Document Type : Original Article


Ferdowsi University of Mashhad


Given a considerable number of studies attempted to determine the factors influencing teacher effectiveness, the current study set out to investigate the effect of the newly-proposed concept of Emo-sensory practice on teacher success. For this purpose, the researcher took advantage of using both qualitative and quantitative methods of research. In the first phase, a focus-group discussion was conducted with nine EFL teachers to explore their views toward using emo-sensory practices in their education. Based on the data from the qualitative phase, the English language teacher emo-sensory practice scale (ELT-ESPS) was designed. Afterwards, a total of 200 English language learners filled out ELT-ESPS along with the teacher success scale. The construct validity of ELT-ESPS was substantiated through confirmatory factor analysis. To examine whether distal and proximal senses could predict teacher success, structural equation modeling was utilized. The results indicated that distal senses (i.e., auditory and visual) are better predictors of success than proximal senses (i.e., olfactory, gustatory, and kinesthetic); the auditory sense is the strongest predictor of teacher success whereas the olfactory sense is the weakest predictor of it. Findings indicated that there is a significant positive correlation between Iranian English language teacher emo-sensory practices and teacher success. In the end, the results were discussed and implications of findings were presented.


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