چکیده:
It goes without saying that there are many influential factors affecting the success of any learning experience, and teachers are definitely among the significant factors influencing the process of teaching and learning. In this respect, the present study sought to investigate the prediction of Iranian English as a Foreign Language (EFL) learners' learning approaches through their teachers’ narrative intelligence and teaching styles. The participants comprised 50 high school teachers along with 400 students in Birjand, South Khorasan, Iran. The necessary data were obtained through Narrative Intelligence Scale, Teaching Style Inventory, and Study Process Questionnaire. The Structural Equation Modeling (SEM) analysis demonstrated that teachers' teaching style had a direct and meaningful effect on learners' deep (β = .31; p= .04) and surface (β = .18; p= .04) learning approaches. Whereas the teachers' narrative intelligence only had a direct and meaningful effect on deep learning approach (β= .006; p= .03) and out of the subscales of narrative intelligence, only narration with a positive effect (β= .28; p= .04) was the best predictor of deep learning approach. Among the five types of teaching styles, the facilitator style with a positive effect (β = .37; p= .001) and the formal authority style with a negative effect (β = -.22; p= .01) were the best predictors of deep learning approach. Besides, the expert style with a negative effect (β =-.14; p= .02) and the formal authority style with a positive effect (β= .16; p= .008) were defined as the best predictors of surface learning approach.
خلاصه ماشینی:
Prediction of Iranian EFL Learners’ Learning Approaches Through Their Teachers’ Narrative Intelligence and Teaching Styles: A Structural Equation Modelling Analysis 1Arezoo Golabi 2Farrokhlagha Heidari* IJEAP- 1905-1372 Abstract It goes without saying that there are many influential factors affecting the success of any learning experience, and teachers are definitely among the significant factors influencing the process of teaching and learning.
In this respect, the present study sought to investigate the prediction of Iranian English as a Foreign Language (EFL) learners' learning approaches through their teachers’ narrative intelligence and teaching styles.
Consequently, as touched upon earlier, the importance of these variables in language learning process pertaining to both teachers and learners provides sufficient impetus for the present study to investigate the prediction of Iranian EFL learners’ learning approaches through their teachers’ narrative intelligence and teaching styles.
Research Question 3: Which type of Iranian EFL teachers’ teaching style is the best predictor of deploying a deep learning approach by their learners?
Research Question 4: Which type of Iranian EFL teachers’ teaching style is the best predictor of deploying a surface learning approach by their learners?
Research Question 5: Which component of Iranian EFL teachers’ narrative intelligence is the best predictor of deploying a deep learning approach by their learners?
Research Question 6: Which component of Iranian EFL teachers’ narrative intelligence is the best predictor of deploying a surface learning approach by their learners?
Furthermore, the obtained results indicate that teaching styles ha d a direct and meaningful effect both on deep and surface learning approach as their p-values were statistically significant.