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Title

Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers

Year: 1400
COI: JR_ILT-10-2_009
Language: EnglishView: 32
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Authors

زینب سازگار - Ph.D. in TEFL, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e- Heydarieh, Iran
حمید اشرف - Assistant Professor, TEFL, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e- Heydarieh, Iran
خلیل مطلب زاده - Associate Professor, TEFL, Tabaran Institute of Higher Education, Mashhad, Iran

Abstract:

Much of what educators address is the overt curriculum; however, there is a hidden curriculum that affects education in a very profound manner. In view of that, the purpose of the present study is to determine the relationship of EFL teachers’ perspectives on hidden curriculum components in the Iranian institutional context with their students’ self-efficacy and national identity. More specifically, the present study surveyed the probable existence of any significant correlation between EFL teachers’ perspectives on the EFL hidden curriculum components, their students’ attitudes towards their own national identity, and self-efficacy. For this purpose, a model was suggested and tested using partial least squares variance-based structural equation modeling (PLS-SEM), to examine EFL teachers’ perspectives on the EFL hidden curriculum components contributing to their students’ national identity and self-efficacy. A total of ۱۶۴ institutional EFL teachers in Iran completed the EFL hidden curriculum questionnaire. Besides, ۹۸۷ students (about eighty percent of their learners) were asked to fill in national identity and self-efficacy questionnaires. Based on this model, all the correlations between the latent variables were significant except for three latent variables including the relationships among EFL teachers’ perspectives on the EFL hidden curriculum components (social atmosphere, organizational structure, and interaction between teachers and learners) and their learners’ self-efficacy. In addition, the results depicted all the relationships between latent variables was positive relations; while, the relationship between EFL learners’ national identity and self-efficacy was proved to be negative.

Keywords:

EFL learners , Pls-SEM , Structural Equation Modeling (SEM)

Paper COI Code

This Paper COI Code is JR_ILT-10-2_009. Also You can use the following address to link to this article. This link is permanent and is used as an article registration confirmation in the Civilica reference:

https://civilica.com/doc/1434758/

How to Cite to This Paper:

If you want to refer to this Paper in your research work, you can simply use the following phrase in the resources section:
سازگار, زینب and اشرف, حمید and مطلب زاده, خلیل,1400,Hidden Curriculum Components, Learners’ National Identity, and Self-Efficacy: A Model for Iranian EFL Teachers,https://civilica.com/doc/1434758

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