Modern Journal of Language Teaching Methods ISSN: 2251-
6 Conclusion and implications
The study aimed at examining whether EFL teachers’ perceived self-efficacy correlates with their EE, DP, and PA burnout processes, exploring which NTSES dimensions of teacher self-efficacy better predict these burnout processes, and determining the prediction variance of EE, DP, and PA subscales across the groups. The findings revealed that emotional exhaustion and depersonalization were negatively correlated with self-efficacy, while personal accomplishment was positively correlated with it among Iranian and Turkish teachers. Moreover, student discipline was the principal determinant of EE burnout among both Iranian and Turkish teachers. Based on this finding, it can be concluded that there was almost a similar prediction pattern of EE among the groups, whereas the prediction pattern of DP and PA for the groups differed. Finally, teacher self-efficacy was a better prediction model of EE burnout for Iranian teachers, while it was an appropriate model for the prediction of DP and PA burnout for Turkish teachers.
The study has a number of pedagogical implications for EFL teachers, administrators, educational authorities, and burnout researchers. The first and the most important is that it sheds light on the dilapidation and decay in the educational systems of Iran and Turkey, thus, decision-making authorities can benefit from the results for increasing teacher productivity through setting more flexible and fair regulations. The findings can also help educational administrators diagnose the burnout sources in educational settings to prevent or reduce teacher burnout. Moreover, they can grow awareness of teachers to develop coping strategies to combat burnout. Finally, researchers interested in the field can get insightful information about the burnout processes of Iranian and Turkish EFL teachers in a new framework.
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The Differences between Novice and Experienced Language Teachers in Performing Complex Speaking Tasks
Farzad Rostami, Fouzie Ahmadi
Department of English, Faculty of Payamnoor, University of Baneh, Iran. Department of English, Faculty of Payamnoor, University of Baneh, Iran
Abstract
In this research two groups of teachers based on years of experience were selected as participants. They did a questionnaire on mechanisms of performing complex speaking tasks. Then for getting authentic data from natural situation, teachers while performing one complex speaking task were observed. The learners were interviewed. Practical knowledge of these groups of teachers was determiner in the result of data analysis revealed that all factors in the checklist and questionnaire were observed by both of them but in different ways and different level of importance. For both group of teachers, the factor dealing with students had the highest and the factor Evaluation had the lowest mean score. It was also found that experienced teachers had significantly higher mean scores in all the factors in the checklist and the questionnaire. Having self-efficacy and professional training can be justification for this priority that experienced teachers have acquired.
Key words: Speaking skill, complex task, novice teacher, experienced teachers, practical knowledge
1 Introduction
Among the four language skills, speaking is probably the most significant one. Many methods and approaches have so far been used for language teaching but Communicative Language Teaching (CLT) seems to hold special promise in this regard. CLT claimed that the aim of language teaching was to develop learners’ communicative competence (Richard & Rodgers, 2001). Many other new methods have been derived from CLT such as Content-Based language teaching, Competency-Based language teaching and Task-Based language teaching (TBLT). Nunan ( 2006, P. 17) defines task as “a piece of classroom work that involves learners in comprehending, producing and interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning and in which the intention is to convey meaning rather than to manipulate form.” According to Lynch and Maclean (2000), the best way to improve English learning is by setting up classroom tasks that reflect as far as possible the real world tasks.
Research to date suggests that tasks can facilitate L2 development, but their efficacy is a function of several internal and external variables. One of these variables is the level of complexity a task holds. Robinson (2001) suggests that, "task complexity increases the cognitive demands of tasks"(p.287). Along the same lines, Cognition Hypothesis predicts that task complexity affects language production (Robinson, 2001). According to the Cognition Hypothesis, increasing the cognitive demands of tasks which contributes to their relative complexity along with certain dimensions will push learners to greater accuracy and complexity of L2 production in order to meet the greater functional and conceptual communicative demands they place on the learner (Robinson & Gilbert, 2007).
