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TABLE OF CONTENTS

 

Title Page …….. ……………………………………………………………………I

ABSTRACT………………………………………………………………………IV

ACKNOWLEDGMENTS………………………………….. ……………………..V

TABLE OF CONTENTS…………………………………………………………VII

LIST OF TABLES ………………………………………………………………..XI

LIST OF FIGURES……………………………………………………………..XIV

CHAPTER I: BACKGROUND AND PURPOSE……………………………..….1

1.1     Introduction………………………………………………………………….2

1.2.    Statement of the Problem………………………………………….…..…….4

1.3.    Statement of the Research Questions…………..…………………….………..5

1.4.    Statement of the Research Hypotheses ………………………………………6

1.5.    Definition of Key Terms…………………………..…………..…………….7

1.5.1. Teachers’ teaching Styles:………………………………………….……………..7

1.5.2. Autonomy:……………………………………………………………………8

1.5.3. Neuro-Linguistic Programming:……………..……………………………….9

1.6.    Significance of the Study…………………………………………..……….10

1.7.    Limitations, Delimitations ……………………………………………….…11

1.7.1. Limitations……………………………………………………………….….11

1.7.2. Delimitations…….…………………………………………………………12

CHAPTER II: REVIEW OF THE RELATED LITERATURE…………………..13

2.1.    Introduction…………………………………………………………………14

2.2.    Teachers’ Teaching Styles………………………………………………….15

2.2.1. Definition & Influencing Factors…………………………………..………15

2.2.2. Learners’ side: learning styles, strategies, prefer..ences and nee…….……..17

2.2.3. Performance and Context…………………………………………….…….20

2.2.4. Teaching Approaches and Methodologies………………………………….21

2.3.    Neuro-Linguistic Programming………………..…………………….…….24

2.3.1. History………………………………………………………………………25

2.3.2. Definition…………….………………………………………….………….26

2.3.3. NLP Fundamentals, Products & Essence……………………………..……29

2.4.    Autonomy…………………………………………………………………..31

2.4.1.   Definition ………………………………………………………..………..31

2.4.2. Learners’ Autonomy vs. Teachers’ Autonomy………………………….…34

2.4.3. Autonomy in Language Learning Setting…………..………………..…….38

CHAPTER III: METHODOLOGY…………..…………………………….…….41

3.1.    Introduction……………………………………………………………..….42

3.2.    Participants……………………………………………………….…………42

3.3.    Instrumentation…………..…………………………………………………43

3.3.1. Grasha Teaching Style Inventory Questionnaire …………………………..44

3.3.2. Neuro-Linguistic Programming Questionnaire …………………………….45

3.3.3. Teacher Autonomy Survey…………………………………………………48

3.4.    Procedure…..…………………………………………………………………49

3.5.    Design……………………………………………………………………….50

3.6.    Statistical Analyses…………………………………………………………51

CHAPTER IV: RESULTS AND DISCUSSION…………………………………52

4.1.    Introduction…………………………………………………………………53

4.2.    The Results of the Study…………………………………………….……..54

4.2.1. Reliability of the Instruments…………………………………………..…..54

4.2.1.1.       Reliability of Teachers’ Autonomy Scale……….…………………….54

4.2.1.2.       Reliability of Grasha Teaching Style Inventory….…………………55

4.2.1.3.       Reliability of NLP Scale…………………………………………….56

4.2.2. Testing the First Null Hypothesis:…………….………………………..….56

4.2.2.1. Frequency Statistics of Different Teaching Styles……………………….57

4.2.2.2. Descriptive Statistics……………………………………………………..58

4.2.2.3. Tests of Normality…………………………..…………………………   72

4.2.2.4. Final Results                                                                                               75

4.2.3. Testing the Second Null Hypothesis……………………………………….78

4.2.3.1. Frequency Statistics of Different Teaching Styles.……    …………….….78

4.2.3.2. Descriptive Statistics……………………………………………………..80

4.2.3.3.  Tests of Normality……………………………………………………….86

4.2.3.4. Final Results………………………………………………………………87

4.2.4.. Testing the Third Null Hypothesis…………………………………………………..90

4.2.4.1. Assumption of Linearity………………..…………………………………90

4.2.4.2.Assumption of Normality……..……………………………………………..92

4.2.4.3. Final Results                                                                                         92

4.2.4. Testing the Fourth Null Hypothesis..………………………………………93

4.2.4.1. Assumption of Multicollinearity…………………………………………94

4.2.4.2. Assumption of Normality…………………………………………………97

4.2.4.3. Assumption of Homoscedasticity………………………………..………99

4.3. Discussion……………………………………………………………………110

CHAPTER V: CONCLUSION AND PEDAGOGICAL IMPLICATIONS…….113

5.1.    Introduction……………..…………………………………………………114

5.2.    Procedure and Summary of the Findings…………….…………………..114

5.3.    Conclusion………………………………………………………………..116

5.4.    Pedagogical Implications…………………..……………………………..117

5.4.1. Implications for EFL Teachers……………………………………………117

5.4.2. Implications for EFL Learners……………………………..……………..118

5.4.3.  Implications for Language School Managers……………………………..119

