This study investigated the importance that students accord to behavior and knowledge of teachers. A five-point Likert scale questionnaire with 28 items, fourteen of them, i.e., the odd ones, representing knowledge, and the other fourteen, i.e., the even ones, representing the behavior of teachers, was designed. The values of responses to each question ranged from 1 to 5. One represented the least important and five represented the most important. Copies of the questionnaire were distributed among 26 B1 (pre-intermediate level) prep school students (17 females and 9 males) who had already spent five months with six different teachers at English prep-school at Uskudar University in Istanbul, Turkey. The data were collected in the second week of the third module in the second semester in 2017-2018 academic year. The collected data were then fed to SPSS. A Wilcoxon Signed Ranks Test revealed that there was not a significant difference between the importance of knowledge and behavior of teachers from the points of view of the students who attended the study. A Chi-square test also indicated that gender does not play a significant role in assigning importance to teachers’ behavior or knowledge by students. The findings of this study could be revealing to teachers.
| Published in | English Language, Literature & Culture (Volume 4, Issue 1) |
| DOI | 10.11648/j.ellc.20190401.13 |
| Page(s) | 17-22 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
Behavior, Knowledge, Teachers
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APA Style
Soheil Mahmoudi. (2019). Learners’ Perception of EFL Teachers' Behavior and Knowledge. English Language, Literature & Culture, 4(1), 17-22. https://doi.org/10.11648/j.ellc.20190401.13
ACS Style
Soheil Mahmoudi. Learners’ Perception of EFL Teachers' Behavior and Knowledge. Engl. Lang. Lit. Cult. 2019, 4(1), 17-22. doi: 10.11648/j.ellc.20190401.13
AMA Style
Soheil Mahmoudi. Learners’ Perception of EFL Teachers' Behavior and Knowledge. Engl Lang Lit Cult. 2019;4(1):17-22. doi: 10.11648/j.ellc.20190401.13
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Download@article{10.11648/j.ellc.20190401.13,
author = {Soheil Mahmoudi},
title = {Learners’ Perception of EFL Teachers' Behavior and Knowledge},
journal = {English Language, Literature & Culture},
volume = {4},
number = {1},
pages = {17-22},
doi = {10.11648/j.ellc.20190401.13},
url = {https://doi.org/10.11648/j.ellc.20190401.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ellc.20190401.13},
abstract = {This study investigated the importance that students accord to behavior and knowledge of teachers. A five-point Likert scale questionnaire with 28 items, fourteen of them, i.e., the odd ones, representing knowledge, and the other fourteen, i.e., the even ones, representing the behavior of teachers, was designed. The values of responses to each question ranged from 1 to 5. One represented the least important and five represented the most important. Copies of the questionnaire were distributed among 26 B1 (pre-intermediate level) prep school students (17 females and 9 males) who had already spent five months with six different teachers at English prep-school at Uskudar University in Istanbul, Turkey. The data were collected in the second week of the third module in the second semester in 2017-2018 academic year. The collected data were then fed to SPSS. A Wilcoxon Signed Ranks Test revealed that there was not a significant difference between the importance of knowledge and behavior of teachers from the points of view of the students who attended the study. A Chi-square test also indicated that gender does not play a significant role in assigning importance to teachers’ behavior or knowledge by students. The findings of this study could be revealing to teachers.},
year = {2019}
}
TY - JOUR T1 - Learners’ Perception of EFL Teachers' Behavior and Knowledge AU - Soheil Mahmoudi Y1 - 2019/05/15 PY - 2019 N1 - https://doi.org/10.11648/j.ellc.20190401.13 DO - 10.11648/j.ellc.20190401.13 T2 - English Language, Literature & Culture JF - English Language, Literature & Culture JO - English Language, Literature & Culture SP - 17 EP - 22 PB - Science Publishing Group SN - 2575-2413 UR - https://doi.org/10.11648/j.ellc.20190401.13 AB - This study investigated the importance that students accord to behavior and knowledge of teachers. A five-point Likert scale questionnaire with 28 items, fourteen of them, i.e., the odd ones, representing knowledge, and the other fourteen, i.e., the even ones, representing the behavior of teachers, was designed. The values of responses to each question ranged from 1 to 5. One represented the least important and five represented the most important. Copies of the questionnaire were distributed among 26 B1 (pre-intermediate level) prep school students (17 females and 9 males) who had already spent five months with six different teachers at English prep-school at Uskudar University in Istanbul, Turkey. The data were collected in the second week of the third module in the second semester in 2017-2018 academic year. The collected data were then fed to SPSS. A Wilcoxon Signed Ranks Test revealed that there was not a significant difference between the importance of knowledge and behavior of teachers from the points of view of the students who attended the study. A Chi-square test also indicated that gender does not play a significant role in assigning importance to teachers’ behavior or knowledge by students. The findings of this study could be revealing to teachers. VL - 4 IS - 1 ER -
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