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Teacher Education and Multiple Intelligences: Foreign Language Teaching Anxiety of Iranian EFL Teachers | ||
| Journal of English Language Teaching and Learning | ||
| دوره 14، شماره 29، 2022، صفحه 214-227 اصل مقاله (902.77 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2022.49428.2470 | ||
| نویسندگان | ||
| Habib Soleimani* 1؛ Seyyed Pedram Allahveysi2 | ||
| 1English and linguistics Department, University of Kurdistan, Sanandaj, Iran. | ||
| 2English Language and Literature Department, University of Ilam, Ilam, Iran. | ||
| چکیده | ||
| The present study aimed at investigating the impact of Multiple Intelligences inspired instruction on Foreign Language Teaching Anxiety (FLTA) of Iranian EFL teachers. To this end, an exploratory sequential mixed-methods approach was employed and twenty males and females in-service EFL teachers were selected from different universities and they were randomly divided into experimental and control groups. In the qualitative phase of the study, the aim was to find the sources of FLTA among the participants. Two participants who showed higher FLTA were selected from each group. In order to homogenize the participants, a retired version of the IELTS test was employed in which no significant difference was reported. The Ryff's (2006) questionnaire was utilized as the pre-test and post-test of FLTA. The instruction phase took place on Skype since the participants were from various universities. The results of the study revealed that the members of the experimental group showed less FLTA than those of the control group. Additionally, extrinsic factors such as negative feedback from principles and supervisors, and losing job were found to be among the most significant sources of FLTA. Accordingly, some recommendations for teacher training programs are provided to empower teacher trainers to be able to help trainees to decrease their FLTA. | ||
| کلیدواژهها | ||
| Teacher Education؛ Multiple Intelligences؛ Foreign Language Teaching Anxiety؛ EFL Context؛ FLTA | ||
| مراجع | ||
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