The Relationship between EFL Teachers’ Conception of Intelligence and Teacher Care, Teacher Stroke, and Teacher Feedback

Language learning and language teaching are complicated processes, and there are many factors involved in these processes which may facilitate or hinder them. Among various studies investigating the relationship between students’ second language learning and motivational variables, only very few studies have investigated the relationship between four effective factors simultaneously including language teachers’ conception of intelligence, teacher care, teacher stroke, and teacher feedback. Therefore, the present study intended to investigate the relationship between teachers’ conception of intelligence and teacher care, teacher stroke, and teacher feedback. The participants included 200 female students including 150 elementary students and 50 intermediate students who were studying in two separate English institutes in Gorgan, Golestan Province, Iran. Furthermore, 30 English language teachers (10 male and 20 female) took part in this study whose university degrees ranged from BA to MA. Moreover, four instruments were administered in the present study (1 for teachers and 3 for students) as follows: (a) Language Teachers’ Conception of Intelligence Scales (for teachers), (b) Teacher Care Scales, (c) Student Stroke Scales, (d) Language Teacher Feedback Scales (for students). LTCI scale, TC scale, LTF scale were adopted from Pishghadam, NajiMeidani, and Khajavy (2015) and SS scale was adopted from Pishghadam and Khajavy (2014). Ex Post Facto design was run in this study. In fact, the correlational and exploratory study was conducted to analyzed the collected data. First, tests of normality were computed to ensure the normality of the distribution. Then, Pearson correlation coefficient was conducted to assess the relationship between the variables. Finally, ANOVA analysis was computed to show how the regression model is able to predict the dependent variable. In fact, Ex Post Facto design was run in this study. The conclusions revealed that there was no significant correlation between language teachers’ conception of intelligence and teachers’ care. However, there was a significant relationship between language teachers’ conception of intelligence and students’ stroke. Also, there was a significant correlation between teachers’ conception of intelligence and teachers’ feedback. Unexpectedly, the results manifested that language teachers’ conception of intelligence cannot be predicted based on teachers’ care, students’ stroke, and teachers’ feedback. The findings of the present study may have some implications for EFL learners, teachers, teacher trainers, and materials developers.

Keywords:

Intelligence , Teacher Care , Teacher Stroke , Teacher Feedback