictive qualitative modelling’in the language classroom. Language Teaching, 47(1), 80-91.
- Dörnyei, Z. and Skehan, P. (2008). Individual differences in second language learning. C. J. Doughty and M. H. Long (Editors), In the handbook of second language acquisition (p. 275-298). Oxford: Blackwell Publishing Ltd.
- Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational psychologist, 36(2), 103-112.
- Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning environments research, 1(1), 7-34.
- Fraser, B. J. (1982). Assessment of Learning Environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI). Third Version. ERIC.
- Fraser, B. J., & Tobin, K. (1989). Student perceptions of psycho-social environment in classrooms of exemplary science teachers. International Journal of Science Education, 11(1), 19-34.
- Fraser, B. J., Treagust, D. F., & Dennis, N. C. (1986). Development of an instrument for assessing classroom psychosocial environment at universities and colleges. Studies in Higher Education, 11(1), 43-54.
- Fraser, B. J., & Walberg, H. J. (2005). Research on teacher–student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research, 43(1-2), 103-109.
- Gallavan, N. P., & LeBlanc, P. R. (2009). Teacher dispositions and teacher preparation programs. In N. P. Gallavan, & P. R. LeBlanc (Eds.), Affective teacher education: Exploring connections among knowledge, skills, and dispositions (pp. 27-38). New York: Rowman and Littlefield Education.
- Gallavan, N. P., Peace, T. M., & Thomason, R. M. R. (2009). Examining Teacher Candidates’ Perceptions of Teachers’ Professional. In N. P. Gallavan, & P. R. LeBlanc (Eds.), Affective teacher education: Exploring connections among knowledge, skills, and dispositions (pp. 39-60). New York: Rowman and Littlefield Education.
- Gillies, H. (2014). Researching complex dynamic systems: Retrodictive qualitative modelling in the Japanese EFL classroom. Doctoral Dissertation, Nottingham: University of Nottingham, Insitute of Educational Sciences.
- Goh, S. C., & Fraser, B. J. (1998). Teacher interpersonal behaviour, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1(2), 199-229.
- Johnson, D. W., & Johnson, R. T. (2009). The importance of social and emotional learning. In N. P. Gallavan, & P. R. LeBlanc (Eds.), Affective teacher education: Exploring connections among knowledge, skills, and dispositions (pp. 1-26). New York: Rowman and Littlefield Education.
- Kahraman, E. (2014). Students’ perceptions of teacher motivational behaviors Master Thesis. Ankara: Ufuk University, Graduate School of Educational Sciences.
- Krashen, S. (1982). Principles and practice in second language acquisition. Hayward, Calif. : Alemany Press.
- Laine, E. J. (1988). Report on The Affective Filter in Foreign Language Learning and Teaching. Report 2: A Validation Study of Filtering Factors with a Focus on the Learner's FL Self-Concept. Jyvaskyla Cross-Language Studies, No. 15.
- McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain. New York, NY: Springer.
- McHugh, R. M., Horner, C. G., Colditz, J. B., & Wallace, T. L. (2013). Bridges and barriers: Adolescent perceptions of student–teacher relationships. Urban Education, 48(1), 9-43.
- Mercer, S. (2008). Learner self-beliefs. ELT journal, 62(2), 182-183.
- Ozer, E. J., Wolf, J. P., & Kong, C. (2008). Sources of perceived school connection among ethnically-diverse urban adolescents. Journal of Adolescent Research, 23(4), 438-470.
- Özdoğdu, S. (2015). Teachers’ role in motivating students in the course of foreign language learning. Master Thesis. Mersin: Çağ University, Graduate School of Educational Sciences.
- Öztürk, Ö. E. (2012). Teacher motivational behaviors in language classrooms: How do students and language instructors perceive them?. Doctoral Dissertation. Denizli: Pamukkale Üniversity. Graduate School of Social Sciences.
- Sarıyer, S. (2008). Demotivational factors that affect anatolian high school 9th class students while learning English and the teachers' use of motivational strategies. Master Theis. Muğla: Muğla Sıtkı Koçman University, Graduate School of Social Sciences.
- Saydam, G., & Telli, S. (2011). Eğitimde Bir Araştırma Alanı Olarak Sınıfta Öğrenci-Öğretmen Kişilerarası İletişimi ve Öğretmen Etkileşim Ölçeği (QTI). Boğaziçi üniversitesi eğitim dergisi, 28(2).
- Telli, S., & den Brok, P. (2012). Teacher-student interpersonal behaviour in the Turkish primary to higher education context. In B. Fraser ve J. Dorman (Haz.), Interpersonal Relationships in Education (pp. 187–206). Rotterdam: Sense publishers.
- Telli, S., Den Brok, P., & Cakiroglu, J. (2007). Students’ perceptions of science teachers’ interpersonal behaviour in secondary schools: Development of a Turkish version of the Questionnaire on Teacher Interaction. Learning Environments Research, 10(2), 115-129.
- Terzi, A. R. (2002). Sınıf yönetimi açısından etkili öğretmen davranışları. Milli Eğitim Dergisi, 155, 1-20.
- Üstün, D. (2017). Characteristics of an effective English language teacher: Students’ and teachers’ perceptions. Master Thesis. Mersin: Çağ University, Graduate School of Educational Sciences.
- Vural, S. (2007). Teachers' and students' perceptions of teacher motivational behaviour. Doctoral Dissertation. Ankara: Bilkent University. Graduate School of Social Sciences.
- Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of educational Psychology, 59(6p1), 414.
- Walker, S. L., & Fraser, B. J. (2005). Development and validation of an instrument for assessing distance education learning environments in higher education: The Distance Education Learning Environments Survey (DELES). Learning Environments Research, 8(3), 289-308.
- Wei, M., Den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China. Learning Environments Research, 12(3), 157-174.
- West, C., Baker, A., Ehrich, J. F., Woodcock, S., Bokosmaty, S., Howard, S. J., & Eady, M. J. (2018). Teacher Disposition Scale (TDS): construction and psychometric validation. Journal of Further and Higher Education, 1-16.
- Williams, M. and Burden, R. (1999). Students' developing conceptions of themselves as language learners. The Modern Language Journal, 83(2), 193-201.
- Wimberly, G. L. (2002). School Relationships Foster Success for African American Students. ACT Policy Report.
- Yaratan, H., & Muezzin, E. (2016). Developing a Teacher Characteristics Scale. Turkish Online Journal of educational Technology-TOJET.
- Uysal, D., & Güven, M. (2018). Negative Feelings of Turkish Students in EFL Learning Process. European Journal of Foreign Language Teaching.
