研究EFL教师的专业身份与利比亚EFL学生的坚之间的相互作用
Ayman Riheel Alnaas Taha1, Behbood Mohammadzadeh1, Muftah Hamed2
1ELT Department, Faculty of Education, CIU, Nicosia, North Cyprus, Türkiye.
Frontiers in psychology
|December 10, 2025
概括
在利比亚,英语教师的专业身份与学生的语言能力没有显著的相关性. 进一步的研究应该集中在教师培训和课程上,以促进学生的坚持.
科学领域:
- 教育心理学教育心理学
- 应用语言学 应用语言学
背景情况:
- 教师的专业身份对于塑造学生成绩至关重要.
- 学生的力或坚持是成功学习语言的关键因素.
研究的目的:
- 调查作为外语英语 (EFL) 教师的专业身份和利比亚的EFL学生的语言坚之间的关系.
- 确定教师的专业身份是否影响学生在语言学习中的坚持.
主要方法:
- 利用了对语言坚和教师专业身份的验证尺度.
- 通过在线问卷从利比亚两所大学的282名参与者 (240名学生,42名教师) 收集数据.
- 用皮尔森的相关系数来分析这种关系.
主要成果:
- 在学生的语言能力和EFL教师的专业身份之间没有发现任何显著的积极关联.
- 研究结果表明,教师的专业身份并不是学生语言能力的主要驱动因素.
结论:
- 教育倡议应优先加强教师培训,专业发展和课程设计,以培养学生的坚持.
- 实施人文和上下文相关的教学方法可以提高利比亚语言学习者的动机和参与度.
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