One issue of concern here is the implementation of tasks by teachers in the classroom. Being experienced in each field of study can change the point of view towards almost all aspects of that field. Anne Okas, Marieke van der Schaaf and Edgar Krull (2014) believe that professional teachers are those who have “natural prerequisite, professional preparation and practice”. A review of previous studies (e.g., Gatbonton, 2008; Mullock, 2006) indicates that novice and experienced teachers are different in terms of their classroom practices and cognition. However, there seems to be a scarcity of studies, if any, investigating the possible differences between novice and experience teachers in carrying out complex speaking tasks. Given the importance of speaking and speaking tasks in general as well as complex tasks in language teaching in particular, the current study seeks to investigate the factors that Iranian novice and experienced teachers observe when carrying out complex speaking tasks. Moreover, the study is an
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attempt to find out any significant differences between novice and experienced teachers in terms of factors being observed when carrying out these tasks.
1.1 statement of problem
There are so many factors that make the teaching of speaking a challenging task for teachers. Teachers usually have a tendency to use abstract activities in their classes such as asking students to read stories or a text and talking about it which they are not motivating. Using tasks which deal with real life situations and are challenging, motivate students to talk more in EFL classes (Nunan, 1989). One way to make these tasks more challenging is through making them more complex. However, the main question remains as whether teachers can carry out these complex tasks successfully to meet the goals set. In an attempt to address the problems raised in this section, the present study seeks to examine the factors that Iranian novice and experienced teachers observe when carrying out complex speaking tasks. Furthermore, the study is an attempt to find out any significant differences between novice and experienced teachers in terms of factors being observed when carrying out complex speaking tasks.
1.2 Significant of the study
Drawing on the findings of the current study, teacher educators can assist teachers in developing an understanding of the important factors which teachers possibly ignore in carrying out complex speaking tasks. The findings can also be of significance for teachers as they will be more likely to pay more attention to the factors that they possibly disregard when implementing complex speaking tasks. Concerning material developers, the results of this study can be of benefit since they will possibly make decisions on how to design complex speaking tasks so that teachers will be more assisted in carrying them out. Last but not least, language learners as the main stakeholders of the profession can gain benefit from the findings since if complex speaking tasks are conducted successfully in the classroom, the chances of achieving their speaking goals improves.
1.3 Research Questions
The research questions formulated for the purpose of this study are:
1. What factors do Iranian novice and experienced teachers observe when carrying out complex speaking tasks?
2. Are there any significant differences between novice and experienced teachers in terms of factors being observed when carrying out complex speaking tasks?
1.4 Research Hypothesis
There are not significant differences between novice and experienced teachers’ mechanisms of performing complex speaking tasks.
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1.5 definition of key terms 1.5.1 Complex tasks
Complex tasks have been exemplified by Robinson. He says that simple role play task of a shopping conversation can be made more complex by requiring the learners to ask more detailed questions about the features of an item in the shop or why that item has a particular price and relating the talk between the shopper and shop-keeper to some political or economic reasons as why that item has a higher price or low quality. Secondly, the same shopping conversation task can be made more complex by not providing the learners with a time to plan the task or the vocabulary items required to carry out the task
1.5.2 Experienced teachers
Farrell (2012) has known three years or less for calling teachers as novice teacher and more than three years teachers will change title to experienced. According to Sparks-Langer (1993) it is experienced teacher’s schemata which is determiner in distinguishing novice from experienced. It is also remarkable to say that experienced teachers have acquired knowledge on the basis of their experiences organized in intricate and interconnected schemata.
1.5.3 Novice teachers
Farrell (2012) has presented different kinds of definition for novice teacher. Academically, he knows novice teachers as those who are sometimes called newly qualified teachers, who have completed their language teacher education program (including teaching practice [TP]), and have commenced teaching English in an educational institution (usually within 3 years of completing their teacher education program).
1.5.4 Practical knowledge
Practical knowledge is the result of having prior knowledge of teachers and based on it actual knowledge of teachers will be constructed. As the last point, it should be added that situations and their nature are the constructors of knowledge. (Clandinin, 1992, pp.125-126).
1.5.5 Speaking skill
Brown (2001) has defined speaking as a skill that is helpful in covering conversational needs of a learner. He believes that a learner is successful who distinguishes his or her educational targets like being able coming true pragmatic targets, it is meant, acquiring ability to negotiate with all of the language speakers.