Conscience in Language Teaching and its Relationship with Language Proficiency and Emotional Intelligence of EFL Teachers by Sedighe Jalili Kalangestani was published here.
Several factors contribute to the efficacy of an English language teacher, among which, language proficiency and emotional intelligence. Yet, there is a newly developed factor which claims to add value to a language teacher. This new factor is called language teaching conscience. Conscience is the sense of right and wrong, which tells us whether what we are doing is morally right or wrong based on particular norms, rules, or religions. Conscientious teachers seem to be more responsible for their job, classroom practice, and students’ needs. On the other hand, teachers who are emotionally more able to understand their students’ needs may have better control of the students and classroom atmosphere, thereby promoting students’ success.
In order to investigate the possible relationship between Iranian EFL teachers’ language teaching conscience, emotional intelligence, and language proficiency, the following research questions have been proposed: 1. Is there any statistically significant relationship between the language teaching conscience and the emotional intelligence of Iranian EFL teachers? 2. Is there any statistically significant relationship between the language teaching conscience and the language proficiency of Iranian EFL teachers? 3. Is there any statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers?
Conscientious language teachers in typical classroom environments care about their students and do their best to support, as well as motivating them to show signs of interest in expressing themselves in the foreign language. Unless students receive support from their teachers, they might not experience effective interaction among themselves; therefore, poor language production is possible to happen.
Language proficiency is the actual performance of language learners, which includes the mastery of the forms, the linguistic, cognitive, affective and sociocultural meanings of those forms, the capacity to use the language with focus chiefly on communication and minimum attention to form, and the creativity in language use. By language proficiency is meant to use a language for real-life purposes not considering the manner in which that competence was acquired.
Emotional intelligence is said to be the mixture of the term emotion and intelligence, which are associated with each other. Old intelligence quotient tests simply measure logic and language, disregarding other skills. It is believed that our brains possess some other outstanding types of intelligence, such as emotional intelligence. Emotional intelligence, therefore, can be considered one part of a comprehensive group named multiple bits of intelligence. Emotional intelligence is associated with relating well to people, effectively understanding our own needs and that of others, adapting to and dealing with the immediate surroundings to be more winning in coping with environmental needs.
The relationship between these elements was investigated with the help of a number of participants who agreed to complete some questionnaires. The contribution of 82 homogenized (in terms of general English language proficiency) M.A. students and M.A. holders from three majors of TEFL, English translation, and English literature was taken into consideration. Their teaching experience varied from 3 to 12 years and their age ranged from 26 to 37 respectively. Three instruments have been used in this study as follows: an emotional intelligence questionnaire, a language teaching conscience questionnaire, and TOEFL: Test of English as a Foreign Language.
The data gathered out of the questionnaires were extracted to be analyzed through SPSS 22. The summary of the results is the following: 1) There is a strong, positive correlation between the language teaching conscience and the emotional intelligence of Iranian EFL language teachers, statistically significant; 2) There is a medium, positive correlation between the language teaching conscience and the language proficiency of Iranian EFL language teachers, which was also statistically significant; 3) There was a medium, positive correlation between the emotional intelligence and the language proficiency of Iranian EFL language teachers, which was also statistically significant. It might be claimed that those teachers with a higher level of language teaching conscience are emotionally more aware of the needs of the students and thereby creating a more positive relationship with students.
The present research suggests that Iranian EFL school teachers be compared to EFL institute teachers in terms of their language teaching conscience and emotional intelligence, with respect to their language proficiency. It is also suggested that gender roles have a significant influence on ELT teachers regarding their language teaching conscience and emotional intelligence.
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