5.4.4. Implications for Syllabus Designers………………………………………120

5.5.    Suggestions for Further Research…………………………………………121

REFERENCES…………………………………………………………………..122

APPENDICES……………………………………………………………………131

Teaching Autonomy Scale  (Pearson & Moomaw, 2005)……………………………….132

Neuro-Linguistic Programming (Reza Pishghadam, 2011)……………………..135

Teaching Style Inventory: Version 3.0 (Grasha, 1994)………………………….136

 

 

 

LIST OF TABLES

 

Table 3.1 Distribution of Questions with Relevant Teaching Styles                                                45

Table 3.2 Distribution of Questions with Relevant Autonomy Types                                                 49

Table 3.3 The Categories of the Variables                                                                                           50

Table 4.1 Reliability of Each Factor of NLP Questionnaire                                                           .56

Table 4.2 Expert Frequency Statistics …………………………………….                                     57

Table 4.3 Formal Authority Frequency Statistics                                                                                  57

Table 4.4 Personal Model Frequency Statistics                                                                                     57

Table 4.5 Facilitator Frequency Statistics                                                                                      57

Table 4.6 Delegator Frequency Statistics                                                                                              58

Table 4.7 General, Curriculum and Total Autonomy Descriptives                                                  58

Table 4.8 Autonomy Descriptives for Different Levels of Expert Teaching Style                               60

Table 4.9 Autonomy Descriptives for Different Levels of Formal Authority Teaching Stylee              62

Table 4.10 Autonomy Descriptives for Different Levels of Personal Model Teaching Style                65

Table 4.11 Autonomy Descriptives for Different Levels of Facilitator Teaching Style                          67

 

Table 4.12 Autonomy Descriptives for Different Levels of Delegator Teaching Style                          70

Table 4.13 Tests of Normality Regarding Expert                                                                                      73

Table 4.14 Tests of Normality Regarding Formal Authority                                                               73

Table 4.15Tests of Normality Regarding Personal Model                                                                         74

Table 4.16 Tests of Normality Regarding Facilitator                                                                            74

Table 4.17 Tests of Normality Regarding Delegator                                                                            74

Table 4.18 Comparing Autonomy across Categories of Expert                                                                  75

Table 4.19 Comparing Autonomy acrossCategories of Formal Authority                                                  76

Table 4.20 Comparing Autonomy acrossCategories of Personal Model                                                    76

Table 4.21 Comparing Autonomy across Categories of Facilitator                                                          77

Table 4.22 Comparing Autonomy across Categories of Delegator                                         77

Table 4.23 Expert Frequency Statistics                                                                                                     78

Table 4.24 Formal Authority Frequency Statistics                                                                                    78

Table 4.25  Personal Model Frequency Statistics                                                                                      78

Table 4.26 Facilitator Frequency Statistics                                                                                                78

Table 4.27 Delegator Frequency Statistics                                                                                                79

Table 4.28 NLP Descriptive Statistics                                                                                               80

Table 4.29 NLP Descriptives for Different Levels of Expert Teaching Style                                        80

Table 4.30 NLP Descriptives for Different Levels of Formal Authority Teaching Style                        82

Table 4.31 NLP Descriptives for Different Levels of Personal Model Teaching

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