چکیده:
This paper investigates whether the combined effects of teachers' teaching styles, the teachers' self-efficacy and the learners' learning styles impact on the learners' final achievement. 800 intermediate Iranian English learners filled out the Grasha Learning Styles Inventory (1990) and 144 Iranian English teachers completed the Grasha-Riechmann Teaching Style Inventory (1996) and Tschannen-Moran and Woolfolk Hoy's (2001) Teacher Sense of Efficacy Scale (2001). Structural equation modeling analysis revealed that the variables under study significantly contributed both directly and indirectly to the learners' final achievement. The "efficacy in classroom management" was the most powerful predictor of the learners' achievement reflecting one of the most common learning patterns in Iranian EFL classroom contexts and supporting the path model proposed in the study.
خلاصه ماشینی:
"There is enough evidence (Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998; Pajares and Schunk, 2001; Mortiboys, 2005; Atay, 2007) that the teacher's success (which, inter alia, requires the use of appropriate teaching styles) is affected by their perception of self-efficacy.
Felder (1995) quotes studies which show matching teaching styles to learning styles can significantly enhance academic achievement, student attitudes, and student behavior at the primary and secondary school level (Smith & Renzulli, 1984; Sternberg & Zhang, 2001) and specifically in foreign language instruction (Wallace & Oxford 1992) though Pashler, McDaniel, Rohrer, and Bjork (2008) warned that they did not find empirical support for the validity of matching teaching styles to students' learning styles since the studies they have reviewed lacked rigorous methodological considerations.
And finally, Tschannen-Moran and Woolfolk Hoy's (2001) 24-item Teacher Sense of Efficacy was employed to gain a fine-tuned understanding of how the teachers in our study are self-efficient in the following categories: efficacy in student engagement (ESE); efficacy in instructional strategies (EIS); and efficacy in classroom management (ECM).
Table 3 Correlations Between the Observed Components of LLS, TTS, TSE and FIN Learning styles subscales Teacher's self-efficacy IND DEP AVO COL PAR COM FIN and Teaching styles ECM .
Finally, ECM was more positively and significantly correlated with all the learning styles and indicated the strongest association of all the predictors with FIN suggesting that when learners sense that their teachers are capable enough to manage their classes, this both motivates them to focus their careful attention to what is taught and promotes their immediate and final achievements."