The Impact of Postmethod Pedagogy on Academic Achievement, Self-Efficacy, Emotions, and Self Esteem According to the Dynamic Systems Theory

Journal of Language and Translation

دوره 11، شماره 3، مهر 2021، صفحه 193-214   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2021.683486

نویسندگان

Yalda Hooman¹؛ Reza Rezvani^{* 2}؛ Shahram Afraz³

¹PhD Candidate of TEFL, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran

²Associate Professor of Applied Linguistics, English Department, Yasouj Branch, Islamic Azad University, Yasouj, Iran

³Assistant Professor of Applied Linguistics, English Department, Qeshm Branch, Islamic Azad University, Qeshm, Iran

چکیده

The current paper investigated the effect of postmethod pedagogy on senior high School students’ achievement, academic self-efficacy, achievement emotions, and self-esteem. The participants of this study included 120 female students in Zahedan located in the Iranian province of Sistan and Baluchistan. They were randomly recruited and categorized into two control and experimental groups. The students’ academic achievement was measured through a pretest. Subsequently, the Morgan-Jinks Student Self-Efficacy Scale (MJSES), Pekran Academic Achievement Emotions Questionnaire (AEQ) (2005), and Rosenberg Self-Esteem Scale (RSES) were distributed among the participants in both groups. The control group received instruction based on the conventional method, while instruction in the experimental group was based on the new method during the academic year. Upon the completion of the study, the achievements of both groups were measured again through a posttest. The data obtained were analyzed to reveal that postmethod played an important role in teaching and the use of this approach could develop academic achievement, self-efficacy, emotions, and self-esteem among senior high school students.

کلیدواژه‌ها

Academic achievement؛ Academic emotions؛ Academic self-efficacy؛ Academic self-esteem؛ Dynamic systems theory؛ Postmethod pedagogy

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