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The Relationship between Teachers' Emotions, Strokes and Academic Achievement: The Case of BA English-Major Students. (English)
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- Author(s): Khorsand, Mohammad; Modarresi, Ghasem
- Source:
Journal of Language & Translation Studies (JLTS); Summer2023, Vol. 56 Issue 2, p71-107, 37p - Source:
- Additional Information
- Alternate Title: رابطة بين عواطف معلم، نوازه كرى و ييشرفت تحصيلى در دانشجويان مقطع كارشناسى رشتة زبان انكليسى (Persian)
- Abstract: The present study, adopting a mixed-methods design, mainly aims at determining the possible predictors of EFL students' academic achievement in teachers' emotions and stroke, and exploring the students' perspective of the role of teachers' emotions and stroke in their academic achievement. In so doing, a number of 232 BA English-major students were selected to participate in this study based on convenient sampling and six students were participated in the qualitative phase based on data saturation. The obtained results from Pearson Correlation Coefficient showed that there was a statistically significant association between teachers' emotions, stroke and academic achievement. Furthermore, the results of Multiple Regression revealed that the best predictor of academic achievement was teachers' emotions. Finally, after determining the inter-rater agreement and inter-rater reliability of the data, the results emerged from the students' responses offered 11 common codes. At the end, some practical implications are offered for EFL students and teachers. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Journal of Language & Translation Studies (JLTS) is the property of Ferdowsi University of Mashhad Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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