چکیده:
The current study aimed to investigate the relationship among English for academic purposes instructors’ interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs taking a correlational research design. To this end, a convenient sample of 98 EAP instructors were asked to complete the excerpted sections of McKenzie’s Multiple Intelligences Questionnaire, Teacher Anxiety Scale, and Behavior and Instructional Management Scale. The results of Pearson product-moment tests revealed a significant negative relationship between interpersonal intelligence and classroom management beliefs while no significant link was observed between intrapersonal intelligence and classroom management beliefs. The same results were obtained for the possible relationship between these two intelligence types and language teaching anxiety. Furthermore, a significant negative relationship was found between EAP instructors’ language teaching anxiety and classroom management beliefs. The multiple regression analysis also showed that interpersonal intelligence could strongly predict EAP instructors’ classroom management beliefs. Furthermore, the two independent samples t-tests demonstrated that language and content instructors differed with regard to their language teaching anxiety and classroom management beliefs in EAP classes. The results were discussed in light of previously existing literature and some pedagogical implications were presented for EAP teacher training courses.
خلاصه ماشینی:
681355 The Interface among Interpersonal and Intrapersonal Intelligences, Language Teaching Anxiety, and Classroom Management Beliefs: The Case of EAP Instructors Mavadat Saidi 1*, Zohreh Bayatshahbazi 2 1, 2 English Department, Shahid Rajaee Teacher Training University, Tehran, Iran *Corresponding author: m.
ir (Received: 2020/12/14; Accepted: 2021/4/12) Online publication: 2021/4/26 Abstract The current study aimed to investigate the relationship among English for academic purposes instructors’ interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs taking a correlational research design.
In this regard, research has revealed the positive influence of multiple intelligences on the students’ accomplishments in writing activities (Borek, 2003; Eng & Mustapha, 2010; Grow, 1990; Marefat, 2007; Saidi, 2020a; Zeraatpishe, Seifoori, & Hadidi Tamjid, 2020), reading skill (McMahon, Ross, & Parks, 2002) and language learning strategies (Akbari & Hosseini, 2008).
Bearing the substantial role of the EAP instructors in bringing about successful learning experiences and taking into account the scarcely existing literature on the teachers’ multiple intelligences and teaching anxiety as well as the instructors’ delicate job in EAP courses, the current study aimed to explore the possible relationship between Iranian EAP instructors’ interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs.
To answer the first three research questions, investigating the relationship among interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs, three Pearson product-moment correlation tests were used.
Discussion The study aimed to investigate the possible relationship between Iranian EAP instructors’ interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs.