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The Factors Contributing to Language Teachers’ Effectiveness in an EFL Learning Context: A Questionnaire Validation Study
Factores que contribuyen a la eficacia de los docentes de idiomas en un contexto de aprendizaje del inglés como lengua extranjera: estudio de validación de un cuestionario
DOI:
https://doi.org/10.15446/profile.v24n2.93571Keywords:
assessment literacy, content and pedagogical content knowledge, effectiveness, EFL teachers, experience, oral proficiency, personality type, self-efficacy (en)autoeficacia, competencia oral, conocimiento del contenido y del contenido pedagógico, conocimientos en evaluación, docentes de inglés, eficacia, experiencia, personalidad (es)
This mixed-methods study explores the factors contributing to the language teachers’ effectiveness in the context of English as a foreign language. Through a systematic review of the literature, six main factors were extracted: assessment literacy, content and pedagogical content knowledge, experience, oral proficiency, personality type, and self-efficacy. In the first phase of the study, 13 experts in the field shared their attitudes towards these factors through a semi-structured interview. The data obtained from the interviews was analysed thematically to develop a questionnaire. Ninety-three language teachers participated in a pilot study to validate the newly developed questionnaire. The results were factor analysed. After the required modifications based on the factor analysis were introduced, a questionnaire with 19 items entitled “EFL Language Teachers’ Effectiveness” was developed.
Este estudio de diseño mixto explora los factores que contribuyen a la eficacia de los docentes de idiomas en un contexto de aprendizaje del inglés como lengua extranjera. De una revisión sistemática de la bibliografía, se extrajeron seis factores principales: conocimientos en evaluación, conocimiento del contenido y del contenido pedagógico, experiencia, competencia oral, personalidad y autoeficacia. En la primera fase del estudio, trece expertos opinaron sobre estos factores en una entrevista semiestructurada. Los datos de las entrevistas se analizaron temáticamente para desarrollar un cuestionario que fue validado en un estudio piloto con 93 docentes. Después de las modificaciones necesarias, basadas en el análisis factorial de los resultados, se diseñó un cuestionario con 19 ítems titulado “Eficacia de los docentes de inglés”.
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Copyright (c) 2022 Akram Nayernia, Rana Nosrati, Hassan Mohebbi
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