A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies
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| Title: | A Longitudinal Study of Saudi EFL Teacher Perspectives on Classroom Management Strategies |
|---|---|
| Language: | English |
| Authors: | Alamri, Hayat Rashe |
| Source: | English Language Teaching. 2022 15(5):128-144. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Longitudinal Studies, Teacher Attitudes, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Classroom Techniques, Elementary School Teachers, Secondary School Teachers, Language Teachers, Rating Scales |
| Geographic Terms: | Saudi Arabia |
| ISSN: | 1916-4742 1916-4750 |
| Abstract: | Using a rating scale, this study investigated Saudi English as a Foreign Language (EFL) teachers' perspectives on the importance and implementation of classroom management strategies (CMSs) during three phases: T1, T2, and T3. Results differed significantly regarding the importance of positive CMSs for primary (T1 and T3) and secondary schools (T2). Additionally, results were significant for negative CMSs in favor of primary schools (T3). Results differed significantly regarding implementing positive CMSs for secondary (T1) and primary schools (T3). Last, results were significant for negative CMSs favoring primary (T1) and secondary schools (T3). EFL teachers' perspectives remain critical and researchable. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1344370 |
| Database: | ERIC |
| Abstract: | Using a rating scale, this study investigated Saudi English as a Foreign Language (EFL) teachers' perspectives on the importance and implementation of classroom management strategies (CMSs) during three phases: T1, T2, and T3. Results differed significantly regarding the importance of positive CMSs for primary (T1 and T3) and secondary schools (T2). Additionally, results were significant for negative CMSs in favor of primary schools (T3). Results differed significantly regarding implementing positive CMSs for secondary (T1) and primary schools (T3). Last, results were significant for negative CMSs favoring primary (T1) and secondary schools (T3). EFL teachers' perspectives remain critical and researchable. |
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| ISSN: | 1916-4742 1916-4750 |
