Nazari, Nahid (2019) Investigating EFL Teachers' Cognitions on Emotion in Teaching and the Relationship between Their Cognitions and Preferred Feedback Types. Masters thesis, university of zabol.
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Abstract
Emotion is central to teaching and learning. It plays an essential role in communication and rapport between teachers and learners. The current study iii investigates EFL teachers' cognitions on emotion in teaching and the relationship between their cognitions and preferred feedback types. To this end, 15 Iranian novice and experienced EFL teachers at different universities took part in this study. First a semi-structured interview was conducted in order to investigate EFL teachers' cognitions on emotion and preferred feedback types. Then the teachers were requested to write life-history narratives about their actual experiences focusing on their own and learners' emotional behavior and ways of giving feedback. Teachers' classrooms were observed and recorded. Constant comparative method was used to investigate their cognition and determine the differences between their cognitions on emotion and its relationship with their preferred feedback types. The results revealed that there are no congruency between EFL teachers' cognitions on emotion and their actual practices. It was found that teachers had general information about emotional teaching and purpose of giving feedback. Also, there were no significant differences in the cognition of novice versus experienced and male versus female teachers about emotion and their preferred feedback type. The results of this study may provide some implications to L2 educators, EAP teachers, and learners.
| Item Type: | Thesis (Masters) |
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| Uncontrolled Keywords: | teacher cognition, teacher emotion, feedback type, constant comparative. |
| Subjects: | P Language and Literature > PE English |
| Depositing User: | Mrs najmeh khajeh |
| Date Deposited: | 26 Nov 2019 10:01 |
| Last Modified: | 26 Nov 2019 10:01 |
| URI: | http://eprints.uoz.ac.ir/id/eprint/2602 |
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