The IUP Journal of English Studies
The Interplay Between Iranian EFL Teachers’ Conceptions of Intelligence, Care, Feedback, and Students’ Stroke

Article Details
Pub. Date : Sep, 2019
Product Name : The IUP Journal of English Studies
Product Type : Article
Product Code : IJES91909
Author Name : Ali Derakhshan, Mahnaz Saeidi, and Fatemeh Beheshti
Availability : YES
Subject/Domain : Arts & Humanities
Download Format : PDF Format
No. of Pages : 19



Language learning and language teaching are complicated processes which involve myriad factors such as intelligence, care, feedback, and stroke, grounded in Self-determination Theory (SDT) and Transactional Theory (TA), which may facilitate or hinder language learning and language teaching processes. This study contends that the four effective psychological factors, namely, language teachers’ conceptions of intelligence, care, feedback, and students’ stroke can be used as lenses to find out the association between and among teachers and students. The participants in the study comprised two hundred female students and thirty English language teachers. Four instruments were administered (one for teachers and three for students): Language Teachers’ Conceptions of Intelligence Scale (LTCI-S); Teacher Care Scale (TC-S); Language Teacher Feedback Scale (LTF-S); and Student Stroke Scale (SS-S). The results of Pearson product-moment correlation coefficient revealed that there was no statistically significant correlation between language teachers’ conceptions of intelligence and teacher care. However, there were statistically significant relationships across language teachers’ conceptions of intelligence, students’ stroke, and teacher feedback. The results of the regression model revealed that language teachers’ conceptions of intelligence cannot be predicted based on teacher care, students’ stroke, and teacher feedback.


It has been well recognized that cognitive, affective, and interpersonal relationships between teachers and their students play indispensable roles in the educational milieus. Good teacher-student relationships and a supportive classroom atmosphere can establish rapport, improve students’ interpersonal skills, and reduce their distress, which may per se lead to their better achievement (Bieg et al. 2013; Fischer et al. 2015; Irajzad and Shahriari 2017; Peng and Woodrow 2010; Pishghadam and Khajavi 2014; Rueger, Malecki, and Demaray 2010; Timoštšuk 2016; Willingham, Pollack, and Lewis 2002; Zee, Koomen, and Van der Veen 2013).


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