Fostering Student Learning: EFL Teachers’ Pedagogical Competence and Subject Content on Students’ Achievement
Keywords:
EFL Teachers, Teachers’ Pedagogic Competence, Lesson Content, Students’ Achievement
Abstract
this study explored whether and how EFL teachers’ pedagogical competence and subject content contribute to gain in students' English achievement. Using correlational study, the results indicated that students’ attitude to teachers’ pedagogical competence and English lesson content were positive. Interestingly, the students’ attitude towards English teachers’ pedagogical competence is higher than the students’ attitude towards English lesson contents. This finding provides support for policy initiatives designed to improve students' English language achievement by increasing EFL teachers’ knowledge and English lesson contents.
References
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Ball, D. L., & Bass, H. (2002). Toward a practice-based theory of mathematical knowledge for teaching. Paper presented at the Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group.
Brophy, J., & Good, T. L. (1984). Teacher Behavior and Student Achievement. Occasional Paper No. 73.
Byrne, C. (1983). Teacher Knowledge and Teacher Effectiveness: a Literature Review, Theoretical Analysis and Ddiscussion of Research Strategy. Paper presented at the meeting of the Northwestern Educational Research association, Ellenville, NY.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language: Heinle & Heinle Boston, MA.
Çepni, S., Taş, E., & Köse, S. (2006). The Effects of Computer-Assisted Material on Students’ Cognitive Levels, Misconceptions and Aattitudes towards Science. Computers & Education, 46(2): 192-205.
Chamot, A. U. (2005). Language Learning Strategy Instruction: Current Issues and Rresearch. Annual Review of Applied Linguistics, 25(1): 112-130.
Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. (1966). Equality of Educational Opportunity. Washington, DC, 1066-5684.
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement. Education Olicy Analysis Archives, 8(1): 1-25.
Faucette, P. (2001). A Pedagogical Perspective on Communication Strategies: Benefits of Ttraining and an Aanalysis of English Language Teaching Materials. Second Language Studies, 19(2): 1-40.
Fennema, E., & Franke, M. L. (1992). Teachers' Knowledge and its Impact.
Ferguson, R. F. (1991). Paying for Public Education: New Evidence on how and why Money Matters. Harv. J. on Legis., 28(1): 465.
Gardner, R. C., & Tremblay, P. F. (1994). on Motivation, Research Agendas, and Theoretical Frameworks1. The Modern Language Journal, 78(3): 359-368.
Gay, L., Mills, G., & Airasian, P. (2006). Education research–Competencies for analysis and applications . Columbus, OH: Pearson Education: Inc.
Gerry, A., & Wingard, P. (1981). The Teaching of English as an International Language: A Practical Guide. Collins Glasgow.
Hill, H. C., Ball, D. L., Blunk, M., Goffney, I. M., & Rowan, B. (2007). Validating the Ecological Assumption: the Relationship of Measure Scores to Classroom Teaching and Student Learning. Measurement, 5(2): 107-118.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. American educational research Journal, 42(2): 371-406.
Jussim, L., Madon, S., & Chatman, C. (1994). Teacher Expectations and Student Achievement Applications of Heuristics and Biases to Social Issues. Springer.
Katz, L. G., & McClellan, D. E. (1997). Fostering Children's Social Competence: the Teacher's Role. Volume 8 of the NAEYC Research into Practice Series: ERIC.
Lamb, M., & Coleman, H. (2008). Literacy in English and the Transformation of Sself and Ssociety in Post-Soeharto Indonesia. International Journal of Bilingual Education and Bilingualism, 11(2): 189-205.
McGarity, J. R., & Butts, D. P. (1984). The Relationship among Teacher Classroom Management Behavior, Student Engagement, and Student Achievement of Middle and High School Science Students of Varying Aptitude. Journal of Research in Science Teaching, 21(1): 55-61.
Mosteller, F. (1997). the Tennessee Study of Class Size in the Early School Grades. Bulletin of the American Academy of Arts and Sciences, 14-25.
Oser, F. K. (1992). Effective and Responsible Teaching: The New Synthesis: ERIC.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational review, 57(1): 1-23.
