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Mostafaei Alaei, Mahnaz, Alaei, Mahya. (1403). EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2024.76704.815
Mahnaz Mostafaei Alaei; Mahya Alaei. "EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study". سامانه مدیریت نشریات علمی, , , 1403, -. doi: 10.22054/ilt.2024.76704.815
Mostafaei Alaei, Mahnaz, Alaei, Mahya. (1403). 'EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2024.76704.815
Mostafaei Alaei, Mahnaz, Alaei, Mahya. EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study. سامانه مدیریت نشریات علمی, 1403; (): -. doi: 10.22054/ilt.2024.76704.815

EFL Teachers’ Perceptions of Academic Favoritism: A Questionnaire Development and Validation Study

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 12 مرداد 1403
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2024.76704.815
نویسندگان
Mahnaz Mostafaei Alaei* ؛ Mahya Alaei
Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran
چکیده
Although the concept of favoritism has received attention in various areas of study such as management, business, and medical settings, this line of research has scarcely been explored in teacher education and especially in L2 acquisition context. The current study aimed to design and validate a scale that could explore English as a Foreign Language (EFL) teachers’ perceptions of academic favoritism. After developing the 40-item Academic Favoritism Questionnaire (AFQ), it was administered to the target participants of the study, and the required data were collected from 154 Iranian EFL teachers selected through non-random convenience sampling. The results of exploratory and confirmatory factor analyses revealed eight underlying components of the model: damaging collaborative learning, educational inequality, teachers’ biased attitudes, teacher-student conflicts, learning barriers, unfair students’ treatments, negative learners’ experience, and unhealthy academic atmosphere. The study findings may shed light on this obscure topic in the field of education. The study provides important implications for different education stakeholders including researchers, teacher educators, supervisors, EFL teachers, and L2 learners as the findings could increase their awareness of favoritism and its likely influence on their professional practices and environment.
کلیدواژه‌ها
Academic favoritism؛ EFL teachers؛ exploratory and confirmatory factor analysis؛ questionnaire development؛ teacher perceptions
آمار
تعداد مشاهده مقاله: 95


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