Teaching Model

If the target of foreign language teaching is to use the language, communicative language teaching (CLT) seems to be an ideal teaching model. The goal of teaching with this method is to use the language as a medium of communication (Adi, 2012).The application of the communicative approach in teaching English as a foreign language, however, is associated with some problems that can cause the method turn out not to be so much successful and the learning outcome not to be efficient enough. This paper mainly intended to evaluate the problems that may lead to the failure of communicative language teaching in EFL contexts and some possible solutions for such problems. Awareness of these problems and the possible remedies can be helpful for both EFL teachers and learners, providing them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this method.

Purpose: This study aimed to determine the role of teaching models in academic performance and responsibility among students. Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test). Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted. Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.