Low-achievement factors from language teachers’ perspective: evidence from an EFL context

Detalhes bibliográficos
Autor(a) principal: Heidari, Hadi
Data de Publicação: 2015
Outros Autores: Tahriri, Abdorreza
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Acta Scientiarum. Human and Social Sciences (Online)
Texto Completo: http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/25459
Resumo: Current study aimed to explore the factors related to the high school students’ low achievement in English course from teachers’ perspectives in Ardebil city, Iran. Cluster random sampling was utilized and the participants of the study were 27 English teachers teaching in high schools of an EFL context during the fall term of 2012. The required data were gathered during the fall term of 2012 through a researcher-made questionnaire. The instrument was first piloted before it was administered and it showed the reliability of 0.81. The findings were analyzed using descriptive statistics and statistical indicators like frequency, percentage, and mean. SPSS software (version 20) was used to run t-tests and ANOVA to analyze the closed items of the questionnaire. The findings revealed that from the teachers’ viewpoints, the teachers-based factors were identified to be the most relevant reasons for high school students’ low achievement in English course.  
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spelling Low-achievement factors from language teachers’ perspective: evidence from an EFL contextlow achievementnational entrance examsteachers’ points of viewenglish courseEFLEducationEnglish Language TeachingCurrent study aimed to explore the factors related to the high school students’ low achievement in English course from teachers’ perspectives in Ardebil city, Iran. Cluster random sampling was utilized and the participants of the study were 27 English teachers teaching in high schools of an EFL context during the fall term of 2012. The required data were gathered during the fall term of 2012 through a researcher-made questionnaire. The instrument was first piloted before it was administered and it showed the reliability of 0.81. The findings were analyzed using descriptive statistics and statistical indicators like frequency, percentage, and mean. SPSS software (version 20) was used to run t-tests and ANOVA to analyze the closed items of the questionnaire. The findings revealed that from the teachers’ viewpoints, the teachers-based factors were identified to be the most relevant reasons for high school students’ low achievement in English course.  Universidade Estadual De Maringá2015-08-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionquantitativeapplication/pdfhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/2545910.4025/actascihumansoc.v37i1.25459Acta Scientiarum. Human and Social Sciences; Vol 37 No 1 (2015); 65-73Acta Scientiarum. Human and Social Sciences; v. 37 n. 1 (2015); 65-731807-86561679-7361reponame:Acta Scientiarum. Human and Social Sciences (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMenghttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/25459/pdf_44Heidari, HadiTahriri, Abdorrezainfo:eu-repo/semantics/openAccess2015-08-19T07:58:25Zoai:periodicos.uem.br/ojs:article/25459Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/indexPUBhttp://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/oai||actahuman@uem.br1807-86561679-7361opendoar:2015-08-19T07:58:25Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Low-achievement factors from language teachers’ perspective: evidence from an EFL context
title Low-achievement factors from language teachers’ perspective: evidence from an EFL context
spellingShingle Low-achievement factors from language teachers’ perspective: evidence from an EFL context
Heidari, Hadi
low achievement
national entrance exams
teachers’ points of view
english course
EFL
Education
English Language Teaching
title_short Low-achievement factors from language teachers’ perspective: evidence from an EFL context
title_full Low-achievement factors from language teachers’ perspective: evidence from an EFL context
title_fullStr Low-achievement factors from language teachers’ perspective: evidence from an EFL context
title_full_unstemmed Low-achievement factors from language teachers’ perspective: evidence from an EFL context
title_sort Low-achievement factors from language teachers’ perspective: evidence from an EFL context
author Heidari, Hadi
author_facet Heidari, Hadi
Tahriri, Abdorreza
author_role author
author2 Tahriri, Abdorreza
author2_role author
dc.contributor.author.fl_str_mv Heidari, Hadi
Tahriri, Abdorreza
dc.subject.por.fl_str_mv low achievement
national entrance exams
teachers’ points of view
english course
EFL
Education
English Language Teaching
topic low achievement
national entrance exams
teachers’ points of view
english course
EFL
Education
English Language Teaching
description Current study aimed to explore the factors related to the high school students’ low achievement in English course from teachers’ perspectives in Ardebil city, Iran. Cluster random sampling was utilized and the participants of the study were 27 English teachers teaching in high schools of an EFL context during the fall term of 2012. The required data were gathered during the fall term of 2012 through a researcher-made questionnaire. The instrument was first piloted before it was administered and it showed the reliability of 0.81. The findings were analyzed using descriptive statistics and statistical indicators like frequency, percentage, and mean. SPSS software (version 20) was used to run t-tests and ANOVA to analyze the closed items of the questionnaire. The findings revealed that from the teachers’ viewpoints, the teachers-based factors were identified to be the most relevant reasons for high school students’ low achievement in English course.  
publishDate 2015
dc.date.none.fl_str_mv 2015-08-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
quantitative
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/25459
10.4025/actascihumansoc.v37i1.25459
url http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/25459
identifier_str_mv 10.4025/actascihumansoc.v37i1.25459
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://www.periodicos.uem.br/ojs/index.php/ActaSciHumanSocSci/article/view/25459/pdf_44
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual De Maringá
publisher.none.fl_str_mv Universidade Estadual De Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Human and Social Sciences; Vol 37 No 1 (2015); 65-73
Acta Scientiarum. Human and Social Sciences; v. 37 n. 1 (2015); 65-73
1807-8656
1679-7361
reponame:Acta Scientiarum. Human and Social Sciences (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Human and Social Sciences (Online)
collection Acta Scientiarum. Human and Social Sciences (Online)
repository.name.fl_str_mv Acta Scientiarum. Human and Social Sciences (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv ||actahuman@uem.br
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