Identity of IELTS Outperformers: Teachers’ Investment and Peers’ Perspective into Focus
Publish Year: 1394
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
ELSCONF03_247
تاریخ نمایه سازی: 19 اردیبهشت 1395
Abstract:
The present research lies within IELTS impact context. It is conducted in preparatory IELTS courses. The effect of identity of high-performers, i.e. average class performance score equal to and above 8, was initially studied on peer perspective toward the high-performers. Next, the effect of learners’ high performance on teacher’s investment, i.e. the amount of attention the teacher voluntarily places on high-performers, was studied. The three classes, with 29 students overall, were observed for 10 sessions. A researcher-developed questionnaire (with Cronbach alpha of 0.84) was administered to all students who participated in the study, high-performers included. Also, an interview was conducted with the teacher. In the interview the teacher claimed that he invested equally in all students, all the time. However, the result of the t-test on the time he really spent on high-performers on one side, and non-high-performers on the other showed the otherwise. Further, the analysis of questionnaire data indicated that students had a positive perspective toward the high-performers, i.e. respected them more and tried to use their help.
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Authors
Parak Nojoumi
Department of English, University of Isfahan, Iran
Hossein Barati
Department of English, University of Isfahan, Iran
Manijeh Youhanaee
Department of English, University of Isfahan, Iran