Young, D. J. (1991). Creating a Lowâ€Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal, 75(4): 426-437.
Ball, D. L., & Bass, H. (2002). Toward a practice-based theory of mathematical knowledge for teaching. Paper presented at the Proceedings of the 2002 annual meeting of the Canadian Mathematics Education Study Group.
Brophy, J., & Good, T. L. (1984). Teacher Behavior and Student Achievement. Occasional Paper No. 73.
Byrne, C. (1983). Teacher Knowledge and Teacher Effectiveness: a Literature Review, Theoretical Analysis and Ddiscussion of Research Strategy. Paper presented at the meeting of the Northwestern Educational Research association, Ellenville, NY.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language: Heinle & Heinle Boston, MA.
Çepni, S., Taş, E., & Köse, S. (2006). The Effects of Computer-Assisted Material on Students’ Cognitive Levels, Misconceptions and Aattitudes towards Science. Computers & Education, 46(2): 192-205.
Chamot, A. U. (2005). Language Learning Strategy Instruction: Current Issues and Rresearch. Annual Review of Applied Linguistics, 25(1): 112-130.
Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. (1966). Equality of Educational Opportunity. Washington, DC, 1066-5684.
Darling-Hammond, L. (2000). Teacher Quality and Student Achievement. Education Olicy Analysis Archives, 8(1): 1-25.
Faucette, P. (2001). A Pedagogical Perspective on Communication Strategies: Benefits of Ttraining and an Aanalysis of English Language Teaching Materials. Second Language Studies, 19(2): 1-40.
Fennema, E., & Franke, M. L. (1992). Teachers' Knowledge and its Impact.
Ferguson, R. F. (1991). Paying for Public Education: New Evidence on how and why Money Matters. Harv. J. on Legis., 28(1): 465.
Gardner, R. C., & Tremblay, P. F. (1994). on Motivation, Research Agendas, and Theoretical Frameworks1. The Modern Language Journal, 78(3): 359-368.
Gay, L., Mills, G., & Airasian, P. (2006). Education research–Competencies for analysis and applications . Columbus, OH: Pearson Education: Inc.
Gerry, A., & Wingard, P. (1981). The Teaching of English as an International Language: A Practical Guide. Collins Glasgow.
Hill, H. C., Ball, D. L., Blunk, M., Goffney, I. M., & Rowan, B. (2007). Validating the Ecological Assumption: the Relationship of Measure Scores to Classroom Teaching and Student Learning. Measurement, 5(2): 107-118.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement. American educational research Journal, 42(2): 371-406.
Jussim, L., Madon, S., & Chatman, C. (1994). Teacher Expectations and Student Achievement Applications of Heuristics and Biases to Social Issues. Springer.
Katz, L. G., & McClellan, D. E. (1997). Fostering Children's Social Competence: the Teacher's Role. Volume 8 of the NAEYC Research into Practice Series: ERIC.
Lamb, M., & Coleman, H. (2008). Literacy in English and the Transformation of Sself and Ssociety in Post-Soeharto Indonesia. International Journal of Bilingual Education and Bilingualism, 11(2): 189-205.
McGarity, J. R., & Butts, D. P. (1984). The Relationship among Teacher Classroom Management Behavior, Student Engagement, and Student Achievement of Middle and High School Science Students of Varying Aptitude. Journal of Research in Science Teaching, 21(1): 55-61.
Mosteller, F. (1997). the Tennessee Study of Class Size in the Early School Grades. Bulletin of the American Academy of Arts and Sciences, 14-25.
Oser, F. K. (1992). Effective and Responsible Teaching: The New Synthesis: ERIC.
Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational review, 57(1): 1-23.
Young, D. J. (1991). Creating a Lowâ€Anxiety Classroom Environment: What Does Language Anxiety Research Suggest? The Modern Language Journal, 75(4): 426-437.
Published
2016-07-28
How to Cite
Bachtiar, B. (2016). Fostering Student Learning: EFL Teachers’ Pedagogical Competence and Subject Content on Students’ Achievement. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 2(1), 55-69. Retrieved from https://ejournal.kopertais4.or.id/mataraman/index.php/efi/article/view/1926
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