Relationship between Iranian EFL Teachers' Brain Dominance, Teaching Experience and their Teaching Style

Document Type: Research Paper

Authors

1 Department of Foreign Language, College of Humanities, Sepidan Branch, Islamic Azad University, Sepidan, Iran

2 Department of Foreign Languages, Sepidan Branch, Islamic Azad University, Sepidan, Iran

Abstract

The present study sought to explore the relationship between Iranian EFL teachers' brain dominance, teaching experience and their teaching style. The study population consisted of all EFL teachers of high schools in Shiraz holding a B.A degree, with the sample consisting of 100 participants recruited through convenience sampling. The study employed a descriptive correlational design. To collect data, a 40 Item-Teaching Style Survey, a 15 Item- Brain Dominance Questionnaire, and a 14 Item-Teaching Experience Scale were used. The data was presented in mean, standard deviation, graphs, and tables. Pearson correlation coefficient and multiple regression were used to test the research hypotheses. The results showed that there was a significant relationship between EFL teachers’ brain dominance, teaching experience and their teaching style. It was also found that EFL teachers’ brain dominance was a grater predictor of their teaching style than their teaching experience was. The results have several practical implications. The recommendations made include whole brain teaching and addressing the cognitive needs of EFL teachers.

Keywords

International Journal of Foreign Language Teaching and Research

Volume 7, Issue 25
Spring 2019
Pages 115-126

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History

  • Receive Date: 12 October 2018
  • Revise Date: 03 December 2018
  • Accept Date: 17 January 2019

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