Annotated Bibliography

In the name of god

Islamic Azad University
Faculty of Humanities
English Language Department
Qeshm Islamic Azad University International Branch

Teachers Beliefs of Effective Teaching in the Foreign Language Classroom: A study of Nonnative EFL Teachers.

M. A. Thesis
Submitted in Partial Fulfillment of the Requirements for the
Degree of Master of Arts in Teaching English as a Foreign
Language

By:

Supervisor:

Advisor:

Septamber, 110, 2015 Islamic Azad University
Faculty of Humanities
English Language Department

This is to certify that the thesis submitted by
FatemehMiri entitled

Teachers Beliefs of Effective Teaching in the Foreign Language Classroom: A study of Nonnative EFL Teachers.

In Partial Fulfillment

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Table 4.3. The correlation between teachers efficacy and their attitudes
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Table 4.4. The correlation between teachers self-efficacy and their level of proficiency.
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Table 4.5. Regression analysis of the variables.
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Table 4.6. Results of descriptive statistics and t-test for school and institute language teachers beliefs about grammar
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Table 4.7. Results of descriptive statistics and t-test for the BA and MA teachers beliefs about grammar
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Table4.8. Results of descriptive statistics and t-test for the more experienced and less experienced teachers beliefs about grammar
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Table 4.9. Results of descriptive statistics and t-test for the male and female teachers beliefs about Grammar
98

This can only be possible when teachers themselves have a high level of proficiency in the target language and keep strengthening their proficiency so as to be able to undergird effective implementation of the National Standards (2006). While a foreign language teachers knowledge of language proficiency is essential for classroom teaching, efforts have been made to explain issues that interfere with success in foreign language learning (Ellis, 1994, 1997; Krashen, 1982; Swain, 1995; Vygotsky, 1978, 1986). For example, an important element that might cause language learning difficulties is anxiety. Dinklage (1971) identifies that the anxiety presents in students who have difficulty with foreign language is the result of failure in learning a foreign language. Another element is learning style. For instance, Ehman (1996), Castro and Peck (2005) state that a students preferred learning style is another component of language learning difficulties. Galbraith (1998) states that most of the teachers are expert in the content they teach. To that purpose, Galbraith (1998) offers a model of developing a teaching style which consists of two knowledge areas: knowledge of self and knowledge of learners. These knowledge areas are essential for teachers of foreign languages, in the development of a more effective teaching